General method of teaching.

1. Definition of Lecture Method of Teaching
Lecture method of teaching is the oldest teaching method applied in educational institution. This teaching
method is one way channel of communication of information. Students’ involvement in this teaching
method is just to listen and sometimes pen down some notes if necessary during the lecture, combine the
information and organized it.
One of the problems in this method is to grab the attention of students in class room. Another big problem
is that many students in the class cannot follow the theme. Learning has a strong influence on method of
teaching.
Advantages and Disadvantages of Lecture Method
Advantages of Lecture Method of Teaching
1.In this teaching method a large amount the topics can be covered in a single class period.
2.Using of this method exclude the using of any equipment or Lab.
3.Learning material is not required.
4.Student listening skills developed.
5.Logical arrangement of the material in order to present it orally
6.Help to learn languages
Disadvantages of Lecture Method of Teaching
1.Psychologically this method is acceptable because individuals are not alike. Teacher
delivers the same lecture to both students without recognizing the individual
differences.
2.Learning is an active process thus study should encourage to actively participate in the
class room instead of just listening the teacher.
3.Language using in the lecture is above the standard of the students. They are not able get
full advantage of the lecture.
4.Lecture are often forgotten by the students soon after while learning is retained if
activities are experienced.
5.Attention level is not the same while student listening the lecture.
Discussion Methods
Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas
among a teacher and students or among students for the purpose of furthering students thinking,
learning, problem solving, understanding, or literary appreciation. Participants present multiple
points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build
their knowledge, understanding, or interpretation of the matter at hand.
Discussions may occur among members of a dyad, small group, or whole class and be teacher-
led or student-led. They frequently involve discussion of a written text, though discussion can
also focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term
(e.g., a discipline, the media, a societal norm). Other terms for discussions used for pedagogical
purposes are instructional conversations (Tharp & Gallimore, 1988) and substantive
conversations (Newmann, 1990).

2. A defining feature of discussion is that students have considerable agency in the construction of
knowledge, understanding, or interpretation. In other words, they have considerable “interpretive
authority” for evaluating the plausibility or validity of participants responses.
Demonstration Method
Meaning of Demonstration Method of Teaching
Demonstration method of teaching is a traditional classroom strategy used in technical and training
colleges and in teacher education.
Focus, Structure and Principles
Demonstration Strategy focus to achieve psychomotor and cognitive objectives. If we talk about its
structure, it is given in three successive steps:
1. Introduction: In this step objectives of the lesson are stated. The teacher may be called demonstrator.
He demonstrates the activity before the student that is to be developed.
2. Development. Students try to initiate the demonstrated activity. If there is any query the teacher tries to
satisfy them by further demonstration and illustrations.
3. Integration. At this step, the teacher integrates all the activities and then these activities are rehearsed
revised and evaluated.
Principles
This teaching strategy is based on the following principles
1. Learning by doing maxim is followed
2. Skills can be developed by limitation
3. The perception helps in imitation
Application
This strategy is applied mainly in technical or training institutes. In teacher education programs it is used
to develop skills in the student teacher. At school level, a teacher applies it in teaching science, biology,
nature study arts and crafts.
Advantages and Disadvantages of Demonstration Method of Teaching
Advantages of Demonstration Method
1. It helps in involving various sense to make learning permanent
2. Though,teacher behavior is autocratic, he invites the cooperation of pupils in teaching learning process
3. It develops interest in the learners and motivates them for their active participation
4. It helps in achieving psychomotorobjectives
5. Any simple or complex sill becomes easy to understand
Also Read: Question and Answer Method Lecture Method of Teaching
Disadvantages of Demonstration Method
1. It can be used only for skills subjects
2. Only the attention of the learners is invited towards the activity demonstrated. They are not free to discuss
about it
3. Due to poor economic conditions of the government schools, there is scarcity of audio-visual aids and
equipment and the teachers are not so creative to produce handmade models for demonstration
4. There is a general lack of sincerity and diligence among teachers who wish to complete the syllabus or
syllabi at the earliest without putting sincere efforts
Suggestions
1. The teacher should be a sincere, diligent and skilled person
2. Teacher should himself prepare the models for demonstrations and encourage the learners too
3. Demonstration should be followed by discussion
4. A teacher must have the ability to use audio-visual aids with expertise

