Angeles University Foundation

Angeles City, Pampanga

Other Teaching Methods

Questioning Method
Interactive Lecture (Class Discussion)
Film Showing Method
Reporting/Discussion/Report Back Sessions

Group 4

Laus, Abigail

Lozano, Rossette

Partolan, Mark Jadrian

Savellano, Lara Mikee

BSMT 4-A

Mr. Richard Ryan Mergal

OBJECTIVES:

At the end of this report, the students must be able to:

 Enumerate the other teaching methods.

 Describe and explain the strengths and limitations for each teaching method.
 List down the preparation for each teaching method.

INTRODUCTION:

In the past, teaching 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. A
teacher creates the course materials to be taught and then enforces it. Pedagogy is
usually the different way a teacher can teach. It is the art or science of being a teacher,
generally referring to strategies of instruction or style of instruction. Resources that help
teachers teach better are typically a lesson plan, or practical skill involving learning and
thinking skills.

Teaching methods vary from school to school – from teacher to teacher – from
students to students – and from topic to topics. Teaching methods are best articulated
by answering the questions, "What is the purpose of education?" and "What are the
best ways of achieving these purposes?”.

When choosing a teaching method, it is important to know the learners. For

effective teaching to take place a good method must be adopted by a teacher. A
teacher has many options when choosing a style to teach by.

This report will include the following teaching methods:

 Questioning Method
 Interactive Lecture (Class Discussion)
 Film Showing Method
 Reporting/Discussion/Report Back Sessions
 Questioning Method

A teacher may ask a series of questions to collect information of what students

have learned and what needs to be taught. Framing questions is a key teaching skill
and has been for years. Socrates honed it to such a fine art that an entire method of
questioning is attributed to him – the Socratic Method. Socratic Method is the most
spontaneous questioning. You begin with one planned question to open the dialogue on
a given topic, but you frame your succeeding questions according to the answers.

Testing is another method of questioning. A teacher tests the student on what

was previously taught in order to identify if a student has learned the material.

There are several types of questions.

1. Factual Questions - Soliciting reasonably simple, straight forward answers based

on obvious facts or awareness. These are usually at the lowest level of cognitive
or affective processes and answers are frequently either right or wrong.
2. Convergent - Answers to these types of questions are usually within a very finite
range of acceptable accuracy.
3. Divergent - These questions allow students to explore different avenues and
create many different variations and alternative answers or scenarios.
4. Evaluative - These types of questions usually require sophisticated levels of
cognitive and/or emotional judgment.

Advantages of Questioning Method:

 Reasoning process and dialogue skills is enhanced.

 The student draws attention to their errors.

Disadvantages of Questioning Method:

 The student will more likely to decline to answer because the question is unclear
to them.
 Risk of potential embarrassment which can affect the student-teacher
relationship.

Pointers in Questioning Method:

 Brief period of silence after the question and after the response.
 Question cycle:
o Ask the question
o Brief silence
o If no response, simplify or rephrase the question
o Answer to the question
 o Brief silence
o Discuss the answer
 Follow up on students responses.

Interactive Lecture (Class Discussion)

If you ask most instructors what their primary goal during a classroom discussion
is, the answer seems obvious: Get students talking and keep them talking. For any
instructor who has struggled to break through the stubborn silence of tired, timid, or
unprepared students, success may be measured by the minutes of sustained student
speaking. However, while student participation is necessary for successful classroom
discussions, it is hardly sufficient. Students can talk for hours without learning anything
of substance. Truly successful classroom discussions are guided by specific teaching
goals such as increasing students’ comfort with the specialized language and methods
of a field or developing critical thinking. Each teaching goal will suggest different
strategies for guiding a classroom discussion.

Purpose of Interactive Lecture:

 Increase students’ comfort with the specialized language and methods of

a field.
 Develop critical thinking.
 Develop problem-solving skills.

Strengths of Interactive Lecture:

 pools ideas and experiences from group

 effective after a presentation, film or experience that needs to be analyzed
 allows everyone to participate in an active process

Limitations of Interactive Lecture:

 not practical with more than 20 people

 few people can dominate
 others may not participate
 is time consuming
 can get off the track

Preparations for Interactive Lecture:

 requires careful planning by facilitator to guide discussion

 requires question outline
 Film Showing Method

Formerly, films or motion pictures were thought to be meaning for recreation and
amusement only. Today, they are increasingly used as a device of teaching. They are
an indispensable means of education and instruction. They bring an element of realism
into the classroom, which cannot be obtained by any other medium of instruction.

When a film show is going to be arranges, the teacher should see that it is really
needed in connection with the studies which are going on. The teacher must discuss the
background of the learning situations presented in the film show, previous to
presentation. It should serve the purpose of recapitulation.

The film should be:

 Relevant to the unit or topic of study

 Suitable for students for whom it is used
 Able to improve skills and expression

Strengths of Film Showing Method:

 Present processes or demonstrations of activities which could not be presented

easily or economically by instructor
 Accomplish instructional objectives in cognitive, affective and psychomotor
domains

Limitations of Film Showing Method:

 Cannot be performed without electricity

 Requires large screens for larger number of population

Reporting/Discussion/Report Back Sessions

In writing, a report is a document characterized by information or other content

reflective of inquiry or investigation, which is tailored to the context of a given situation
and audience. The purpose of reports is usually to inform. However, reports may
include persuasive elements, such as recommendations, suggestions, or other
motivating conclusions that indicate possible future actions the report reader might take.
Reports can be public or private, and often address questions posed by individuals in
government, business, education, and science. They may sometimes follow a problem-
solution structure based on the audience's questions or concerns. As for format, reports
range from a simpler format with headings to indicate topics, to more complex formats
including charts, tables, figures, pictures, tables of contents, abstracts, summaries,
appendices, footnotes, hyperlinks, and references.

Purpose of Report Back Sessions:

 to show information collected to the reader about certain topics, usually to set
targets or to show a general view on the subject in hand
 to discuss and analyze ideas and thoughts on any problems or improvements to
be made
 to inform the audience.

Strengths of Report Back Sessions:

 allows for large group discussion of role plays, case studies, and small group
exercise
 opportunity to practice skills
 gives people a chance to reflect on experience
 each group takes responsibility for its operation

Limitations of Report Back Sessions:

 can be repetitive if each small group says the same thing

 can take a lot of time

Preparations of report Back Sessions:

 trainer has to prepare questions for groups to discuss

 prepare clear instructions and time limits

REFERENCES:

Teaching at Its Best: A Research-Based Resource for College Instructors by Linda B.

Nilson

http://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_strengths
&weaknesses.pdf