MA.

PERPETUA ARCILLA-SERAPIO
BSU-SC
 Teaching is defined as instructing, tutoring and educating.

 It stands for pedagogy, training and nurturing.

 As a profession it is taken as a mission to mold the young.

 Others are prepared to assume certain defined duties and

responsibilities.

 It may be regarded as the teacher’s role in educating the

children.

 Some refer to it as an occupation as a living.

 Teaching as an educational endeavor, refers to the vital role of
teachers in engaging students in activities that will enable
them to acquire knowledge and skills, at the same time
develop worthwhile values and attitudes.

 It consists of organize activities aimed at inducing learning.

 Learning is the ultimate goal.

 This is achieved by stimulating positive interactions as a

teacher and her students go through a well-planned step-by-
step procedure that is directed towards a desired learning
outcome.

 The systematized actions ends with the development of

competence in applying the knowledge and skills acquired and
practicing the moral standards gained.
 In order to realize the instructional goals formulated, a teacher must possess
the ability to plan and organize all the needed tasks to be performed,
appropriately time and adequately provided with suitable materials.

 Only then will actual teaching be smoothly paved towards and desired ends.

 To underscore, it is hardly possible to make children learn without a precise

method, or else the class activities will end up hit-and-mist or segmented
operations.

 Just as a chef follows a tested and favorite cooking style for a much-awaited
meal, or a story-teller who figures out an orderly sequenced and strategically
timed revelations of events for a master piece, so does a teacher carefully
decides on a ”suspenseful” technique that can guarantee an interesting,
enjoyable and objective –driven lesson episode foe every school day.

 Her primary responsibility is to help learners develop their own learning

style.
 METHOD

 In teaching, method is a systematic plan to achieve a learning

objective.

 It is a procedure that must follow “strictly” to attain a goal. It

refers to a series of related and progressive acts performed by
a teacher and the students to achieve the objectives of a
lesson.

 It is a well-planned procedure that guides the direction in

undertaking the learning activity.

 Educators take method as “a pattern or manner of treating

people, objects and events that is directed purposely toward
the achievement of an instructional goal.”
 STRATEGY

 Strategy, a term that originated from the military, stands for
carefully devised plan of action to achieve an objective in the
battle field.

 It denotes a “clever” cunning design to achieve one end:


 In teaching, strategy suggests a teacher’s unique way of
presenting a topic to the learners, characterizes by adeptness
in performing the step with utmost care to insure the
attainment of a learning objective.

 Example, two teachers may be following the same method but

one may differ in selecting the teaching devices that she will
use to insure a smooth procedure.
 TECHNIQUES

 Techniques refer to the art, style or manner of a
teacher’s performance in following a procedure.

 It includes one’s ability or expertise in carrying out

task in a cautious and “watchful” way.

 An alert teacher may vary her technique in class

demonstration by using more attractive familiar
materials in a room, instead of what is commonly
used.
 As a clearly defined way of teaching, various
methodologies present unique courses of action
that will help teacher immensely in planning
how to go about a daily lesson.
 Deciding a method to be used assists in a number of ways:

 1. It serves as a guide in preparing all the materials, simple

tools and equipment that will be needed. The availability
and amount will be determined ahead of time and will be
arranged in place nearby. Substitutions will be guided.

 2. The activities or learning tasks that will be performed will
be determined, including the approximate time to be
allotted for each and the proper sequencing to be followed.
An experimentation that would be conducted in the
laboratory would require precise timing and an unhampered
flow of activities to the next. A fieldtrip to a historic
landmark would need sufficient time for preparation and
active participation of some members of the class. Such a
method would need a cooperative planning and
implementation of learning activities.
 Deciding a method to be used assists in a number of ways:

 3. How the activities will be performed in order to progress in the

right direction will be clearly understood and anticipated by the
leaders if some are assigned. If a panel of discussion will be
undertaken, time presentation must be known for all, thus, avoiding
lapses in discussion.

 4. A method that would require movement from one place to another
will be planned with much care to avoid confusion, unnecessary
delays and time wastage. Adequate space will be provided for ease in
transfers.

