METHODS OF TEACHING 2

By: Margie A. Nolasco

PROCESS ORIENTED METHOD

 “Child learns by first-hand experience”, “learning by doing”-john dewey
 it encompasses specific ideas about the nature of the learning process and the expected outcomes
 It is a strategy because it provides a student-centered methodology and structure that are consistent
with the way people learn and achieve these outcomes.
1. Introduction
 The teacher must first determine how much each pupil understands a concept or concepts
 Teacher introduces the scientific concepts about the topic
2. Activity Proper
 Develop the skill in identifying the procedures
 Children should observe or manipulate materials in their own way through the guidance of the teacher
3. Processing
 Output presentation
 The students explain or describe what they have observed
4. Synthesis
 Concept building
 Is the process of arriving a tentative conclusion
 Thinking about the fact based on observation or experiments
 Pupils should be given opportunity to arrive at their own meaning of the concepts through guidance and
direction from the teacher
 Meanings acquired during the actual work period should be “lifted out” and defined
5. Input-Giving
 Teacher should present further explanations and examples of the concepts
 The teacher should expand the meaning of the particular concepts
6. Generalization
 An explanation, a justification, an interpretation, a prediction
 Organize the relationships what has been learned which can be used more readily in new situation
7. Evaluation
 Judging the output

APPRECIATION METHOD
 “emotions are caught not taught”
 Designed to lead the class to understand and enjoy something
 Help pupils weigh values and help them make proper choices
 Plan lesson that will guide children to appreciate what is beautiful and worthwhile in literature, music,
nature, the arts, religion, culture, and the things around them
 Choose materials or activities that children are interested in.
1. Preparation
 Apperceptive basis
 Put the pupils in the right frame of mind
 Lesson’s aim or motive question is necessary
 2. Presentation
 Specific cases or instances are presented to the class
3. Unlocking of Difficulties
 Unlocking the meaning of a word
4. Discussion (Aesthetic and Intellectual)
The teacher should read or recite the poem(or selection), for any English or Filipino subject
a. Intellectual -interesting and meaningful conversation.
 Check up of comprehension
 Teacher should not analyze too much or go to the detail
b. Aesthetic - critical reflection
 The teacher should encourage pupils to express their feelings towards the topic, they may
discuss how and why certain points are beautiful
5. Generalization
 Common fact deduced from the specific instances as a generalization, a rule, a definition, principle
or formula
 The children’s ability to state the rule in their own words is the test of the success of the lesson
6. Application or Reproduction
 “to apply what you know”
 If poem, the class may be allowed to memorize the stanzas
 If story, may be reproduced in play or story form
 If art, music, environment, culture, nature and religion…

INTEGRATION METHOD
 Concerned with development of well-rounded personality
 Focusing on child’s interest, abilities and needs
 Enables each child to do his/her best and acquire the skills he would need in daily life
 Transforms the classroom into democratic workshop where the teacher and the pupil work
together in solving their problems
 Variety of class activities or experiences (visual, oral, listening, drawing, motor and mental)
1. Preparation
 Through skillful guidance of the teacher, the pupils maybe aware of a problem
 Form of a problem or a difficulty which children feel concerns the most
 Teacher may ask such question as “how can we solve the problem?” What things or materials do
we need?”
 Pupils and teachers plan together
2. Presentation
3. Discussion
a. intellectual-
 they should be guided to and encouraged to read, digest and summarize
b. Aesthetic-
 Foster creativity by developing self-expression through arts, music, dramatics, etc..
 students should be given media use in expressing themselves
c. other forms of activities
 Examining displays, pictures, books and etc..
4. Generalization
5. culminating activities
  Sharing learning with other groups and clarifying further concepts, see the interrelationships of
their findings.
 The presentations of materials, reports and research made by each group both oral and visual

CONCEPTUAL METHOD (Taba, 1979)

 A concept is one’s mental picture of anything
 The teacher can plan the learning experiences that will further develop and expand the meaning of the
particular concepts
1. Preparation
2. Presentation
3. Concept Formation
 Pupils are given the opportunity to arrive at their own meaning of concepts
 Given the learner freedom to probe, theorize
 Formulate questions and problems that challenge thinking and resourcefulness
4. Generalization
Explanation, justification, interpretations and predictions
5. Application

DEVELOPMENTAL METHOD
 Something new is presented or developed
 Child is encouraged to see the facts, form his judgement, discover truths for himself, and make
conclusion
Types
a. Formal – time tested
b. Informal- no definite method with definite steps, Socratic method
1. Preparation- review the facts or recall old experiences related to the new lesson
2. Presentation
3. Development
Directs children’s learning by means of questions and teaching aids, leading the class to examine,
analyze, compare, contrast, generalize, observe, judge or discover something.
4. Generalization

