TEACHING METHODS

Dr. VENKATESHA.K
Dean and Chairman
Department of Education
Davangere University
Davangere
Cell-9448630136
Email-drvenkateshak@gamil.com
T - TRUTH
E - ENOUGH INFORMATION
A - ACCEPTABLE
C - CLARITY
H - HONESTLY
I - INTERESTING
N - NOBLE PROFESSION
G - GIVING
 TEACHING
 Teaching is an art
 Teaching is not just reading from a
book and reproducing in the class
 Objective oriented activity
 Flow of information between teacher
and students
 The concept of teaching is very important to teacher. It is
essential to practice the teaching skills in order to become better
teacher.
A teaching skill is a set of teaching behaviors of the teacher
which is especially effective in bringing about desired changes in
pupils’ behavior. Allen and Ryan in 1966 identified 20 teaching
skills at Stanford University. This list has now increased to 37
teaching skills. These skills can be assessed by means of an
observation scales.
 WHAT IS TEACHING?
• Teaching is a process intended for learning
by inducing a behavioral change.
• It is an art of communicating a message with
impact on audience.
• Pedagogy is an art or profession of teaching.
“By teaching, we mean, any inter-personal
influence aimed at changing the ways in which
other persons can or will behave”

Teaching is a very complex, intentional

humane activity. It has been the primary arena
of research by Psychologists, Sociologists,
Anthropologists, and very lately by
Educationists
 Teaching is like fishing
You use different lures for different fish

You use different methods for different learners.

Teaching is like beautiful music

Where, instructional methods are the instruments
When played alone they make sound…

When played together in tune, rhythm,

and feeling, they become amazing music!
 WHAT IS A “METHOD”?

a procedure or process for attaining an object: as

 a systematic procedure, technique, or mode of
inquiry employed by or proper to a particular discipline
or art
 a systematic plan followed in presenting material for
instruction
 a way, technique, or process or for doing something
 a body of skills or techniques
 TEACHING SKILLS.
They have been found very useful for every
teacher.
Skill of Introduction
Skill of Probing Questions,
Skill of Explaining,
Skill of Illustrating with Examples,
Skill of Reinforcement,
Skill of Stimulus Variation,
Skill of Classroom Management and
Skill of using Blackboard.
TEACHING DIMENSIONS

Teacher Student
Teaching
Subject
 Dunkin and Biddle’s (1974) Model for Classroom
Teaching
Presage Variables Process-Product Paradigm
(Teacher)
Formative Experiences
Teacher Training
experiences
Teaching/Personal
Characteristics

Process Variables Product Variables

(Classroom) (Outcomes)
Teacher Behaviors Student Learning
Learner Behaviors Learner Skills Gained
Changes in Behavior Attitudes
Developed/Modified

Context Variables (Learners)

Formative Experiences
Learner Characteristics
Personality Traits
School/Community
Characteristics
Classroom Characteristics
 WHY TEACHING
Teaching creates knowledge
Teaching build awareness
Teaching improve feelings and the
taught
 Teaching brings about behavioral
change.
 TEACHING PROCESS
Teacher Message Taught
Well
prepared CLEAR SENSITIZED
AND RECEPTIVE
ACCURATE
BRIEF
SPECIFIC

Communicator
 TEACHING TREE
COGNITIVE DOMAIN PSYCHOMOTOR AFFECTIVE
DOMAIN DOMAIN

KNOWING BEING DOING

KNOWLEDGE ATTITUDE PRACTICE

TEACHING
 TEACHING TREE
 Cognitive domain with knowledge and
psychomotor domain with feelings and interest.
 Both these domains affect the affective domain to
do or practice.
 If this practicing of teaching is done on regular
basis with positive feeling ,liking for the subject ,
subject will be internally absorbed and retained
(internalization)
 Whenever it is needed, the cognitive domain
provides or recalls the stored facts and concepts
automatically( automatism)
 TEACHING AND RESEARCH

