TEACHING

METHODOLOGIES

Dr. Neena Sawhney

Principal
Chandigarh College of Education
Landran
 What is a Method?
 Teaching methods are best
articulated by answering the
questions,

1. "What is the purpose of education?"

and

2. "What are the best ways of achieving

these purposes?".
 Historical Background
 Educational methods were largely
informal, and consisted of children
imitating or modelling their
behavior on that of their elders,
learning through observation and
play.

 In this sense the children are the

students, and the elder is the
teacher.
 COMMON METHODS USED
 FOR TEACHING LANGUAGES
 Direct Method is sometimes also called natural
method, is a method that refrains from using the
learners' native language and just uses the target
language. Used in Germany and France in 1900’s
 Grammar Translation Method instructs
students in grammar, and provides vocabulary with
direct translations to memorize. It was the
predominant method in Europe in the 19th century
 Bilingual Method makes use of the mother
tongue in restricted manner as it is the teacher who
always makes use of the mother tongue to explain
meanings and not the students.
 Popular methods
 Lecture method
 Lecture cum demonstration
 Discussion method
 Question Answer technique
 Project/Assignment method
 Brainstorming
 Problem Solving
 Story telling
 Collaboration
 However methodology of teaching
cannot be achieved without planning
and the resources that help teachers
teach better are typically a lesson plan,
or practical skills involving learning and
thinking skills.

 A successful Lesson Plan is based on

framing some objectives of teaching
which are best achieved through a study
of Blooms taxonomy
 The different ways a teacher can
teach is known as Pedagogy.
 It is the art or science of being a
teacher, generally referring to
strategies of instruction or style of
instruction.
 Thus we will also be discussing
different skills involved in becoming
better teachers
 ESSENTIALS FOR BETTER
TEACHING METHODOLOGY

 Lesson Planning
 Blooms Taxonomy of Educational
Objectives
 Teaching Skills
 Lesson Planning
 The lesson plan is a dreaded part of
instruction that most teachers detest.
 It nevertheless provides a guide for
managing the learning environment
 And is essential if a substitute teacher
is to be effective and efficient.
 Stages of lesson planning

 Stage 1: Pre-Lesson Preparation

 Goals
 Content
 Student entry level
 Stage 2: Lesson Planning and
Implementation
 Unit title
 Instructional goals
 Objectives
 Rationale
 Content
 Instructional procedures
 Evaluation procedures
 Materials
 Stage 3: Post-Lesson Activities

 Lesson evaluation and

 Revision
 SAMPLE LESSON PLAN
INSTRUCTOR DATE

COURSE TITLE LESSON NUMBER

UNIT SPECIFIC TOPIC

INSTRUCTIONAL GOAL
(outcome that students should be able to demonstrate
upon completion of the entire unit)

PERFORMANCE OBJECTIVE
(use an action verb in a description of a measurable
outcome)
RATIONALE
(brief justification -- why you feel the students need
to learn this topic)

LESSON CONTENT
(what is to be taught)
INSTRUCTIONAL PROCEDURES
 FOCUSING EVENT (something to get the
students' attention)

 TEACHING PROCEDURES (methods you will use)

 FORMATIVE CHECK (progress checks throughout

the lesson)

 STUDENT PARTICIPATION (how you will get the

students to participate)

 CLOSURE (how you will end the lesson)

EVALUATION PROCEDURES
(how you will measure outcomes to determine if
the material has been learned)

MATERIALS AND AIDS

(what you will need in order to teach this lesson)
 The job of systematic lesson planning is
not complete until after the instructor has
assessed both the learner's attainment of
the anticipated outcomes and
effectiveness of the lesson in leading
learners to these outcomes.

 One final word. Even teachers who

develop highly structured and detailed
plans rarely adhere to them in lock-step
fashion.
 Such rigidity would probable hinder,
rather than help, the teaching-learning
process.

 The elements of your lesson plan

should be thought of as guiding
principles to be applied as aids, but not
blueprints, to systematic instruction.
 Precise preparation must allow for
flexible delivery.

 During actual classroom interaction,

the instructor needs to make
adaptations and to add artistry to
each lesson plan and classroom
delivery.
 CONCLUSION
 Lesson planning involves much more
than making arbitrary decisions about
"what I'm going to teach today."

 Many activities precede the process of

designing and implementing a lesson
plan.
BLOOMS TAXONOMY OF
EDUCATIONAL
OBJECTIVES
 DOMAINS OF EDUCATIONAL
ACTIVITIES
 According to Benjamin Bloom there is
more than one type of learning that can
be identified within three domains of
educational activities:
 Cognitive: mental skills (Knowledge)
 Affective: growth in feelings or emotional
areas (Attitude)
 Psychomotor: manual or physical skills
(Skills)
 Domains can be thought of as
categories and these three domains are
normally referred to as KSA
(Knowledge, Skills, and Attitude).
 This taxonomy of learning behaviors
can be thought of as "the goals of the
training process."
 That is, after the training session, the
learner should have acquired new
skills, knowledge, and/or attitudes.
 Blooms Taxonomy
 Bloom's Taxonomy is a multi-tiered model
of classifying thinking according to six
cognitive levels of complexity.
 The lowest three levels are:
 knowledge,
 comprehension, and
 application.
 The highest three levels are:
 analysis,
 synthesis, and
 evaluation.
 COGNITIVE DOMAIN

