TEACHING PADAGOGY

Faculty Training developing

SHAZIA FAREED
ASSISTANT PROFESOR, DEPARTMENT OF
GEOLOGY , UNIVERSITY OF
BALOCHISTAN, QUETTA.
Shazia_geology@yahoo.com
What instructional methods
have you been exposed to??
 …in high school?
 …in college?
 …in non-formal settings?
Analogies…
 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!
Analogies…

 Toolbox…
 What is in your “toolbox”?
ACTIVITY NO 1
Selecting and Using a Variety of
Instructional Methods
 Instructional objectives:
 Define method of Instruction
 Discuss factors to consider when
selecting a method of instruction
 Distinguish between methods of
instruction and instructional aids
 Identify & discuss a variety of
teaching methods
What is a “Method”?

 a procedure or process for attaining

an object: as
 a (1) : a systematic procedure,
technique, or mode of inquiry employed
by or proper to a particular discipline or
art (2) : a systematic plan followed in
presenting material for instruction
 b (1) : a way, technique, or process of
or for doing something (2) : a body of
skills or techniques
Methods, Strategy, Aid,
Approach
 Teaching Method tend to be synonymous
with technique according to Webster
 Teaching Strategy – “careful plan” that
serves an important function in achieving a
specific outcome.
 Instructional aids includes:
 Chalkboard, Flip chart, PowerPoint

 Overheads, VCR, Real Objects, etc.

 Teaching Approach is a “holistic process”

 Includes the teaching steps, problem-
solving strategies, and teaching methods.
ACTIVITY NO 2
Approaches to instructions
 Expository Instruction
 An approach in which information is
presented in more or less the same form in
which students are expected to learn it
 Hands-On Practice Activities
 An approach where students are actually
doing something rather than just hearing or
reading about it
 Interactive and Collaborative Approaches
 An approach where the classroom is based
on social interaction between students
 Methods & Formats of
Expository Instruction
 Lectures and Textbooks
 Students must be cognitively active (paying
attention, using elaboration, etc.).
 Mastery Learning
 Students must learn one topic thoroughly before
moving to the next topic.
 Direct Instruction
 Teachers use a variety of techniques
(questioning, guided and independent practice,
explanations) to promote learning of basic skills.
 Computer-based instruction
 Instruction is provided via computer technology.
 Methods & Formats of
Hands-On & Practice
Activities

 Discovery Learning
 Students develop an understanding of a
topic through firsthand interaction with the
environment.
 Students are required to construct
knowledge themselves rather than just
“receive” it.

 In-class Activities
 Activities should clearly define task and
purpose, capture students’ attention and
interest, and accommodate diversity.
Methods & Formats of
Hands-On & Practice
Activities
 Computer Simulations and Applications
 Promote higher-level thinking within the
context of game like or authentic tasks
 E.g., dissecting a frog via a computer
program (simulation) or using word
processing programs for an assignment
(application)
 Homework
 Assignments should be used primarily for
diagnostic purposes.
 Assignments should provide the
information and structure students need to
complete it without assistance from others.
 Teachers should give a mixture of required
and voluntary assignments.
Methods & Formats of
Hands-On & Practice
Activities
 Authentic Activities
 Classroom activities similar to those students
are apt to encounter in the outside world
 Examples include:
 Constructing maps of the local community

 Writing a letter to the editor of the local

newspaper
 Identifying various food chains in the local
forest
 Comparing different newspaper accounts of a
current event to identify possible biases in
reporting
Methods, Strategy, Aid,
Approach
 Teaching Method tend to be synonymous
with technique according to Webster
 Teaching Strategy – “careful plan” that
serves an important function in achieving a
specific outcome.
 Instructional aids includes:
 Chalkboard, Flip chart, PowerPoint

 Overheads, VCR, Real Objects, etc.

