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Teaching Methods: D.R Johari Talib Unitar International University
Teaching Methods: D.R Johari Talib Unitar International University
• A media strategy
• A drill strategy
• An exposition strategy
• A demonstration strategy
• A concept strategy
• Simulation games
• A group discussion
• Guided discovery
• An Imaginative strategy
• Field work
• Problem-based learning
• Design-based learning
• Problem-solving
A Media Strategy
Purpose :
To bring in educational experiences from beyond the classroom
Useful for developing and enriching knowledge, skills and attitudes
from specialized presenters.
It suited to all year level and abilities and is most appropriate in social
studies, language, arts, music, maths and science
Major disadvantage
One-way form of instruction unless teacher really prepared
Pupils are passive receivers of material and usually there is no scope
of interaction between them and the medium
Teacher usually cannot preview the program and this increases the
possibility og it not appropriate for a particular group of pupils
Approach to a media (film, u-tube, TV/radio broadcast) strategy consists
of three major steps :
Setting the scene
The broadcast
Follow-up activity
To present an effective media strategy it is essential for teacher to
preview the video to ascertain the video is appropriate to the age,
ability and interest, the presentation matches your learning objectives,
pupils are given specific tasks to carry out during and after the
presentation.
A drill strategy
Purpose
Through repetition pupils will be able to produce an automatic
response or the immediate recall of specific facts, names/wprds.
It is based on learning by association or the frequent linking of two
things together.
Association is strengthened by understanding, plenty brisk practice,
reinforcement, and knowledge of results
Major limitations
It can be dull, aimless and boring
Pupils may chant the subject in a sing-song, parrot-like manner, with
little understanding or vitality
An approach to a drill lesson consists of six major steps :
Setting a scene
Checking meaning and understanding
Emphasizing key learning points
Drill
Written test
Marking and recording
• To present an effective drill strategy it is essential that the following principles be
heeded:
The material must be understood by the pupils
Drill must be held in short, brisk, regular bursts, a drill session should be not longer
than ten minutes
Drill should be interesting: flash cards, using media /technology supports, games
are all means of adding interests, and in some classes computers are also used.
There should be high success rate
Reinforcement, such as praise and immediate feedback on answer strengthens
retention
Drills should be based upon need and individualized as much as possible
An Exposition Strategy
Purpose
To transmit information as quickly as meaningful as possible
It emphasizes building on prior knowledge and having pupils
assimilate information by listening
The teacher transmits information and the pupils are physically
passive receivers
It suited to all year levels and abilities but is most commonly used
with older pupils in academic subjects.
Major limitation
It can be boring, overlong, and poorly presented
Limited in that pupils have very little opportunity for involvement and
social and skills learning outcomes are marginal.
Is extremely difficult to cater for individual differences with an
academically oriented exposition strategy.
Approach
An approach to an exposition strategy consists of four major steps :
Setting the scene
Presenting the material
Pupil activity
Checking understanding/transferring material to real life
To present an effective exposition strategy it is essential that
The strategy be appropriate to the age, ability , nterest and needs of the
pupils
You go from known to unknown
Subject matter should be presented in s all steps
It should be limited at most to a 20 minute presentation covering two to
three main ideas
The presentation is brisk, interesting, lively and enthusiastic
Pupils be involved as much as possible through listening, commenting,
questioning and responding.
A demonstration strategy
Purpose
To promote the acquisition of new skills/content/behavior through
observation and imitation
It is very traditional but highly effective teaching strategy especially
with young or less able students
It is suitable to all subjects areas and levels
It is commonly used in all skills areas, especially physical education,
handwriting, spelling, reading comprehension, mathematic, music
and foreign languages.
Major limitation
Little scope for independent leanrnig by pupils
Highly structured strategy and, if insufficient effort is putting in
planning, the demonstration lessons can become very dull and
routine, especially if teachers follow the text book.
An approach to a demonstration strategy consist of four major steps:
Setting the scene
Explaining and demonstrating the skill/content
Pupil practice with teacher feedback
Applying/transferring skill/ content in another context
A concept strategy
Purpose
To help pupils organize and categorize information or experience into
meaningful intellectual framework
Teaching concepts help pupils think more effectively by giving them
the tools for recalling facts, using them in different ways, and ordering
materials into patterns.