 Cognitive: the most-used of the domains, refers to

knowledge structures (although sheer “knowing the
facts” is its bottom level). It can be viewed as a
sequence of progressive contextualisation of the
material.
 KNOWLEDGE
 Exhibit memory of previously-learned
materials by recalling facts, terms, basic
concepts and answers
 Knowledge of specifics - terminology,
specific facts
 Knowledge of ways and means of dealing
with specifics - conventions, trends and
sequences, classifications and categories,
criteria, methodology
 Knowledge of the universals and
abstractions in a field - principles and
generalizations, theories and structures
 Questions like: What is...?
 COMPREHENSION

 Demonstrative understanding of facts

and ideas by organizing, comparing,
translating, interpreting, giving
descriptions, and stating main ideas
 Translation
 Interpretation
 Extrapolation
 Questions like: How would you
compare and contrast...?
 APPLICATION

 Using new knowledge.

 Solve problems to new situations
by applying acquired knowledge,
facts, techniques and rules in a
different way
 Questions like: Can you organize
_______ to show...?
 ANALYSIS

 Examine and break information into

parts by identifying motives or
causes. Make inferences and find
evidence to support generalizations
 Analysis of elements
 Analysis of relationships
 Analysis of organizational principles
 Questions like: How would you
classify...?
 SYNTHESIS
 Compile information together in a different
way by combining elements in a new
pattern or proposing alternative solutions
 Production of a unique communication
 Production of a plan, or proposed set of
operations
 Derivation of a set of abstract relations
 Questions like: Can you predict an
outcome?
 EVALUATION

 Present and defend opinions by making

judgments about information, validity of
ideas or quality of work based on a set of
criteria
 Judgments in terms of internal evidence
 Judgments in terms of external criteria
 Questions like: Do you agree with.....?
 AFFECTIVE DOMAIN

 Affective: is concerned with values, i.e. perception of

value issues, and ranges from mere awareness
(Receiving), through to being able to distinguish
implicit values through analysis.
 RECEIVING: The lowest level; the student passively
pays attention. Without this level no learning can
occur.

 RESPONDING : The student actively participates in the

learning process, not only attends to a stimulus; the
student also reacts in some way.

 VALUING : The student attaches a value to an object,

phenomenon, or piece of information.

 ORGANIZING : The student can put together different

values, information, and ideas and accommodate
them within his/her own schema; comparing, relating
and elaborating on what has been learned.

 CHARACTERIZING : The student holds a particular

value or belief that now exerts influence on his/her
behaviour so that it becomes a characteristic.
 PSYCHOMOTOR

 Psycho-Motor: Though Bloom never completed work

on this domain others like Dave (1975) and Reynolds
(1965), focused attention on the fundamental role of
imitation in skill acquisition.
 IMITATION: Observing and patterning behavior after
someone else. Performance may be of low quality.
Example: Copying a work of art.
 MANIPULATION: Being able to perform certain actions
by following instructions and practicing. Example:
Creating work on one's own, after taking lessons, or
reading about it.
 PRECISION: Refining, becoming more exact. Few
errors are apparent. Example: Working and reworking
something, so it will be "just right."
 ARTICULATION: Coordinating a series of actions,
achieving harmony and internal consistency. Example:
Producing a video that involves music, drama, color,
sound, etc.
 NATURALIZATION: Having high level performance
become natural, without needing to think much about it.
Examples: Michael Jordan playing basketball, Nancy
Lopez hitting a golf ball, etc.
 DOMAINS OF EDUCATIONAL
ACTIVITIES

 Cognitive: mental skills (Knowledge)

 Affective: growth in feelings or
emotional areas (Attitude)
 Psychomotor: manual or physical
skills (Skills)
 TEACHING SKILLS

A teaching skill is a set of teacher

behaviors which are effective in
bringing about desired changes in
pupil teachers.
 Identification of Teaching Skills

 Observation of Class Room

Interaction
 Analysis of Teacher Tasks Through
Interview and Discussion
 Analysis of School Curriculum and
Objectives
 Conceptualization of a Good Teaching
Model
 Component Skills Approach
 Inherent in the process of training new
teachers is the method of
microteaching which is also called the
"component skills approach"
 i.e the activity of teaching as a whole
is broken down for learning purposes
to its individual component skills.
 These individual skills which go to
make teaching are:
i) Lesson planning - having clear cut objectives, and an
appropriate planned sequence.
ii) Set induction - the process of gaining pupil attention at
the beginning of the class.
iii) Presentation - explaining, narrating, giving appropriate
illustrations and examples, planned repetition where
necessary.
iv) Stimulus variation - avoidance of boredom amongst
students by gestures, movements, focusing, silence,
changing sensory channels etc.
v) Proper use of audio - visual aids.
vi) Reinforcement- Recognising pupil difficulties, listening,
encouraging pupil participation and response.
vii) Questioning - fluency in asking questions, passing
questions and adapting questions.
viii) Silence and nonverbal cues (body language)
 MICRO-TEACHING
It is a training setting for the student
teacher where complexities of the
normal classroom teaching are reduced
by:

 Practicing one component skill at a time.

