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