3. heuristic method
The word `Heuristic` means to discover. in this method, the students be put in the place of an
independent discoverer. The teacher sets a problem for the students and then ask them to discover
the answer. Here students gets only a little help from the teacher. Students find out the solution by
experiments, group discussions, or any other means. Experts say that this method has so many
positives and it develops scientific attitude. What I would like to earn from you is your valuable view
points and experiences about the effectiveness of this method in the college level Mathematics
teaching
Project Method of Teaching Meaning
Meaning of Project Method of Teaching
Project method of teaching has evolved from the philosophy of programatists. It is experience-centered
strategy related to life-situation. This teaching strategy focus on
1. To socialize a child
2. To achieve cognitive, affective and psychomotorobjectives
This teaching strategy is based on the following principles
1. Principle of Utility. Choose those projects which are closer to the social life.
2. Principle of readiness.Involve the learners in finding the solution of the problem with their active
participation.
3. Learning by Doing. Learner performs certain tasks and experiences new things.This adds to his knowledge
and results in learning.
4. Socialization. It develops the feeling of cooperation and group work.
5. Inter-disciplinary Approach.To involve the knowledge of different subjects in solving the social problems.
Types of Project Method of Teaching
1. Constructive. When learners have to construct some things related to social life. e.g. charts, models, maps,
parcels etc.
2. Artistic. These projects are generally allotted in the aesthetic fields of life. e.g. in music, drawing, painting
art and culture.
3. Problem-Solving. These projects are given to solve the problems related to any life-situation or related to
any subject e.g. how to operate bank accounts? Or how to send an email or letter. These general problems
if solved, will make a child efficient for social-life.
4. Group-Work. A team of students is assigned a work to be performed. e.g. to develop a garden in the
school.
There are four basic elements of this teaching strategy which make it purposeful 1. Spontaneity, Purpose,
Significance, and Interest or Motivation.
Advantages and Disadvantages of Project method of Teaching
Advantages
1. It helps in developing social norms and social values among the learners.
2. It provides invaluable opportunities for correlation of various elements of the subject matter and for transfer
of training or learning.
3. It helps in growing knowledge very effectively as a results of their close cooperation on social participation
in the spirit of democracy.
Disadvantages
1. The project cannot be planned for all subjects and whole subject matter cannot be taught by this strategy.

4. 2. It is not economical from the point of view of time and cost.
3. It is very difficult for a teacher to plan or to execute the projects to the learners and supervise them.
Suggestions
1. This teaching strategy should not be used an independent teaching strategy but as a supplementary teaching
technique.
2. Teacher should try to utilize the inexperience and waste projects to prepare models etc.
3. To avoid the problem of supervision,teacher may appoint a leader to each group of students.
4. Teacher should fix a time limit for each project
Activity Based Teaching Method
Activity method is a technique adopted by a teacher to emphasize his or her method of teaching
through activity in which the students participate rigorously and bring about efficient learning
experiences. It is a child-centered approach. It is a method in which the child is actively
involved in participating mentally and physically. Learning by doing is the main focus in this
method. Learning by doing is imperative in successful learning since it is well proved that more
the senses are stimulated, more a person learns and longer he/she retains.
Pine G (1989) mentions that in an activity based teaching, learners willingly with enthusiasm
internalize and implement concepts relevant to their needs.
So our understanding on the activity method by now should mean any learning that is carried
out with a purpose in a social environment, involving physical and mental action, stimulating for
creative action or expression.
Why do we need to use activity based learning method?
The information processing theory in psychology views learners as active investigators of their
environment. This theory is grounded in the premise that people innately strive to make sense of
the world around them.
In the process of learning, they experience, memorize and understand. Students need to be
provided with data and materials necessary to focus their thinking and interaction in the lesson
for the process of analyzing the information. Teachers need to be actively involved in directing
and guiding the students’ analysis of the information.
It requires active problem solving by students in finding patterns in the information through
their own investigation and analysis. With continued practice in these processes, students learn
not the content of the lesson but also develop many other skills.
· It enhances creative aspect of experience.
· It gives reality for learning.
· Uses all available resources.
· Provides varied experiences to the students to facilitate the acquisition of knowledge,
experience, skills and values.