CONSTRUCTIVIST METHOD
A process of constructing meaning by the learners accumulated experiences and understanding
Knowledge is the result of the learners own construction of reality
Activity oriented
Participation with understanding
Discovering information about themselves
1. Engage
Introducing a lesson, always find connection with previous lesson
2. Explore
The teacher poses a problem, ask questions
Performs own experiments and in-depth investigations
Encourage to work independently
3. Explain
Open discussions and dialogue
 4. Elaborate
Learner recaptures an experience and evaluates it.
Allow time for reflection
5. Evaluate
Students allowed testing their own ideas

ADIDSE
-learner centered participatory learning process
-attempt to draw the potential and materials for learning from individual and the group through
reflection and action, solitude, group interaction, experience of identity and community.
-It draw its content from the learners:
-his/her life -experience -situation
-dream -needs -problems
-involves the whole person of the learner:

His/her senses -memory -feelings

-heart & mind -imagination

STEPS

1. Activity
-surface the learners experience, concerns and needs
- based on the learner’s experience & situation
- teacher facilitates and act as initiator
2. Discussion
- group sharing, reflection or processing
- showing & exchanging of ideas and feelings on the activity
- learner freely express their personal thoughts & feeling, responses to the
group activity
3. Input
- expansion, deepening (message) & values
-presentation & development
4. Discussion
- further discussion of points for clarification (enrichment)
-bring out any question or point for clarification that may arise among the learners
-encourages learners to surface questions and can clarify points of the lesson that are
not clearly understood
-may present enrichment
5. Integrated synthesis & Evaluation (my response & my learning)
- focus on decision making, action planning and commitment
-creative working together for the transformation of the situation
- teacher acts as guide
The Four-Pronged Approach in Reading Instruction
- The philosophical foundations of the four-pronged approach are the following: literature-based,
holistic, and places emphasis on the process of transfer.

The four-pronged approach is composed of four parts:

I. Genuine Love for Reading (GLR)

-aims to immerse the child in literature and develop a deep and lasting love for reading.
-Finding a good and interesting story or poem is the first step in this prong.
-The story/poem should be suitable to the age, interests, and vocabulary levels of the children.
-The message of the story should be very clear to the teacher.
Critical Thinking (CT)
-unfolds the events and beauty of the selection.
-This discussion should succeed in imparting the message of the story.
- children arrive at this on their own pace of realization guided by the questions of the teacher.
-trained to reflect on the story.
-Creative exercises may follow to elevate the reading/listening activity to a more
aesthetic level when they can interpret the story/poem purely on their own.
-Through of sharing literature, vocabulary is developed, attention span is lengthened, listening
comprehension is honed and critical thinking, applied daily, becomes a habit.

GLR/CT

STEPS:
1. Pre-reading Activities
a. Unlocking of difficulties
-Unlocking of difficulties may be made through a
variety of ways such as demonstrations, concrete
objects, drawings, and other forms of representation,
verbal/contextual clues and games.
b. Motivation
-To develop a love for reading, the child must also
have a need and desire to read or listen.
c. Presentation
d. Motive Questions
-Linking these expressed thoughts and feelings to the
story through a similarly phrased question will
motivate them to listen to or read the story.
2. Reading of the story
3. Post Reading Activities
a. Engagement Activities
-the children are asked to answer the motive question.
- learners should answer specific questions about the story heard.
b. Discussion
-A discussion then unfolds the events and beauty of the selection.
 -This discussion should succeed in imparting the message of the story. -The children arrive at
this on their own pace of realization guided by the questions of the teacher.

II. MASTERY OF THE STRUCTURES OF THE (FILIPINO/ENGLISH) LANGUAGE [MS(E/F)L]

-The children will catch this language and use it in their conversations in and out of school.
-The story/poem gives the children a common experience which they can talk about.
-Capitalizing on this shared knowledge and individual security to teach specific language
structures will eliminate the burden of listening and speaking about unrelated topics.
-Using the content of the story, the children will be able to practice newly learned language
Structures
-without really knowing that they have just had a grammar lesson
1. Presentation
2. Dialogue
3. Presentation Exercises
4. Assimilation
-digestion & integration
5. Mastery Game
6. Evaluation

III. TRANSFER STAGE (TS)

-a child is ready for beginning reading instruction, or the transfer stage.

-This is the prong where reading readiness activities are given to the pupils.
-is used as a guide for the sequence of teaching the phonemes.
1. Review
2. Presentation
3. Unlocking of difficulties
4. Decoding
-decipher
5. Presentation Exercises
6. Comprehension Exercises
7. Evaluation