STEP UP CONSULT

0543554495 / 0547707258
 LECTURE NOTES ON
RELATED PEDAGOGY BY
S. N. SARKODIE CA
STEP UP CONSULT
0543554495
MARCH, 2023.
 WEEK 1
METHODS &
TECHNIQUES OF
TEACHING
METHODS & TECHNIQUES OF
TEACHING
• I warmly welcome you to the first unit of the course, Related Pedagogy, which is one of the
examination areas for your professional examination. This unit which comprises five sections is
designed to equip you with the necessary tools that will make you a successful teacher.

• By the end of this discussion, you should be able to without referring to study material:
❖Differentiate between teacher-centred and learner-centred methods of teaching
❖ Explain the differences between skills and techniques of teaching
❖Discuss some conceptions of teaching
❖ Describe the characteristics of good teaching
❖ Discuss the major decision-making activities of pre-instructional planning
METHODS OF TEACHING
• You are welcome to the first section of the first unit of the course, Methods, Techniques and
Skills of Teaching. The title of this first section is Methods of Teaching. In this section you will do a
general survey of strategies of teaching and attempt to divide them into two: Teacher-Centred
and Learner-Centred methods and explain the criteria on which you based your classification.
• By the end of this section you should be able to:
❖Explain what a teaching method is
❖State the two main types of teaching methods
❖ Make a list of classroom teaching strategies and group them under the two main
types learner-centred and teacher-centred.
❖Explain the role of the teacher in the use of each of the two types of method.
METHODS OF TEACHING
• There are two main types of methods of teaching. These are: Learner-centred methods and Teacher-
centred methods.
• LEARNER-CENTRED METHODS: A learner-centred method of teaching is that method in
which learners are more active than the teacher. In the use of this method the learner is placed at the
centre of the educational process.
• TEACHER-CENTRED METHODS: A method is said to be teacher-centred when the teacher
takes a centre role in the teaching/learning situation. In this case, the main attention is more on what
is taught than the child who is being taught.
• From the two main types of methods several methods can be derived from them. Such methods are
lecture, drill, brainstorming, student presentation etc.
TECHNIQUES AND SKILLS OF
TEACHING
• Welcome to Section 2 of Unit 1 which deals with Techniques and Skills of Teaching. You will
remember that Section 1 discussed methods of teaching in general. In this section I shall discuss
techniques and skills which you require to make your methods effective. As you read on keep an
eye on the differences between methods and techniques and between techniques and skills.
• By the end of this section you should be able to;
❖Explain the difference between technique and skill
❖Discuss the two ways of using examples: the deductive approach and the inductive approach
❖Develop skills in using various strategies, techniques and methods
❖Develop your skills of using examples specifically in teaching
TECHNIQUES AND SKILLS OF
TEACHING
• TECHNIQUES VERSUS SKILLS
• The specific ways in which you perform teaching methods are what we may refer to as techniques.
Technique then is the art or skill of performance. For example, you may be using the discussion
method but the way you ask questions to trigger off participation is your own technique.You may use
the method of discovery but the way you make your students apply or practice what they have
learned is your own technique. Technique is, therefore, the way you handle the different aspects or
phases of your instructional method or procedure.
• Skill, on the other hand, is the ability or competence to do something using the right strategies,
techniques and methods. Teaching involves a lot of skills, too many to enumerate here, but I shall
mention a few. Major teaching skills include introducing a lesson, explaining, questioning, using
examples, using the chalkboard, using teaching-learning materials, and using silence and non verbal
cues
CONCEPTIONS OF TEACHING
• Welcome to Section 3 of this unit. In this section you will be exposed to various ways of viewing
teaching. The way every teacher teaches depends on his/her views on what teaching is or what role a
teacher is expected to play during the teaching-learning process.
I shall therefore pose for your consideration the following questions in relation to your role in the
classroom;
❖In your classroom interaction do you see yourself as the source on which the learners must depend
for knowledge?
❖Should your learners be actively involved during your teaching?
❖As a teacher do you consider yourself as one who imparts knowledge to learners, or one who
facilitates student learning?
❖Is a teacher's presence a necessary requirement for student learning?
CONCEPTIONS OF TEACHING
Traditionally, teaching is viewed as imparting information, skills or values to others by words or by
example. The teacher therefore provides explanation or supporting evidence or employs some methods
intended to help students to accept what has been taught. The traditional view and assumes that
knowledge exists in some eternal form, to be discovered and imparted.

