Demonstration Method

•The teacher shows how to operate, manipulate an equipment while the class observes.

•Demonstration is a learning activity which is performed by student, a group of 3 to 4 members or a teacher while the rest become observers.

Guidelines for its Effective Use

Before1. The Demonstrator/s must be well selected.

2. When planning the activity make sure that the materials are easily available.

3. Get ready with the equipment and tools to be used.

4. The demonstrator must try several times before the activity

5. The observers must be prepared and motivated to ensure concentration throughout the activity.

6. The demonstrator must be ready with on the spot revisions such as alternative step or substitute material.

7. Arrange the observer around the demonstration area

8. Give question or pointers depending on the kind of demonstration

During

1. The place must be quiet

2. Extreme care must be taken in performing some delicates steps

3. The activity must be interrupted by unnecessary announcements or noise in the surroundings.

4. They are allowed to take down notes or record some data which may be analyzed after

After1. Allow some question which bothered them during

demonstration.

2. An examination of observed data and all information recorded follows.

3. Have an analysis of trends, pattern or uniform occurrence that can help in arriving at a conclusion.

4. The conclusion or summary must be cooperatively undertaken by whole class.

5. Asses by way of a short test, an oral evaluation or a performance of one of the steps.

Advantages 1. It follow systematic procedure, hence student will be able to learn

from a well tried procedure since the demonstrators are selected and adjudged to be skilled.

2. The use of expensive equipment and machines will be maximized.

3. Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be well planned in advance.

4. It will not result to trial and error learning as what happens with unplanned learning activities.

5. The findings are reliable and accurate since the procedure has been tried before.

6. The value of confidence is developed among the demonstration for such hands on demonstration

7. Curiosity and keen observing ability are instilled among the observers.

Guided/Exploratory Aproach

Inquiry Approach“ we will never be able to help children learn if we tell them

everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learnings.”

Instructional Characteristics 1. Investigative processes

Such as:

• Inferring

• Measuring

• Predicting

• Classifying

• Analyzing

• Experimenting

• Formulating conclusion

• Generalization

2. The procedure in gathering information is not prescribed by the teachers.

3. The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness.

4. The answers arrived at are genuine products of their own efforts.

5. Focused questions before, during and after are critical ingredients that provide direction and sustain action.

Outcomes of Inquiry Teaching

1. Because of its emphasis processes of gathering information, teacher are likely to doubt whether they are gaining a clear understanding of content being introduced

2. Its dependence on first hand experience with objects and phenomena occurring in the environment is certainly in agreement with the most often cited theory of Piaget on intellectual development

3. The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking.

4. A deep sense of responsibility is developed when children are left to manage their own learning, be it in pursuit of answers, mastery of content or simple solving problem that confronts them instanly

6. Experiencing success in discovery lessons build up the children’s feeling of confidence.

7. Participation in inquiry activities strengthen one’s intellectual capabilities.

How to facilitate Inquiry Teaching

1. Arrange for an ideal room setting .

2. Choose tools equipment that can easily be manipulated.

3. The materials to be used or examined must lean easily to the processes to be employed and the end product desired.

4. The question/problem is to be answered should originate from them, followed by formulation of hypothesis.

5. The procedure should be likewise be planned by them.

6. At the completion of the activity , require an evaluation of steps

undertaken as to its effectiveness and the clarity of the results.

7. Above all, teacher herself should internalize her changed role to that of a guide, facilitator and counselor

Problem Solving MethodIs a teaching strategy that employs the scientific method in searching for information

1. Sensing and defining the problem

2. Formulating hypothesis

3. Testing the likely hypothesisBy:

Observing

Conducting experiment

Collecting and organizing data

4. Analysis, interpretation and evaluation of evidence

5. Formulate conclusion

Advantages

1. This approach is most effective in developing skill in employing the science processes.

2. The scientific method can likewise be used effectively in other non-science subjects.

5. A keen sense of responsibility, originality and resourcefulness are developed

6. The students become appreciative and grateful for achievement of scientist.

3. The student’s active involvement resulting in meaningful experiences as a strong motivation to follow the scientific procedure

4. Problem solving develops higher order thinking skills.

7. Critical thinking , open mindedness and wise judgment

8. The students learn to accept the opinion and evidence shared by others.

Project MethodTeaching method the requires the

students to present in concrete form the results of information gathered about a

concept, principle or innovation.

Advantages

1. It is teaching strategy that emphasizes “learning by doing”

2. Constructing projects develops student’ manipulate skills

3. The planned design of the project tests the students originality in choosing materials to be used.

4. It can be employed among students who are weak in oral communications.

5. The completed project add to one’s feeling of accomplishment and satisfaction

6. it instills the values of initiative, industry and creativity

7. Working on a project in group develop spirit of cooperation and sharing ideas.

8. In addition. Learning a concept, students become productive and enterprising.

Guidelines for its effective use 1. Assign the project to a

student who is capable and interested.

2. The student must be clear about the objectives of the project including the criteria that must used in evaluating the finished project.

3. The design of the project must be carefully checked before the student starts.

4. The material must be carefully selected as to suitability and durability to avoid wastage.

5. There should be minimal supervision as soon as the construction is going on.

6. Give recognition and simple awards for well constructed project to add to students feeling of confidence and accomplishment.

Metacognitive approach

Beyond

• Therefore, a metacognition approach is an approach that goes beyond cognition.

• An approach that makes our students think about their thinking

• It has something to do with our students monitoring their own cognitive processes as are engaged in their cognitive task.

Example

• making the students conscious of their thought processes while they are thinking .

Example• Have our student describe what is going on in their mind.

The End