 5. The instructional objective that would be highlighted will dictate
the method to be employed. This method chosen should in turn be
directed towards it/them be it learning of concepts or development
of skills, or both. This assistance for the teacher could lessen the trial
and error tendency of a student.
 6. The method will serve as a guide in observing performance
indicators, that is, whether a student is progressing or finding
difficulty in the procedure. An on-the-spot revision could be
undertaken. Missing information could be provided if needed.
The positive and negative reactions will serve as clues.

 7. The method employed could help plan the assessment
instruments that could reveal whether the objective has been
achieved. An on-the-spot observation during the activity may
be needed.

 8. A well-plan procedure will add to a strong feeling of
confidence and security for the teacher as well as the
students. It helps in insuring a smooth and enjoyable lesson.

 9. It is so fulfilling and gratifying for a teacher to develop
competence in deciding on a method to use and implementing
it successfully.
 .The choice of a particular method to use rests upon the crucial decision a
teacher arrives at. A number of factors must be considered such as the
following:

 1. Objective to be pursued.

 Just like a trip that is embarking on, the question to be answered is, “Where
am I going?”

 In a lesson being planned, a teacher starts with the goal, aim or purpose which
sets the direction of all the activities to be undertaken.

 He asked “what will I try to accomplish?”


 Learning objectives are classified into: a. Knowledge, Facts or information to
be learn, b. skills or proficiency in employing scientific processes and
procedure and c. Values and attitudes to be developed.

 The teacher should know which of the three or the combination of two or the
entire three he is aiming at. Then, provide the students the opportunities to
attain them.
 2. Subject to be taught.

 The nature and scope of the subject dictates the
method to be employed.

 One which is appropriate in reviewing printed

materials or publications will be different from one
which will find of the effect of a variable on the
growth of plans.

 Some topics are better taught through focused

discussion, others through controlled
experimentations or through out-of-the classroom
exploration.
 3. Instructional equipment, tools and materials.

 Laboratory setting would require a method
different from one which will need
computerization and information-search through
electronic gadget.

 The availability of such learning resource must

be considered in deciding which method is
implementable.
 4. The students’ abilities.

 Manual skills will be required in manipulating
laboratory equipment, handling simple tools and
preparing needed materials.

 The teacher should carefully consider whether the

students are equipped with dexterity before
deciding to employ a procedure with such demands.

 Verbal and writing abilities must likewise be

assessed before the students are immersed into
oral and written activities.
 5. The students’ interests.

 It is easy to discover the interests of the students
through informal story-telling interviews and formal
and informal observation.

 Such occasions can serve as the starting point in

selecting the most likely method to follow. It could
be interest in reading or in outdoor games or
hobbies like gardening.

 A methodology that caters to their interest will

insure a smooth flow of all the tasks to be done.

 Self-motivation can likewise be a great help.

 6. Previous learning or experience.

 Background knowledge is needed to connect the
present learning tasks to be planned.

A review of the past discussions could show if

they will be ready to tackle the lesson being
planned.

 Past experience may likewise add background

information.
 7. The kind of participation expected.

 Learning from a method that would whole class
participation would certainly be different from one
which would require an active involvement of each
one.

 The experience that could be gained from individual-

oriented procedure will differ considerably.

 This is a factor that should not be overlooked in

selecting teaching technique.
 8. Context of the teaching situation.

 A teacher should know the time and place or
where and when the teaching chores will be
conducted.

 In so doing, a method that is suited for the time

of the day that learning activity should be
undertaken and whether said activities should
be performed in a conductive location such as
laboratory, gym or library, will be easy to
choose
 9. Knowledge and activity of the teacher.

 The teacher must be knowledgeable about wide
variety of teaching methodologies and be skilled
in employing each of them or else the choice
would end up with overused classroom routine
teaching.

 A creative teacher is capable of trying new

ways of teaching, thus adding to his repertoire
of teaching methodologies.
 10. Safety precautions.

 The method must consider the safety measures
to be undertaken if it will take them to the field
as well as the reminders on proper behavior that
might be solicited to insure a gainful learning
episode.
 After deciding on a method/ technique to be
employed, a teacher should be adept in
following a number of steps or phases to insure
a smooth flow of the learning activities.

 Each of the following steps is easily observed in

what a teacher does.

 1. Initial preparation

 The teachers prepare a complete plan for the entire
learning episode. It includes objectives, a list of all
performed in the proper sequence and assessment
instrument to be used.

 2. He gathers all the materials that will be needed,

prepares them in right amount and arranges them on a
table nearby for accessibility.

