Teaching Methods

The tool kit for effective Teaching Learning

Academic Staff College ,Andhra University
1-02-2010

Dr.Vijay Santhi Kumar

GITAM UNIVERSITY
Why Tools?
 Tools for Effectiveness in Teaching learning
 Making taught to move from His level to High pedestal
 Customization
 Convenience
 Systematic and continuity
 Flexible learning
 Learner oriented
 To Avoid monotony for Both Teacher and the taught
 Multi pronged approach for concerted learning
 What Students Expect ?

LEARNER
Tool kit

 Direct Instruction/Lecture
 Brainstorming

 Supervised Study

 Small Group Discussion

 Role Play

 Games

 Field Trips and Resource Persons

Direct Instruction/Lecture

 Advantages
 Teacher controlled
 Many objectives can be
mastered in a short amount of
time
 Lends to valid evaluations
Direct Instruction/Lecture

 Disadvantages
 Teacher controlled
 Student involvement is limited
to the teacher
 Depends in part to rote
learning (repetition from
memory, often without
meaning)
Direct Instruction/Lecture

 When to use?
 When the objectives indicate
effectiveness
 When the teacher determines
that it is the best use of time
& effort
Six steps in Direct
Instruction
1. Review previously learned material
2. State objectives for the lesson
3. Present new material
4. Guide practice with corrective feedback
5. Assign independent practice with
corrective feedback
6. Review periodically with corrective
feedback if necessary
1. Review previously learned
material
 A short review before/with the new
lesson’s interest approach
 Check & grade previous homework

 Put problems on the board (can be

part of bell-work)
 Re-teach if necessary
2. State objectives for the
lesson
 Students should know what is to be
taught
 Stated Clearly
 Written on the board
 Handed out
 Follow the objectives

 Use them to develop evaluations

3. Present new material

 Your teaching depends on your

analysis and preparation
 Organizing Content
 From general to specific
 From lower level objectives to higher
 From previous information to new
material
3. Present new material

 Lectures
 Be aware of attention spans …
_____ minutes (20)
 Be aware of the number of major
points made … _____ (5)
 Be repetitious
 Review and summarize
3. Present new material

 Demonstrations
 Learning Activity, experiment,
demonstration
 WOW em’!
 Allow students to practice
immediately
4. Guided practice with
corrective feedback
 Guided and independent practice
 Teacher controls & monitors guided
 Teacher evaluates & corrects
independent
 Questions should be prepared in
advance
5. Assign independent practice
with corrective feedback
 Homework
 A formative step … not a summative
step
 Worksheets
6. Review periodically with
corrective feedback if
necessary
 Check homework promptly
 Base new instruction on results

 Re-teach if necessary
Other Teaching Techniques

Brainstorming
Situations for use:
 Generate ideas (quantity is more
important than quality)
 Students have some level of experience

Planning Required:
 Formulate the question

 Plan for recording ideas

Brainstorming Steps

 Pose question to class

 Generate ideas with group

 Accept all ideas (do not criticize)

 Go back to summarize

 Discard “unacceptable” or unworkable

ideas
 Determine the best solution(s)
Supervised Study

 Common technique used in problem solving

instruction, but certainly not the only
technique appropriate for problem solving
instruction.
 Also a major technique used in
competency-based education programs.
 Often misused technique. A really bad form
of this technique is: Read the chapter in the
textbook and answer the questions at the
end of the chapter.
 Would be classified as an individualized
Supervised Study

Situations Appropriate for Use

 Discovery or inquiry learning is desired

 Access to good reference materials

(textbooks, extension publications, web
resources, industry publications, etc.)
 Students may need to “look up” information

 May be alternate answers that are

acceptable
 Many structured lab activities are actually a
form of supervised study
Supervised Study

