CHAPTER 1

ROLE OF
METHODS
 - Teaching methods are integral
to eff ective instruction.

- Planning learning activities

with clear objectives is
essential.

Introduction - Teachers must skillfully select

and implement diverse
methodologies.

- The teaching process involves

defi ning objectives, motivating
students, and evaluating
outcomes.
Methods & Teaching:
-Inseparable elements for successful
classroom activities.
Planned Approach:
-Teaching requires a conscious, step-by-
step plan to achieve learning goals.
Teacher's Role:
-Knowledgeable and proficient in
various teaching methodologies.
 Key Steps:
- Define learning - Teachers must understand the importance of
objectives clearly. methods in teaching.
- Motivate students. ​- Careful planning and selection of methods are
- Assess performance crucial.
and revise as needed.
​- Teachers need to be knowledgeable and
- Evaluate the entire
proficient in various methodologies.
procedure.
- Impact: Effective ​- The teaching process includes:
teaching methods ​- Setting clear objectives.
improve overall - Motivating students.
teaching performance. - Assessing performance.
 A. Goals and Teaching
- -Provide -Stimulate -
Teaching valuable positive Systemati
is activities, interactions c actions,
instructi knowledg for desired competen
ng, e, and learning ce, and
tutoring, skills. outcomes. moral
 Methods, Strategies, and
Techniques

Method: Strategy: Techniques

- Refers to the art, style,
-A -A term from the
or manner of a teacher's
systematic military, stands for aperformance.
- Allows teachers to
carefully devised
plan for adapt methods to suit
plan of action to their strengths.
C . Ro l e o f M e t h o d s
- Assistance: Methods help teachers plan lessons
effectively.
​- Preparation: Aids in preparing materials, tools, and
equipment.
​- Organization: Helps arrange resources efficiently.
​- Activity Design: Determines appropriate tasks and
sequencing.
​- Clarity: Ensures activities are understood and well-
D . C o m m o n Po i n t s
- Purpose: To gain a clear concept of teaching methods.
- Steps:
1. Preparation for instruction.
2. Motivation.
3. Presentation of learning tasks.
4. Inducement of trial response.
5. Correction of the trial response.
6. Fixation of response.
7. Test response and evaluation.
 E . Fa c t o r s I n v o l v e d
- Criteria: Teacher needs criteria to decide which method is
appropriate.

- Considerations:
1. Suit the teacher's abilities and strengths.
2. Suit the student's abilities (verbal and psychomotor).
3. Suit the type of teaching (skill, knowledge, or value-oriented).
- 4. Suit the time and place context of the teaching situation.
- 5. Suit the subject matter at hand.
- 6. Suit the number of students to be taught.
- 7. Suit the interests and experience of the students.
 F. Criteria for Method Selection
- Objective: Clearly define the learning objective.
What should students accomplish?
​- Subject: The nature and scope of the subject
influence the method.
- Equipment: Consider available instructional
equipment, tools, and materials.
​- Student Abilities: Take into account students' manual
skills and dexterity.
- Time & Place: Suit the teaching situation's context.
- Subject Matter: Choose appropriate methods for the
 Method Selection Map
Criteria for Method Selection:
- Objective (Knowledge, Skills, Values)
- Subject Matter (Nature and Scope)
- Student's Abilities (Interests, Needs, Experiences)
- Teacher's Competence (Professional Skill and Pers
Traits)
- Access to Technology (Appropriate Instructional
Materials and Devices)
 Factors That Aff ect Decision on
Method to Be Used
- Students' Interests: Discover interests through
observation.
- Previous Learning/Experience: Connect to present
tasks.
- Participation: Consider the kind of participation
expected.

- Context: Know the time, place, and suitability of

activities.
Where Undertaken:
T h e Te a m
- Laboratory: Experimenting, Problem Solving.

- Field/Community: Field study, exploring resources.

- Library: Examining printed materials.

- Classroom-based/Out of Classroom: Discussion, demonstration.

Focused Participants:

- Individual or Group: Lecture, team-teaching.

Action-based
- Example: Role-playing, sociodrama,simulation games, project, direts
- Technology-based: Audiovisual media, Microteaching.
​
- According to Goals:
​
- Cognitive: Research, Lectures, Reading.
​
- Affective: Writing Journals, Cooperative Learning.
​
- Psychomotor: Experimenting, Projects, Simulation.
​
- According to Time:
​
- Class Period: Demonstrations, Inviting Specialist.
​
- 2-3 Days: Field Trip, Exploring resources.
 G e n e r a l C l a s s i fi c a t i o n
and Their
Characteristics
Traditional Progressive
Methods: Methods:
- Objectives: Student-centered,
- Objectives: Subject-centered,
develop skills and values.
mastery of content.
​
​
- Teachers: Facilitate, guide,
- Teachers: Subject matter
encourage participation.
experts, dominate activities.
​
​
- Content: Flexible, integrated
- Content: Teacher-organized,
subjects.
strictly followed.
​
​
- Implementation: Substitute
- Implementation: Step-by-step,
materials, alternative steps.
teacher-directed.
​
​
- Evaluation: Qualitative
- Evaluation: Objective tests,
assessments, informal
quantitative measures.
observations.
 Basic Steps to Be
Followed
Basic Steps to Be Followed 5. Observe Progress: Monitor learning.
1. Initial Preparation: Complete plan with
objectives. 6. Summarizing Phase: Concluding
statement.
2. Gather Materials: Arrange for
accessibility. 7. Assessment: Determine gains.
3. Motivation Phase: Engage students.
8. Evaluation: Review the procedure.
4. Lesson Proper:

- Define objectives.

- Discuss procedure.
 J. Evaluating the Method
Used
Systematic Review: Assessment Procedures:
​ ​
- Trace the step that was missed or - Observations: Informal and formal.
overdone. ​
​ - Assessment Instruments:
- Determine additional criteria. ​
​ - Questionnaire
- Assess the appropriateness and ​
adequacy of materials. - Checklist
​ ​
- Improve the learning situation. - Interview
​
- Derive confidence from teaching
performance.
T h a n k Yo u

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