 Teaching Approach is a “holistic process”

 Includes the teaching steps, problem-
solving strategies, and teaching methods.
Interactive & Collaborative
Approaches
 Includes teacher questions, class
discussions, reciprocal teaching, cooperative
learning, and peer tutoring

 Teacher questions
 Provide information about students’ prior
knowledge and possible misconceptions
 Focus students’ attention

 Assess how much learning is actually

occurring
Interactive & Collaborative
Approaches
 Includes teacher questions, class
discussions, reciprocal teaching,
cooperative learning, and peer tutoring
 Teacher questions
 Provide information about students’
prior knowledge and possible
misconceptions
 Focus students’ attention

 Assess how much learning is

actually occurring
Teacher Questions

 Teacher questions can come in

two forms:
 Lower-level questions require
students to express what they’ve
learned in essentially the same
way they learned it.
 Higher-level questions require
students to engage in higher-level
thinking and encourage more
elaboration and knowledge
construction.
 Interactive & Collaborative
Approaches
 Class Discussions
 Guidelines for promoting effective classroom
discussions:
 Focus on topics that lend themselves to
multiple perspectives, explanations, or
approaches
 Make sure students have enough prior
knowledge about a topic to discuss it
intelligently
 Create a classroom atmosphere conducive to
open debate and constructive evaluation of
ideas
 Use small-group discussions to encourage all
students to participate
 Provide a structure to guide the discussion
 Give students guidance about how to behave
 Provide closure at the end of the discussion
Jeanne Ellis Ormrod
Educational Psychology: Developing
Learners, sixth edition
Interactive & Collaborative
Approaches
 Reciprocal Teaching
 An approach to teaching reading
and listening comprehension in
which students take turns asking
teacher-like questions of
classmates
 Models effective reading and
learning strategies
 Supported by empirical research
 Interactive & Collaborative
Approaches

Cooperative Learning
 This approach to instruction has students
work with a small group of peers to achieve a
common goal and help one another learn.
 When designed and used correctly,
cooperative learning activities are very
effective.
 Students at lower ability levels show higher
academic achievement, as do females and
other minority students.
 Students often show higher self-efficacy,
express more intrinsic motivation to learn
material, and exhibit more self-regulation.
Interactive & Collaborative
Approaches
Peer Tutoring
 An approach to instruction in which
students who have mastered a topic
teach those who have not
 May lead to greater academic gains
than either mastery learning or
traditional whole-class instruction
 Benefits both the tutor and the
student
 Promoting Effective Peer
Tutoring

 Make sure tutors have mastered the material

they are teaching and use sound instructional
techniques
 Provide a structure for students’ interactions
 Be careful that your use of higher-achieving
students to tutor lower-achieving students is
not excessive or exploitative
 Use peer tutoring to help students with special
education needs
 Make sure that all students have experiences
tutoring their classmates

Jeanne Ellis Ormrod

Educational Psychology: Developing
Learners, sixth edition
Taking Student Diversity
into Account

 The instructional strategy (or

strategies) you select will often
depend on students’ ages,
developmental level, and prior
knowledge and skills.

 Some strategies adapt

themselves well to a variety of
student abilities and needs.
Jigsaw
 Is a teaching technique invented by social psychologist
Elliot Aronson in 1971.
 Students of a normal-sized class (26 to 33 students) are
divided into competency groups of four to six students,
each of which is given a list of subtopics to research.
 Individual members of each group then break off to work
with the "experts" from other groups, researching a part of
the material being studied, after which they return to their
starting body in the role of instructor for their subcategory.
 The strategy is an efficient teaching method that
encourages listening, engagement, interaction, peer
teaching, and cooperation by giving each member of the
group an essential part to play in the academic activity.
 Both individual and group accountability are built into the
process.
 Jigsaws are a four-skills approach, integrating reading,
speaking, listening and writing.
 Team 1 Team 2 Team 3 Team 4

Each team provides one expert to form a panel

Expert Panels A Expert Panels C

A1+A2+A3+A4 C1+C2+C3+C4

Expert Panels B Expert Panels D

B1+B2+B3+B4 D1+D2+D3+D4

Teams regroup for peer teaching and report writing

Team 1 Team 2 Team 3 Team 4

Additional Methods/Strategies

 Others
 Directed (supervised) study
 Role-Play
 Concept Map/Sketch
 Debate
 Panel of Experts
What Factors do we consider
when selecting an instructional
method?
 The intended specific outcome
or purpose
 Size of group

 Learners’ preference for

learning
 The content sometimes dictates
the method
 Required preparation
ACTIVITY NO 3
ACTIVITY NO 4
BIBLIOGRAPHY
 Harmer, J. 1991. The Practice of
English Language Teaching. London:
Longman.
 Ladousse, G.P. 1987. Role Play.
Oxford: Oxford University Press.
 Ladousse, G.P. 1983. Speaking
Personally. Quizzes and questionnaires
for fluency practice. Cambridge:
Cambridge University Press.
 Matthews, A. et al. (eds.) 1985. At the
Chalkface. Practical Techniques in
Language Teaching. London: Edward
Arnold.