Concept teaching is very much a product of Hilda Taba and Jerome
Brunner learning psychologists
Concepts in several subject areas
Mathematic Social Science Art Music
Studies
Shapes,setsprim Culture Energy Primary Rhythm
e numbers, Anthropologist Momentum colors Mood
order, Race, goods Magnetism Portrait Melody
Operations, and services Flotation Still life harmony
relations, Producers and Mammals Landscape
Measurement, Consumers Living/non Impressioni
base, place, Location Living sm
equations Region Things cubism
capital insects
Major limitation
It is a process strategy and, therefore limited in its application to the
acquisition of content or highly specific information
Difficult to find concepts that redily lend themselves to this form
teaching.
The task of finding concepts in curriculum is time consuming.
Approach to a concept strategy consists of four major steps:
Setting the scene
Identifying items that are relevant to a problem
Grouping these items according to similarity
Labelling the group
• In order to present a concept strategy effectively it is essential that:
The concept must be worth teaching , it must be significant one
It must have clear characteristics
Pupils have concrete examples/experiences to relate to before
dealing with the more abstract form of the concept
There be active pupil involvement
• Jerome Bruner’s approach to a concept strategy consists of three
major steps :
Presentation of data and identification of the concept
Test attainment of the concept
Analysis of thinking strategies
Simulation Games
Purpose
To re-create as near as possible, a real life situation or experience
Students learn specific principles, concepts or thinking skills in the cognitive
domain, psychomotor skill/or values and attitudes related to belief,
consequence, efficacy and empathy.
Students enjoy learning
Simulation games may be teacher-made or commercially-made games such as
Monopoly, Poleconomy, Bafa Bafa, Black and White etc. There id also wide
range of computer simulation games.
Simulation games are especially suited to social studies, language arts, and
problem solving activities.
Major disadvantages with simulation games are
they may distort reality
become over-competitive and contain hidden values
Require a lot of effort and time to prepare and play
An approach of simulation games consist of:
Setting the scene
Preparing to play the simulation
Playing the simulation
Discussion and summary
In using games and simulations it is essential that:
They are suited to the age, ability level and interests of the pupils
Groups be thoughtfully arranged
The teacher is thoroughly familiar with the rules and procedures
The games be explained clearly
The teacher monitor the class carefully for disputes, misunderstandings
All pupils be actively involved
The teacher structures the post-game discussion to draw important
pronciples, undertsandingd, values and skills from it.
A group discussion strategy
Purpose
To foster communication skills within the class
To help promote thinking and decision making skills
Fostering differing viewpoints and opinions
Suitable to social studies such as current affairs, group investigations,
decision making activities, drama, art, research projects , problem-
solving and debating.
Limitation
It is not suitable for young pupils because of the level of reasoning
which is required
Depends upon the group routines and the social climate of the class.
If pupils are not trained in group discussion techniques then the
strategy can be marked by unco-operative and disruptive behavior
An approach to a group discussion strategy consists of four major steps:
Organizing the group
Setting the task
Discussion
Presentation of findings
To present an effective demonstration strategy it is essential that :
The activity be appropriate to the age, ability, interest and needs of
the pupils
The task be clearly explained, step-step in brief, simple terms
Demonstration in different forms to be used
All pupils can see and hear the explaination and demonstration
There be as much pupil involvement and self-evaluation as possible
A guided discovery strategy
Purpose
To help pupils develop their problem solving skills
Guide students how to learn by doing
Effective in helping develop better understanding of ideas and
concepts
Can be used also with young children provided there are lots of
concrete materials and teacher support.
Suitable to subjects and topics that require active learning, concept
development and finding of solutions to problems
Limitation
It is not suitable for transmitting a large number of facts in a concise
and efficient manner.
Without teacher guidance, discoveries can also take a long time for
some pupils.
Less able students, and thse who need a high degree of structure in
lessons, do not learn as effectively with this strategy.