5. · Builds the student’s self-confidence and develops understanding through workin his/her group.
· Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.
· Develops happy relationship between students and students, teachers and students.
· An activity is said to be the language of the child. A child who lacks in verbal expression can
make up through use of ideas in the activity.
· Subjects of all kind can be taught through activity.
· Social relation provides opportunity to mix with others.
Kinds of activities:
The activities used in this strategy can be generalized under three main categories:
· Exploratory - gathering knowledge, concept and skill.
· Constructive - getting experience through creative works.
· Expressional – presentations.
The Activities you could focus on:-
Experiencing:
 watching, observing, comparing, describing, questioning, discussing, investigating,
reporting, collecting, selecting, testing, trying, listening, reading, drawing, calculating, imitating,
modeling, playing, acting, taking on roles, talking, writing about what one can see, hear, feel,
taste, experimenting and imagining.
Memorizing:
 Sequencing ordering, finding regularities and patterns, connect with given knowledge,
use different modes of perception, depict.
Understanding:
 Structuring, ordering, classifying, constructing, solving, planning, predicting,
transferring, applying knowledge, formulating ones individual understanding, interpreting,
summarizing, evaluating, judging, explaining and teaching.
Organizing activities:
 The process of organizing activities must be based on curricular aims bringing together
the needs, ideas, interests and characteristics of the children with the knowledge, skill,
experience, and personality of the teacher within a given environment. The extent to which the
teacher works with students individually or in groups affect the relation the teacher has with
each child.
Steps required for Effective Organization of Activities.
a. Planning.
b. Involving children in the learning process.
c. Each child is made an active learner.
d. For each activity ensure you follow the principles of:-
 What?
 How? Work directions step by step, including:
 With whom? Where? How long?
 What after?

6. e. Ensure you give clear instructions before each activity. It must focus on the above a, b, c, d.
Role of a Teacher in an Activity Based Method
 A planner, an organizer and evaluator.
 Facilitator.
 Decision maker.
 Knowledge imparter
 Disciplinarian
The Problem –solving Method in Education
Meaning and Definition of Problem solving method
In a problem solving method, children learn by working on problems. This enables the
students to learn new knowledge by facing the problems to be solved. The students are
expected toobserve, understand, analyze, interpret find solutions, and perform
applications that lead to a holistic understanding of the concept. This method develops
scientific process skills. This method helps in developing brainstorming approach to
learning concepts.
The students thinking on problem and their understanding of the science behind it is
based on common sense. It does not start from textual knowledge. Rather it proceeds
from experiencing to gradually forming concepts through books at later stage. It is a
process from practice to theory not vice versa. Knowledge here is not a goal but a natural
out came of working on tasks. Students live in the real world and like to deal with
concrete things where they can touch, feel manipulate things then the method is useful
in igniting the process of science learning
Objectives of Problem-Solving: The specific objectives of problem solving in science
are :
 Willingness to try problems and improve their perseverance when solving problems.
 Improve pupils’ self-concepts with respect to the abilities to solve problems.
 Make pupils aware of the problem-solving strategies.
 Make pupils aware of the value of approaching problems in a systematic manner.
 Make pupils aware that many problems can be solved in more than one way.
 Improve pupils’ abilities to select appropriate solution strategies.
 Improve pupils’ abilities to implement solution strategies accurately.
 Improve pupils’ abilities to get more correct answers to problems
 The appreciation of the existence of a problems and a desire to solve it
 The accumulation of the facts and data which are pertinent to the problem.
 Logical interpretation of the data supported by adequate valid experience.
Tips for effective use of Problem solving method