Strengths:
 Provides skills in learning that are useful
throughout students’ lives. They need to
know how to locate and analyze
information.
 Recall is enhanced when student have to
“look up” information, rather than being
lectured to.
 Students have to decide what information is
important and related to the question posed.
 Opportunity for students to develop writing
Supervised Study

Weaknesses:
 Easy for students to get off-task.
 Students may interpret questions differently and locate
incorrect information (practicing error).
 Unmotivated students will do the absolute minimum.
 Students tend to copy information from sources rather
than analyze and synthesize information
 Requires more time than lecture
 Relies on students being able to read and comprehend
information at the appropriate level
Supervised Study
Procedures in Conducting Supervised Study:
 Teacher develops a list of study questions for students to
answer.
 Resources and reference materials are located or
suggested to students as possible sources of answers.
 Students are given time in class to find answers to the
questions and to record the answers in their notes.
 Note: Due to time constraints, teachers may want to
assign different questions to specific students, so that
every student is not looking for the same information.
 Summary consists of discussing the correct answers to the
questions with the entire class.
 Note: Teachers must be careful to emphasize that
incorrect answers must be corrected.
 Supervised Study

Role of the Teacher:

 Develop a list of study questions that focus on the objectives of the
lesson
 Develop the anticipated answers to the questions--it is important that the
teacher have a firm idea of what are correct or incorrect answers.
 Establish time frame for completing the activity. Students need to feel a
sense of urgency, so don’t give them more time than you think they will
need.
 Supervise during this activity. NOT A TIME TO GRADE PAPERS, MAKE
PHONE CALLS, PLAN FOR THE NEXT LESSON, OR LOCATE THE
ANSWERS TO THE QUESTIONS IN THIS LESSON!
 Assist students in locating information, but do not find it for them.
 Keep students on task and eliminate distractions.
 Plan for reporting of answers
Small Group Discussion

Also Called:
 Buzz Groups

 Huddle Groups

 Phillips 66
 6 people per
group
 6 ideas to be
generated
 6 minutes
Small Group Discussion

Advantages:
 Increased participation

 Good for generating ideas

 Cooperative activity (students learn

from each other)
 Small Group Discussion

Planning Required
 Clearly form the question or topic
 Develop a plan for grouping the students
 Plan for reporting
 Summarize the activity (what they should have learned)
Small Group Discussion

Conducting Small Group Discussion

 Write question or topic on board or
handout
 Give specific instructions on how the
group will operate
 Establish time limits

 Circulate among the groups to help keep

them on task (Not as a participant!)
 Give warning near end of time allocated

 Reports: Rotate among the groups for

answers
Role Play

Situations for use:

 Introducing a
lesson
 Checking for
understanding
 Summarizing
Role Play

Planning Required:
 Script

 Minimum: key points to cover

Steps:
 Role play Summary
Tips:
 Keep it short

 Use to make a single point, not several

points
Games

Situations for use:

 Motivate students

 Reviews

 Check for
understanding

Strengths:
 Active learning
technique
 Appeals to competitive
students
 High interest level
Games

Planning Required
 Game must be developed by teacher
 Rules must be established. Try to anticipate all
potential situations that might occur. You do not want
the effectiveness of the activity to be destroyed by
arguments over rules.
 Develop a plan for determining teams
 Develop plan for keeping score
 Determine rewards--make them appropriate (usually
very minor in nature)
Games

Types: Games may take a variety of

forms, but most often they are
modeled after:
 TV game shows

 Sports

 Home board games

Field Trips and Resource
Persons
Situations for use:
 First hand
experiences are
needed
 Need expertise

These appear to be
different techniques,
but the planning
required is very similar
Field Trips/Resource
Persons
Planning Needed:
 Objectives
 Trial run/visit
 Special considerations (safety, grouping, etc.)
 Summarize (don’t give up responsibility!). It is
critical to know what the students have learned
from the activity.
Tips:
 Provide advance organizers (report forms, fact
sheets)
 “plant” questions among students
 assign students to begin the questions
 **

Thank you