An approach to guided discovery lesson or inquiry lesson consists of
three major steps :
The teacher sets a problem
The pupils explore the problem
Teacher and pupils discuss the proble and formulate conclusion
To present the guided discovery strategy effectively it is essential that :
The strategy be appropriate to the age, ability, interests and needs of the
pupils
The strategy fits class routines
The teacher understands the subject matter and the process of discovery
All materials be carefully prepared
The problem and the task be clearly explained
Pupils are fully involved and guided through the lesson
The major finding be summarized.
An imaginative strategy
Purpose
To promote creative thought and natural expression
Emphasizes of attitudinal development, originality, problem solving
Suitable to all years level and abilities and is most appropriate for art,
drama, movement and dramatic play in social studies.
Limitations
Pupils’ work can become stereotyped and distinctly lacking in
imagination
Is not a good strategy for transmitteing academic content
An approach to an imaginative lesson consists of five major steps:
Setting the scene for the lesson
Explaining and setting the task
Pausing for visualization
Involving the pupils in an open-ended activity
Presenting and discussing the work
To present an effective imaginative strategy it is essential that:
The activity be appropriate to the age, interests and needs of the
pupils
The class climate be relaxed. The teacher should otivate, guide and
encourage pupils throughout the lesson
The task is carefully explained
Process rather than end product be emphasized
The teacher understand the limits of pupils’ creative developent
Best Practices for Implementing 21st Century
Skills
Emerging research encourages teachers and other stakeholders to :
i. focus on real-world problems and processes
ii. support inquiry-based learning experiences
iii.provide opportunities for collaborative project approaches to
learning
iv.focus on teaching students how to learn
Darling-Hammond (2012) suggested some powerful learning that can
be applied are : project-based learning, problem-based learning, and
design-based learning.
Project-Based Learning (PBL)
• PBL has significant benefits for student who work collaboratively on learning
activities in contrast with students who work alone
• Thomas (2007) suggests best practices for PBL include :
-tying project outcomes and curriculum goals,
-employing questions or posing questions to introduce
students to central concepts and principles
- student responsibility for designing, and managing
much of their learning
- basing project on authentic, real-world problems and
questions that students care about.
• It is a form of project-based learning, allows teachers to develop, and students
to focus, on complex, real-world problem using a case study approach
• Students work in a small groups to investigate and pose solutions to problem,
they collaborate and create multifaceted environment
• Students explore multiple solutions and best practices for tackling projects
• Studies and meta-studies (Darling-Hammond et.al, 2008) have found that for
factual learning, problem-based learning has similar impact to traditional
learning methods, but that problem-based learning does exceed traditional
learning methods when skills such as critical thinking, communications,
collaboration, and applying knowledge to real world situation are measured.
Design-Based Learning (DBL)
• DBL has been shown to have the most impact in the areas of math
and science (Darling-Hammond et al. 2012)
• Popular DBL activities include robotics competitions wherein students
teams design, build and then pilot their robots in a series of
competitive challenges.
• Students who participate in learning by design projects have more
systematic understanding of a system’s parts and functions that
control groups.
Problem-based learning
• It is a form of project-based learning, allows teachers to develop, and students
to focus, on complex, real-world problem using a case study approach
• Students work in a small groups to investigate and pose solutions to problem,
they collaborate and create multifaceted environment
• Students explore multiple solutions and best practices for tackling projects
• Studies and meta-studies (Darling-Hammond et.al 2008) have found that for
factual learning, problem-based learning has similar impact to traditional
learning methods, but that problem-based learning does exceed traditional
learning methods when skills such as critical thinking, communications,
collaboration, and applying knowledge to real world situation are measured.
Inquiry-Based Learning
• A student-centered active learning approach focusing on questions,
critical thinking and problem-solving, It is associated with the idea
“involve me and I understand”
• Students and teacher structure the program which on some specific
questions. Students are require to find answer to complete the task.
• Students formulate the idea and teachers coach them to make it
happen. The way students carry on their ideas is quite similar to
project-based learning.
Field Work
• It is a form of project-based learning, allows teachers to develop, and
students to focus, on complex, real-world problem using a case study
approach
• Quite similar to PBL and Project- Based Learning
• It is based on constructivism approach, students construct and discover
their own knowledge, it follows learn by doing principle
• Teacher and students plan the project
• Students conduct the project, collect the data, prepare the report and
summarise it.
• Teacher monitor the whole process and plays role as facilitator