 Limiting the content to a single concept.
 Reducing the class size to 5-10 pupils.
 Reducing the duration of the lesson to
5-10 minutes.
 PROCEDURE
 Explaining the skill
 Demonstrating the skill

 Planning

 Teaching

 Discussion and Feedback

 Re-plan

 Re-teach

 Re-discussion and Re-feedback

 Repeating the cycle

Cycle Of Micro Teaching
Plan

Re-feedback Teach

Re-teach Feed back

Re plan
 The main promoters of Micro
Teaching approach were Allan and
Ryan of Stanford University USA and
Dr B.K. Passi from Madhya Pradesh
 Dr. Passi has given the following list
of Teaching Skills in his book
“Becoming Better Teacher; Micro-
teaching Approach” :
 Writing instructional objectives
 Introducing a lesson
 Fluency in questioning
 Probing questioning
 Explaining
 Illustrating with examples
 Stimulus variation
 Silence and non-verbal cues
 Reinforcement
 Increasing pupil participation
 Using black board
 Achieving Closure
 Recognizing attending behaviour
 CORE TEACHING SKILLS
 Skill of Probing Questions
 Skill of Explaining
 Skill of Illustrating With Examples
 Skill of Stimulus Variation
 Skill of Reinforcement
 Skill of Classroom Management
 Skill of Using Blackboard
 Skill of Using Teaching Aids

 These skills are called Core Skills

because of their extensive use in
classroom teaching
 Teaching Skills and their
Specifications
SKILL OF PROBING QUESTIONS
Components
1. Prompting
2. Seeking further information
What else can you say?
How will you elaborate your answer?
3. Refocusing
How does it differ from…………..
How does it similar to……………
4. Re-direction
5. Increasing critical awareness
How do you justify your answer?
What is the reason behind it?
6. Grammatically correct .
 SKILL OF EXPLAINING
Components
 Clarity,

 continuity,

 relevance to content

 using beginning and concluding

statements,
 covering essential points.
SKILL OF ILLUSTRATING WITH
EXAMPLES
Components
• Formulating relevant examples
• Formulating simple examples
• Formulating interesting examples
• Using appropriate media
• Making use of Inductive -Deductive
approach
SKILL OF STIMULUS VARIATION
Components
1. Movements
2. Gestures
3. Change in speech pattern
4. Focusing
Verbal
Gestural
Verbal and Gestural
5 Change in Interaction style
Teacher-class interaction
Teacher-pupil interaction
Pupil-pupil interaction
6. Pausing
7. Oral-visual switching
8. Physical involvement of the pupils
SKILL OF REINFORCEMENT
Components
 Use of praise words and statements,

 accepting and using pupils’ idea,

 repeating and rephrasing,

 extra cues,

 use of pleasant and approving

gestures and expressions,
 writing pupils’ answer on the black
board.
 SKILL OF CLASSROOM
MANAGEMENT
Components
 Call pupils by names,

 Make norms of classroom behaviour,

 attending behaviour reinforced,

 clarity of direction,

 check non-attending behaviour,

 keep pupils in Eye Span,

 check inappropriate behaviour

immediately.
SKILL OF USE OF BLACKBOARD

Components
1. Judicious use of Chalk Board
Division of Blackboard
Diagrams
Appropriate labeling

2. Space between Horizontal Lines

3 Legible Handwriting
Clear writing
Proper space between words
4 Correct size, shape and slant of letters
5 Posture/Position of the teacher
6 Participation of Pupils
SKILL OF USING TEACHING AIDS

 COMPONENTS

• Visibility / Size and Neatness

• Relevance to the lesson
• Appropriateness in terms of time
• Simple to use
• Cost effective
 THINGS TO REMEMBER
 Teaching is a complicated
process but it can be analysed
into simple teaching tasks called
teaching skills.

 Teaching skill is the set of

behaviours/acts of the teacher
which facilitates pupils’ learning.
 THINGS TO REMEMBER- 2
 Teaching is observable, definable,
measurable, demonstrable and can
be developed through training.

 Micro-teaching is a teacher training

technique which plays a significant
role in developing teaching skills
among the pupil teachers.
 THINGS TO REMEMBER- 3
 The procedure of micro-teaching
involves the following steps : Plan
→Teach →Feed-back →Re-plan →Re-
teach →Re-feedback.

 These steps are repeated till the

pupil-teacher attains mastery in the
use of the skill.
 THINGS TO REMEMBER- 4
 For practising a teaching skill the
setting of micro-teaching
involves :
 a single skill for practice
 one concept of content for teaching

 a class of 5 to 10 pupils

 time of practice 5 to 10 minutes

Always remember keen
observation and patient
listening leads to better
understanding