TOPIC 14: REPORTING AND RECITING

Reporting Method

Figure 17.

Reporting method provides students with information in a direct, uninterrupted

manner. The reporting method serves the same purpose since it could offer students

with adequately well-organized bits of information. The task of reporting is commonly

done by students. Initially, the teacher presents the scope and coverage of the subject

he teaches and later he assigns each students particular topic or topics to research on

and give him certain pointers on how to deliver them orally in front of the class. In this

set-up, the students tend to assume the responsibility of learning the topics all alone by

themselves. Precisely, it is on this account lies the limitation of reporting as a method.

Reporting Method

Unit or Morrison Technique

Individual or Group Technique Reading

Technique

Schematic Technique

Symposium

Reporting Method has five (5) techniques:

(1) Unit or Morrison Technique this forms the core of the so called integrative technique.

Morrison Techniques involves five (5) steps: Exploration, presentation, assimilation,

organization, and recitation. Exploration the teacher discovers what previous

knowledge or experience the students have about the unit to eliminate repetitions of

subject matter already learned and to provide perceptive basis for the new unit.

Presentation this aim is give the students a bird’s eye view of the entire unit. Through

proper motivation the students’ interest is aroused and goals/objectives are established.

Assimilation the student learns what has been presented by the teacher, absorbs it, and

makes it part of his cognitive structure. Organization in this step cooperative outlining is

usually worked out by the teacher and the students. Recitation this is the reverse of the

presentation where the teacher does most of the activity while the class listens.

(2) Individual or group technique reporting can be done either by individual students or

by groups of students. Each technique has its own particular use. The individual mode

of reporting could be resorted to on a selective basis-where only the capable students in

class are asked to report. (3) Reading and story-telling parts of a report have certain

aims to achieve. Reading a passage or two allows the class to focus its attention on

particular point or points. It also makes learning less cumbersome since it does take a

bit of information and not a big “chunk” of knowledge. Story-telling activity has an

apperceptive basis since pupils are able to bring into the consciousness of the whole

class their very own experiences. There are also psychological dimensions involved

here – that is, in terms of arousing interests among themselves and of providing

opportunities for self-expression. (4) Schematic Technique This is the type of reporting

which considerable makes use of hardware of instructions. Although this mode of

reporting is ordinarily done by an invited resource speaker and by the teacher; several

students; could be taught to conduct reporting using modern media or communication

like phonograph records, film-showing, tapes, slides, etc. (5) Symposium.

Recitation Method

Figure 18.

The Recitation is an occasion for developing reflective thinking, creative

expression, favorable attitudes, and ideals of social living. It aids students in achieving

and clarifying abstract concepts and ideas. The recitation should be well planned.

Planning and organizing of the learning materials will ensure the smooth unfolding of

various activities during the recitation.

Recitation Method

Well-Planned Serves as a motivation

Uses Critical Thinking

Purposive

Productive learningProvide Evaluation

Should consider varied interest

Should use real-life situations

The recitation should be motivated to arouse the interest of the learners. Learning is

most effective when the pupils/students are motivated by goals which are intrinsic to the

learning activity.

The recitation should be purposive. In an effective environment, pupils/students are

working at purposes that are real to them. Inasmuch as classroom activities are learning

situations, the learners should realize their significance and value to their lives. If they

know why they are engaged in particular learning activity, they will try their best to

accomplish the task to the best of their ability.

The recitation should provide opportunities for active and productive participation in the

learning situations. The pupils/students learn by doing. Activities like dramatization,

debates, and free discussion encourage maximum participation.

The recitation should make use of real-life situations. The classroom should be

transformed into a laboratory for the pupils/students to develop democratic ways of

solving their own problems. Problems in the community, like cleanliness, health and

juvenile delinquency will certainly interest them.

The recitation should provide for individual differences. The recitation should consider

the varied interest, capabilities, and needs of the pupil/students. Activities for bright

pupils/students should be different from the less bright ones. The teacher should be

aware of shy learners and should be given preferential attention.

The good recitation should provide for evaluation. Every activity in the classroom should

be evaluated to determine the degree of performance of the pupils/students. They

should be encouraged to give their suggestions and comments about the conduct of the

recitation. Constructive criticisms should be allowed as long as they are given without

hurting the feeling of others and these are for the improvement of learning.