Contemporary, teaching is viewed as facilitating learning. This means that the teacher manages learning
and makes it easier, faster and safer for the learner. In this second view, learning occurs within the
student; therefore the facilitator (ie teacher) must create conditions which make learning possible.
CONCEPTIONS OF TEACHING
• TEACHING COMPETENTICIES
The teacher must possess the following teaching competencies to enable an effective and efficient teaching
and learning.
Technical Competency: This refers to knowledge of the subject manner to be taught and the skills involved in
its application. There is no substitute for knowledge and skill in the matter.
Personal Teaching Competencies: These are the teacher characteristics and behavioral patterns that influence
their performance and the performance of their learners.
Professional Competencies: This refers to a teachers mastery of the knowledge and skills of teaching young
ones(pedagogy) and/or adults(andragogy). It comprises of the following: Lesson Planning, Lesson Presentation,
Assessment, Classroom Management, Guidance etc.
FACTORS CONTRIBUTING TO
EFFECTIVE TEACHING
• Welcome to Section 4 of the first unit of this course. In this section, I shall discuss the personal and
professional characteristics of a good teacher. The section will be closed with two other topics the
attributes of an ideal teacher and the characteristics of good teaching. These two topics will be of
immense use to you in evaluating both your personality and your teaching.
• By the end of this section you should be able to
❖ State the personal characteristics expected of a teacher
❖ Describe the professional characteristics that a teacher must possess
❖Discuss the characteristics of good teaching
❖Discuss a set of attributes which, in the opinion of learners, make an ideal teacher.
FACTORS CONTRIBUTING TO
EFFECTIVE TEACHING
• CHARACTERISTICS OF A GOOD TEACHER
• In discussing the factors contributing to effective teaching, it is important for you to remember that
the greatest single factor in the teaching-learning process is the teacher. No technique, no method, no
device, no gadget can guarantee success only the teacher can do this. The greatest classroom
motivating device yet discovered is the highly motivated teacher. The characteristics of a successful
teacher can be conveniently grouped under two main headings: Personal and Professional.
FACTORS CONTRIBUTING TO
EFFECTIVE TEACHING
• PERSONAL CHARACTERISTICS OF A GOOD TEACHER
You will probably agree that it is quite possible to have two teachers of equal intelligence, training and
grasp of subject matter who nevertheless differ considerably in the results they achieve with students.
Part of the differences can be attributed to the effect of a teacher's personality on the learners.
• PROFESSIONAL CHARACTERISTICS OF A GOOD TEACHER
No matter how kind, amicable and well meaning a teacher is he cannot possibly succeed unless he has a
thorough knowledge of the subject he is teaching and a good general knowledge. On the other hand a
very knowledgeable person completely lacking in sensitivity or human emotions is not likely to be
successful either, especially if he behaves like a military person commanding at a parade. In short, certain
professional characteristics when combined with the personal characteristics I have discussed earlier
should help you succeed in the teaching profession
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• You are welcome to Section 5 of this unit. In this and the next section our discussion will be centred
on the instructional act, also called the teaching activity. One activity which all beginning teachers find
very boring and time consuming is the preparation of lesson notes. This activity is actually the final
stage of the preparations that the teacher does prior to classroom teaching and it determines the
success or otherwise of classroom teaching.
• By the end of this section you should be able to;
❖Explain why it is necessary to plan before teaching
❖Explain the four decision-making steps in planning a lesson
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• Phases of the instructional act There are three phases to every instructional act.
These are the;
❖pre-instructional phase
❖instructional phase
❖assessment phase
The three phases are interdependent, giving the whole instructional act a cyclical outlook. The pre-
instructional phase will form the focus of this section while the other two phases form the thrust of the
rest of this course. Planning is one of the most important professional characteristics of an effective
teacher. It is known that teachers who plan better teach better.
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• DECISIONS IN PRE-INSTRUCTIONAL PLANNING
Four key steps or decision-making activities are basis to any instructional planning. These are;
❖The specification of the objectives of instruction
❖The analysis and study of relevant input factors
❖The selection and programming of teaching strategies which the teacher can use effectively in actual
instruction
❖The selection and construction of assessment procedure.
 ELEMENTS OF PRE-INSTRUCTIONAL
PLANNING
• All four activities are integrated in the formulation of the lesson plan. The four activities
correspond to the four questions:
❖Where am going?
❖Where do I start?
❖How do I get there?
❖How do I know I have arrived?
Now let's discuss each of the four activities.
Determination of instructional objectives (Where am I going?)
A major element of pre-instructional planning is the determination of the specific things that
the students should learn. The type of subject matter influences the determination of the
instructional objectives. You should note that objectives may be subject to variation through
the contributions of students in the course of the lesson. This is the basis for saying that
students should be given an opportunity to contribute to what they should learn
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• INSTRUCTIONAL OBJECTIVES & LESSON PLAN

LEARNERS SHOULD READ ON

QUALITIES OF A GOOD
INSTRUCTIONAL OBJECTIVE &
LESSON PLAN
 ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
Analysis of input factors (Where do I start?)
It is recognized that for the teaching-learning process to proceed efficiently and effectively, there should be
students who are psychologically and culturally ready to learn and a teacher who is ready to use his/her
knowledge as resources in the teaching-learning process. The teaching that is done should be supported by
materials/resources for teaching. An examination of the major input factors shows that they can be grouped into
three:
❖Student characteristics
❖Subject matter
❖Physical facilities, materials and resources
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• Student characteristics
• These include the following
❖student entering capability or entry behaviour commonly referred to as previous
knowledge/experience
❖ student readiness to learn (e.g. intellectual level maturity)
❖student value system as it is influenced by the culture of the society
❖individual differences in students (e.g difference in learning styles)
ELEMENTS OF PRE-
INSTRUCTIONAL PLANNING
• Assessment (How do I know I have arrived?)
This measures the extent to which the stated objectives have been achieved.

REFER TO ESSENTIAL SKILL

NOTES ON ASSESMENT
THANK YOU