7.  Ask questions and make suggestions. Ask students to predict “what would
happen if …” or explain why something happened. This will help them to develop
analytical and deductive thinking skills. . Do this by providing positive
reinforcement to let students know when they have mastered a new concept or skill.
 Don’t fear group work.Students can frequently help each other, and talking about
a problem helps them think more critically about the steps needed to solve the
problem.
 Help students understand the problem. In order to solve problems, students
need to define the end goal. If you succeed at helping students answer the questions
“what?” and “why?”, finding the answer to “how?” will be easier. Have
students identify specific problems, difficulties, or confusions. Don’t waste time
working through problems that students already understand?
 If students are unable to articulate their concerns, determine where they
are having trouble. Identify the specific concepts or principles associated with the
problem. Make students articulate their problem solving process. In a one-on-one
tutoring session, ask the student to work his/her problem out loud. This slows down
the thinking process, making it more accurate and allowing you to access
understanding.
 Link errors to misconceptions. Use errors as evidence of misconceptions, not
carelessness or random guessing. Make an effort to isolate the misconception and
correct it, then teach students to do this by themselves. We can all learn from
mistakes. Try tocommunicate that the process is more important than the answer so
that the student learns that it is OK to not have an instant solution.
 Model the problem solving process rather than just giving students the
answer. As you work through the problem, consider how a novice might struggle
with the concepts and make your thinking clear .Provide only minimal
assistance and only when needed to overcome obstacles.
 Take enough time. Budget enough time for: understanding the problem and
defining the goal, both individually and as a class; dealing with questions from you
and your students; making, finding, and fixing mistakes; and solving entire problems
in a single session.
 Teach within a specific context. Teach problem-solving skills in the context in
which they will be used .Use real-life problems in explanations, examples, and
exams. Do not teach problem solving as an independent, abstract skill.
 Work as a facilitator. Teacher must keep in mind that if in a child-directed
learning not teacher-directed. He must be alert and active to arouse interest among
students. Must provide democratic atmosphere. Teacher must provide situation for
all students to come formed and contribute towards the success of the activity.
Inductive and Deductive Instruction
Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches
can offer certain advantages, but the biggest difference is the role of the teacher. In a deductive
classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then

8. expecting students to complete tasks to practice the concepts; this approach is very teacher-centred.
Conversely, inductive instruction is a much more student-centred approach and makes use of a strategy
known as ‘noticing’. Let’s take a closer look at the differences between inductive and deductive
instruction, and find out how noticing can be used in the language classroom to better facilitate student
learning.
What is deductive instruction?
A deductive approach to instruction is a more teacher-centered approach. This means that the teacher
gives the students a new concept, explains it, and then has the students practice using the concept. For
example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules
related to its use, and finally the students will practice using the concept in a variety of different ways.
According to Bob Adamson, “The deductive method is often criticized because: a) it teaches grammar in
an isolated way; b ) little attention is paid to meaning; c) practice is often mechanical.” This method can,
however, be a viable option in certain situations; for example, when dealing with highly motivated
students, teaching a particularly difficult concept, or for preparing students to write exams.
What is inductive instruction?
In contrastwiththe deductive method,inductive instructionmakesuse of student“noticing”.Insteadof
explainingagivenconceptandfollowingthisexplanationwithexamples,the teacherpresentsstudents
withmanyexamplesshowinghowthe conceptisused.The intentisforstudentsto“notice”,bywayof
the examples,howthe conceptworks.
Usingthe grammar situationfromabove,the teacherwouldpresentthe studentswithavarietyof
examplesforagivenconceptwithoutgivinganypreamble abouthow the conceptisused.Asstudents
see howthe conceptis used,itishopedthat theywill notice how the conceptistobe usedand
determine the grammarrule.Asaconclusiontothe activity,the teachercan ask the studentstoexplain
the grammar rule as a final checkthat theyunderstandthe concept.
Drills in Teaching
The old adage "practice makesperfect"isapplicabletoteaching.Traditionalinstructionincorporated
practice and drillsforstudentstomemorize oradoptconcepts.Practice,whichcanbe definedasthe use
of an ideatogain familiarityandexpertise,isstill importantininstruction.Drills,whichare the
repetitiousandpacedreviewsof concepts,alsohave aplace inthe classroom.However,both
methodologiesshouldbe appliedstrategically.
The Advantage of Practice

