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A.L.GURUJI K.M.BHAVSARLECTURER E.C. MEMBER &
LECTURERCIVIL ENGG. DEPT. MECH. ENGG. [email protected] [email protected]
Teaching methods
1.Recitation and Response-to-Command Method2.Lecture Method3.Project Method4.Direct-study Method5.Direct-Practice Method6.Group Method7.Group Discussion Method8.Dramatic Method9.Demonstration Method
1. RECITATION AND RESPONSE-TO-COMMAND METHOD
• The recitation method as the classroom method and the Response-to-command method as an activity method.
• In classroom form, recitation consist of teacher-dominated procedures in which students study, read or answer questions posed by the teacher.
• In the Response-to-command method, the teacher giving precise directions, often proceeding, following, or concurrently with demonstrations, with all students responding to the directions in like form.
E.g. Practical on any instrument, Learning Car from tutor.
2.Lecture Method• Introduction to subject
– Gaining attention– Stating objective– Recalling previous learning
• Development of topic– New material– Learning Guidance– Eliciting performance
• Summarization of topic– Assessing final performance– Enhancing retention
TYPES OF STUDENTS
A good lecture has following properties
• It is well planned.• Introduce the topic.• Teacher should feel confident while delivering lecture.• Lecture should go according to plan.• There should not be long talk.• Break lecture into parts.• Supplement the lecture with visual aids.• Emote voice tone when delivering lecture.• There should be moderate movement during lecture.• Include real life example. • Summarize the things covered in lecture.
3.Project Method• Original aim was to enable students to put into practice
what they learned in class. It generally was considered “outside” work.
• Its chief feature is that subject-matter learning is held secondary to a real-life purpose.
• As originally conceived, the project method was an individualized technique, with each student pursuing his project on his own.
• It is equally effective when used for group projects, the size of the group depending upon the nature of the project.
• E.g. Assigning subject related project to final year student.
4.DIRECT-STUDY METHOD
• Direct-study means assigning of outside work to students.
• The effectiveness of outside assignment depends upon several factors.
• When an assignment is given, it should be clear to all.
DIRECT-STUDY METHOD
• Exact direction should be given and there should be opportunities for students to shed light on questions.
• Assignments should be relevant to the course and closely related to the total activity.
• E.g. site visit of students to power plant, construction site
5.DIRECT-PRACTICE METHOD
• Direct practice method proposes outside assignments for practice of motor skill and for development of physical condition.
• Concepts of the skills and of needed practice may be learned in class.
• Students generally need more practice to master motor skills that cannot be provided during scheduled class periods.
DIRECT-PRACTICE METHOD:
• The basics of practical may be covered in practical classes but actual conditions cannot be created in practical class.
• Obviously, the question arises to the faithfulness of students in actually carrying out these directed-practice procedures.
• E.g. Automobile work, car repairing,scooter repairing,mobile repairing
6.GROUP METHOD
• Modern educational practice is based primarily on group activity.
• Good teaching requires an understanding of the group behavior of students.
• Problems and issues must be solved over the conference table, in groups of various sizes and kinds, and be peaceful cooperative means.
• Group dynamic, is simply the study of what happens within a group.
It deals with • What motivates individual members of a group?• How do they interact with each other?• What are the most effective means of
communication?• What factors give status within a group?• How do leaders emerge?• On the basis of their findings, new modes of group
action certainly emerge.
7. GROUP-DISCUSSION METHOD
• Group-discussion is an educational technique primarily designed for use in situations where a problem needs solution.
• Group discussions are carried in the regular class period, in extra class activities, and in the cocurricular activities such as assemblies, community programmes and parent-teacher-association meetings.
GROUP-DISCUSSION METHOD
• The group-discussion method has both individual and group value.
• It aids the individual to learn to express himself in front of others, be tolerant to the opinions of others, and improve his ability to think critically about the issues of a problem.
GROUP-DISCUSSION METHOD
• When students are skillful enough to assume leadership of discussion sessions, the teacher’s responsibilities change but do not diminish.
• He continually evaluates group progress to ascertain that straight thinking dominates the process.
8. DRAMATIC METHOD
• With the dramatic method, subject matter is dramatized in various ways.
• Formal and informal plays, parodies, and other dramatic forms are utilized to emotionalize and visualize materials.
9:DEMOSTRATION METHOD:
• The demonstration method directs the organization of classes toward preparation for a public performance of some kind.
• Demonstration refers more precisely to noncompetitive-type public performances with emphasis placed on skill and form.
Conclusion:• Different methods may be combined as per
needs and that too depend on ability of a teacher.
• Particular group of student may be well responsive in some of method(i.e. lecture method) but other group of student may work excellent in particular teaching method.(i.e. Project method, Dramatic method)
• Basic subjects can be taught with specific method to certain age group.
• E.g. language like sanskrit ,hindi taught by recitation method.
• Difficult theme like good construction work and bad construction work can be dramatized