 Research is having little impact on the

improvement of practice and teachers

 Effective teachers who teach effectively

in classrooms is by ‘Chance’ and not by
deliberate ‘Change’
 The most influential source of paradigm
for the study of teaching came from
Psychology, especially the behavioristic,
experimental, functional perspective within
that discipline.
Once this process is underway, critical theory
is introduced (e.g.,critical pedagogy, cultural
inclusiveness, social justice) that stimulates
teachers’ creative thinking about designing
curricula and assessment that are more student-
centered, inquiry oriented, culturally sensitive,
community-oriented
 WHO IS A PROFESSOR?
 Once the affective domain is enriched with
knowledge and positive attitude Internalization
of the subject
 Internalization will lead to development of
automatism( recalling the concepts and the
facts about subject automatically) and
command over the subject.
 Then he can profess about that subject
(becomes a professor)
TYPES OF TEACHING
Active
Passive
Learner oriented
Teacher oriented
Micro teaching
Macro teaching
Practice teaching
TEACHING METHODS
1. Lecture
2. Lecture discussion
3. Seminar
4. Symposium
5. Panel discussion
6. Group discussion
7. Tutorials
8. Role play
9. Integrated teaching (horizontal and vertical)
10. Talking point sessions
11. Workshops
12. Conferences
13. Hybrid method
14. Lecture-Explaining
15. Resource People
16. Case Study
17. Brainstorming & Buzz Groups
18. Field-trip (tour)
19. Directed (supervised) study
20. Socratic Dialogue
21. Jigsaw
22. Concept Map/Sketch
23. Debate
24. Cooperative Learning
25. Panel of Experts
CRITERIA OF GOOD TEACHING

• Good Concept ( thorough preparation)

• Organized Content( lesson planning)
• Good Quality and optimum quantity
• Sequence
• Relevance
• Learner oriented
 TEACHING PRACTICE

1. Set induction
2. Introducing topic
3. Topic organization
4. Reinforcing or stimulating
5. Summarizing
 SET INDUCTION
• Bringing the mood of the audience into the
topic.
• Make sure that your audience is ready to
receive the message you are going to deliver by
any means which will make them attentive and
receptive like:
1.Verbal questioning
2.Handouts
3.Problem/exercises
INTRODUCTION TO THE TOPIC

Introduce the topic to the

students by means of
1.Title
2.Learning objectives
3.Performance objectives
ORGANIZING THE TOPIC

1. Relevance
2. Sequence
3. Editing
4. Time management
 REINFORCEMENT
Make the lesson both comprehensive and interesting
by Reinforcing with

1. Facts and figures

2. Problems/exercises

3. Giving Examples

4. Making it a two way lecture discussion by asking few

questions( particularly the students who are not attentive.
 STIMULATION
Make it more interesting and lively by
1.Repetition of the main points
2.Stressing the important ones
3.Pauses to make something more effective
4.Relevant personal experiences
5.Purposeful body movements, gestures,
voice modulations, eye contact etc.
 TEACHING FLOWS
Teaching is a flow of thoughts
( stream of thoughts).

It is a continuous process , hence there

should be no unwanted interruptions.
 SUMMARIZING
• Summarize your lecture
• By checking whether you have explained all
the learning objectives you have chosen.
• Just repeat your learning objectives giving
stress on main points.
• Please note that summarization is not
evaluation or assessment of impact of your
lecture. It completes just delivery of lecture,
but does not measure the impact of lecture on
the audience.
SKILL OF CLASS ROOM MANAGEMENT

You must be aware that learning is

effective if the children actively participate in
the learning activities of the class.
The main purpose of the teaching is to
achieve the maximum participation of pupils in
the development of the lesson
Calling pupils by their names.
Making Norms of classroom behaviors.
Giving clear Directions.
Ensuring sufficient work for each child.
Keeping pupils in Eye Span.
Shifting from one Activity to another Activity
smoothly.
Recognizing and Reinforcing Attending
Behaviour of Pupils.
Checking Inappropriate Behaviour of Pupils
 INTEGRATION OF TEACHING SKILLS
The use of teaching skills and their components individually
taken one by one in the simulated, simplified and controlled
situation.
This must have significantly contributed to the qualitative
improvement in your teaching.
You are now in a position to integrate all these teaching
skills and use them properly to make your teaching effective
and interesting in the natural setting.
 ASSESSMENT
Can be done in several ways
One sided (by teacher
himself)
Two sided (teacher and
student)
 third party assessment
 EVALUATION
• Self designed using the understanding of
the learning objectives of the lecture as
criteria.

• Based on the basics of any lecture like the

content, quality of presentation etc
 SCORE
 You can give points to components of lecture and grade yourself
or get it done by the student or third party.

Example: 10 marks score

1 mark each for Set induction, Organizing lesson,
Reinforcement, Stimulation, Vocal clarity, Expressions ,
Relevance, Sequence, Preparation of slides, Usefulness
to the student,

Excellent lecture= scored 8-10 points;

 good lecture=6-8 points;
 average lecture=4-6 points;
 poor lecture=<4 points
 MANAGING THE STUDENTS
 Don’t throw the blame on the
students for your failure to create an
impact with your lecture.
 Students are immature, less skilled,
emotional and You are mature, more
skilled and composed.
 Best way to control the students is by
giving them best lectures.
 THINGS TO REMEMBER
Teaching skill which cut across the subject areas.
 These are useful for every teacher to teach any
subject.
Teaching skill is a set of teaching behaviours of the
teacher which facilitates learning of pupils.
All these teaching skills can be integrated to make
teaching very effective and interesting.
THANKING YOU