9. Studentsbenefitfrompractice because theyare able toapplyknowledge throughinteraction.Students
connectwiththe material whentheyworkwithtextsandconceptsbeyondaone-timeexposure.When
studentspractice usingthe knowledge throughapplication,theyconnectwithinformationonadeeper
level.Forinstance,whenlearningaboutwriting,studentshave towrite.Theyhave tohone the voice,
tone and style of theirwriting.Thiscannothappenunlesstheyrevise,seeexamplesandlearnto
improve theirownwork.Studentscannottransferalecture ongoodessaywritingintoanactual good
essaywithoutpractical application.
The Hurdles with Practice and Drills
There are potential drawbacks to practice and drills. Teachers need to make sure that when having
students practice, there is a clear link between concept and action. Students must be able to relate
what they are doing to what they are learning. Similarly, drills are not effective when students are not
prepared enough; they will not be able to maintain a pace if they are still unclear about a concept.
Furthermore, drills are typically for more basic knowledge or for a more physical understanding. If
teaching about more abstract concepts, a drill methodology would not be appropriate.
Useful Methodologies
Teachers, when planning appropriately, include practice time for students. Students in all grades
benefit from practice because it deepens their understanding and increases familiarity with the
material. Similarly, drills are useful to reinforce and practice more rote knowledge and skills. With
both methods, students are activating knowledge through application.
Question-Answer Method of Teaching
Question-AnswerMethodofTeaching
Questionanswerteachingstrategyisanoldstrategyalsoknownas“Socratic Methodof teaching”.It
was developedbythe famousphilosopherSocrates.AccordingtoParke,“the questionisthe keytoall
educative activityabove the habit-skill level.Itstrategyisfocusedontoachieve the cognitive objectives
and bringingknowledgetothe consciouslevel.Ithasthe followingprinciple:
1. Theoryof unfoldment,all knowledgeiswithinthe child,teachercannotteach anytingfrom
outside
2. The knowledge canbe emittedbylinkingthe questionswithhisanswers
Stepsof Question-AnswerMethod
1. To prepare questionsandarrange themina logical sequence
2. To presentthe questionsinsuchaway that curiosityarisesamongthe learners
3. To ask newquestionsbylinkingwiththe learnersresponse
Advantages & Disadvantages of Question-AnswerMethodofTeaching
Advantages

10. 1. While askingquestions,the teacherkeepsinmindthe abilities,needsandinterestof the
learner.
2. It involves the learners’participationtowardsthe subjectmatterandinteachingacts.
3. It helpsinachievingcognitiveobjectivesandbringingknowledge atconsciouslevel.
4. Classroomverbal interactionisencouraged
5. It isa useful strategyatall the levelsof education
Disadvantages
1. It is difficult to prepare good questions,and arrange them logically.
2. The whole content-matter cannot be taught by this strategy
3. The teacher wants the structured answers from the learners. There is no freedom for imaginative answers.
Methods of Differentiation in the Classroom
It’s a term that every teacher has heard during their training: differentiation. Differentiation
is defined by the Training and Development Agency for Schools as ‘the process by which
differences between learners are accommodated so that all students in a group have the
best possible chance of learning’. In recent decades it has come to be considered a key skill
for any teacher, especially those of mixed-ability classes. But what does it really mean?
What is meant by ‘differences between learners’?
In a large class, differences between students may on the face of it seem too numerous to
be quantified, but differentiation works on 3 key aspects which can be summed up as
follows:
 Readiness to learn
 Learning needs
 Interest
These differences may sound rather broad, but by applying effective methods of
differentiation, it is possible to cater for quite wide variations between learners. Expert
opinion varies when it comes to a definitive list of the methods of differentiation in the
classroom, with some holding that it can fall under as many as 7 categories. Let’s look at
them.
Task
One of the core methods of differentiation, differentiation by task, involves setting different
tasks for students of different abilities. One way to achieve this may be to produce different
sets of worksheets or exercises depending on students’ abilities. However, some teachers
are loath to employ this method because of both the social implications and the additional
planning it entails. An alternative method is to use a single worksheet comprised of tasks