 3. Motivation phase

 He may tell a story, recall a previously learned content,
solicit ideas about current events, or simply appear
enthusiastic to start the day’s lesson.
 4. Lesson proper
 a). the objectives are defined
 b). they discuss how they will proceed
 c). the activities are performed one after another, whether
each is done individually or by groups.

 5. He observes how they are progressing from one activity to

another.

 He may ask questions to find out if they are learning from the
tasks.

 He may take note positive and negative responses to

questions.

 This will indicate whether they are leading towards the right
direction.
 6. Summarizing phase
 After completing the activities successfully, they are
ready to formulate a concluding statement about the lesson
they have learned. If the activities planned fail, they will be
assisted in tracing the problem or difficulty encountered.

 7. Assessment
 He employs an assessment technique to determine the
gains and failures such as a short test, a class discussion or
written summary.

 8. Evaluation
 The entire method will be evaluated to find out whether
the procedure was followed as planned. If there were revisions
undertaken, did they improve the procedure?

 1. Purpose
 Why should we evaluate the effectiveness of a particular teaching
method?

 Evaluating the worth and effectiveness of a method used is as

important an undertaking in a teacher’s decision-making as its successful
implementation to attain a desired goal.

 Systematic reviews of the factors that contribute significantly to a

smooth step-by-step procedure would constitute a good feedback for the
following purposes:

 A. To be able to trace the step that was missed or overdone.

 B. Determined additional criteria that should have been considered.
 C. Assess the appropriateness and adequacy of the materials used.
 D. Improve the further learning situation (time and place context)
 E. A feeling of confidence is derived from a satisfactory teaching performance.

 2. How can a method be evaluated?

 To be able to judge the desirability and reliability of a method as used

in teaching, the following working procedures are suggested.

 A. Observations, informal and formal

 Consciously or unconsciously, a teacher is continuously observing hi

student’s behavior throughout the lesson. He is able to collect information
regarding the interaction between him and the students, between themselves
as well as the extent of whole class or individual involvement and active
participation in the learning tasks. The ease and the difficulty encountered at
every step is revealed and briefly recorded for the future lesson planning.
Instant remarks and facial expressions show their eagerness to continue with
the activities.

 Another teacher may be requested to observe the class. Sometimes an

outside observer may be invited. In this manner he can concentrate on his
own teaching rather than be distracted by a wrong response. The information
gathered will be objective and free from his bias since the other observer may
not know the students.


 B. Use of assessment instruments

 Formal observation could be undertaken with the use of

teacher-made observation instruments that are recorded. Some of
the more commonly used are:

 Questionnaire.
 It consist of the series of questions directly answered by on e
being observed.

 Checklist.
 It includes the criteria standards and the corresponding degree
of acceptance is checked.

 Interview.
 The teacher may ask to recount his own impression and
comments. Again this kind of observation may be accomplished by
the teacher himself or an outside observer.


 C. Recording through the use of audiovisual instrument

 A series of photographs taken while the teacher is teaching could be
viewed to detect both good and erroneous steps. Questions and
answers from both teacher and students could be recorded and
replayed over and over in order to assess the flow of the discussion.

 D. Journals submitted by the students may be reviewed to find out
which step was missed.

 Serving as feedback, the part of the lesson enjoyed and learned could
be traced to an effective implementation of the method used.

 E. Objective and essay tests given after completing a lesson or at the
end of the chapter are also sure measures whether the objective are
being achieved or not. The needed revision of sequence of steps will
also be revealed.

 Applying the concepts about the methods learned, answer the
following:

 1. When do you consider yourself “actually teaching” the days lesson?
Prove your answer.

 2. Have you tried asking your co-teacher to suggest a method for the
topic you are suppose to teach? Cite advantages and disadvantages.

 3. Suppose you decide on a method which will need equipment but
which is not available t the time. What will you do?

 4. From your daily experience, why is a well-planned method is
important?

 5. As you planned for the day learning activities what is the first step
you should undertake? What is the last step?

 Applying the concepts about the methods learned, answer
the following:

 6. Which method do you seldom use?

 7. Which method have you been using most of the time?
Why?

 8. At which part of a method do you encounter
difficulties? What could be the common causes? How do
you remedy the said difficulty?

 9. How can you evaluate the method you employ?

 10. How do you decide on which the method to use?