11. which get progressively harder. The more advanced students will quickly progress to the
later questions whilst the less able can concentrate on grasping the essentials.
Grouping
Collaborative learning has many well-documented benefits such as enabling shy students to
participate more confidently in class, but it’s also a useful differentiation method. Small,
mixed-ability groups allow lower achievers to take advantage of peer support whilst higher
achievers gain the opportunity to organise and voice their thoughts for the benefit of the
whole group (known as peer modelling). Grouping also allows roles to be allocated within
the team which cater for each member’s skill set and learning needs.
Resources
In this
method it’s important to recognise that some students can work with more advanced
resources than others, and that it is possible to use multiple materials in order to approach
a topic from different angles. This means that while some may require quite basic texts with
illustrations, others are capable of working with more advanced vocabulary and complex
ideas. Differentiation of this kind allows a wide spectrum of materials to be used to attain a
single learning outcome. It’s a method that is greatly assisted by advances in technology,
and the use of educational video in the classroom, which is why it is becoming more
prevalent.
Pace
In the traditional classroom, activities are completed within a single time frame, irrespective
of the level of difficulty for some students. The result is that more advanced learners can be
held back to the speed of the less able ones, and at the other end of the scale, some may
simply find it impossible to keep up. When differentiation is used in lesson planning, the
available time is used flexibly in order to meet all students’ needs. Students who quickly

12. grasp core activities need not be held back because their classmates need to spend more
time on the fundamentals of a topic. They can instead be allocated more challenging
extension tasks in order to develop a more rounded understanding of the subject matter or
even to progress through the set course more quickly.
Outcome
Differentiation by outcome is a technique whereby all students undertake the same task but
a variety of results is expected and acceptable. For example, the teacher sets a task but
instead of working towards a single ‘right’ answer, the students arrive at a personalised
outcome depending on their level of ability. It’s a method about which some teachers have
reservations as there is a risk that the less able students will fall below an acceptable level
of understanding, however that risk can be mitigated somewhat by establishing a clear set
of guidelines that apply to all students, and it does offer one clear advantage in that no prior
grouping is necessary.
Dialogue and support
Differentiation by dialogue is the most regularly used type of differentiation in the
classroom. With this technique, the emphasis is on the role of the teacher, who must
facilitate problem solving by identifying which students need detailed explanations in simple
language and which students can engage in dialogue at a more sophisticated level. The
teacher may also employ targeted questioning to produce a range of responses and to
challenge the more able students. Verbal support and encouragement also plays a crucial
part in this technique.
Assessment
In the differentiated classroom, rather than assessment taking place at the end of learning,
students are assessed on an on-going basis so that teaching, and indeed the other methods
of differentiation, can be continuously adjusted according to the learners’ needs.
Differentiation in the classroom is all about understanding that we are dealing with a group
of diverse individuals and adapting our teaching to ensure that all of them have access to
learn. It should be an on-going and flexible process which not only profiles students initially
but also recognises progress and areas for improvement and adjusts accordingly to ensure
learning needs continue to be met. In short, it shifts the focus from teaching a subject to
teaching the students.