Unit-III: METHODS OF TEACHING
Key Distinction:
- Method: A systematic, step-by-step procedure for achieving a teaching objective (e.g., Lecture Method).
- Approach: (See Unit 4) A broader set of principles or a viewpoint about teaching (e.g., Constructivist Approach).
- Technique: A specific trick or strategy used within a method (e.g., the technique of asking a good question).
1. Meaning and Importance of Teaching Methods
Meaning of Teaching Method
A teaching method is the systematic, planned procedure a teacher uses to present content and guide student activities to achieve specific learning objectives. It is the "how" of teaching.
Importance of Teaching Methods
- Achieves Objectives: Different methods are suited for different objectives. (e.g., A lecture is good for knowledge, a project is good for skills).
- Follows Maxims: Methods provide a structure for applying the maxims of teaching (e.g., concrete-to-abstract).
- Catess to Individual Differences: Using a variety of methods helps the teacher reach students with different learning styles.
- Makes Learning Interesting: A good method makes the lesson engaging, active, and permanent.
- Develops Skills: Methods like Project or Heuristic develop critical thinking and problem-solving, not just memorization.
There is no single "best" method. An effective teacher is a "master of ceremonies" who can select and combine different methods to suit the topic, the students, and the objective.
2. Lecture and Demonstration method
Lecture Method
- Meaning: The oldest teaching method. It is a form of exposition where the teacher presents information verbally to a group of students, who are passive listeners.
- Steps:
- Preparation: Teacher plans and organizes the lecture content.
- Introduction: Teacher links the topic to previous knowledge and states the aim.
- Presentation: Teacher delivers the content in a logical sequence.
- Conclusion: Teacher summarizes the main points.
- Merits (Advantages):
- Very efficient for covering a large amount of content in a short time.
- Economical; can be used with a large class.
- The teacher has full control over the content.
- Demerits (Disadvantages):
- Teacher-centric and authoritarian.
- Students are passive, which leads to boredom and poor retention.
- Does not cater to individual differences.
- Not suitable for developing skills or critical thinking.
- How to make it better: Combine it with questions, use a good voice, and add humor. This is called the "Lecture-cum-Discussion" method.
Demonstration Method
- Meaning: A method where the teacher performs an experiment or shows a process in front of the class, while explaining the steps and principles involved. It follows the maxim "From Concrete to Abstract."
- Example: Showing how to solve a math problem on the board, or showing a chemical reaction in a science lab.
- Merits:
- Active and Interesting: Engages multiple senses (sight and hearing).
- Clear Understanding: Makes abstract concepts concrete and clear.
- Promotes observational skills.
- Demerits:
- Can be expensive or time-consuming to set up.
- In a large class, students at the back may not be able to see clearly.
- Students are still observers, not "doers."
3. Analytic and Synthetic method
These two methods are two sides of the same coin and are often used together, especially in subjects like Mathematics and Grammar.
Analytic Method
- Meaning: From the word "analysis," which means to break down. In this method, we break down a complex problem into its simple, constituent parts and then solve them.
- Direction: Moves from Unknown to Known.
- Nature: It is a method of discovery and logical reasoning.
- Example (in Math): To prove a theorem, you start with *what you need to prove* (the unknown) and work backward, step-by-step, until you reach *what is given* (the known).
Synthetic Method
- Meaning: From the word "synthesis," which means to combine. In this method, we combine several known facts to find out a new, unknown fact.
- Direction: Moves from Known to Unknown.
- Nature: It is a method of presentation and condensation.
- Example (in Math): When writing the final proof of the theorem, you start with the *given* (the known) and logically proceed, step-by-step, until you arrive at the *conclusion* (the unknown).
Exam Tip:
- Analysis: Breaks down the problem. Moves from Unknown to Known. It's the "thinking" or "discovery" part.
- Synthesis: Builds up the solution. Moves from Known to Unknown. It's the "presenting" or "concluding" part.
- Conclusion: A teacher should use the Analytic method to *develop* the solution with the students and the Synthetic method to *present* the final answer clearly.
4. Project Method
- Meaning: A method where students, individually or in groups, solve a practical problem or complete a task by planning and executing a "project" in a real-world setting.
- Proponent: W.H. Kilpatrick, based on John Dewey's philosophy of "learning by doing".
- Kilpatrick's Definition: "A project is a whole-hearted purposeful activity proceeding in a social environment."
- Steps of the Project Method:
- Providing a Situation: The teacher creates a real-life situation where students feel a need for the project.
- Choosing the Project: Students (with teacher's guidance) choose and define the problem.
- Planning: Students and teacher plan all the steps, duties, and resources needed.
- Executing: Students carry out the plan, gather data, and do the "work." This is the longest phase.
- Evaluating: The group reviews the completed project and assesses its success and failures.
- Recording: Students maintain a complete record (a file or "project book") of all steps.
- Merits:
- Highly student-centric and based on "learning by doing."
- Develops real-world skills: problem-solving, teamwork, planning.
- Promotes social skills and democratic values.
- Demerits:
- Very time-consuming. It is difficult to cover the entire syllabus.
- Can be expensive and requires many resources.
- Difficult to supervise and evaluate fairly.
5. Heuristic Method
- Meaning: The word "Heuristic" comes from the Greek word 'heuriskein', which means "to find out" or "to discover".
- Proponent: Professor H.E. Armstrong.
- Core Idea: This method aims to put the student in the position of an independent discoverer. The teacher does not give answers or facts. Instead, the teacher presents a problem and provides guidance, forcing the student to find the solution themselves through inquiry and research.
- Teacher's Role: The teacher is a guide and facilitator, not an instructor.
- Example: Instead of *telling* students the formula for the area of a circle, the teacher gives them several circles, string, and graph paper and asks them to *discover* the relationship between the radius and the area.
- Merits:
- Develops a true scientific attitude and critical thinking.
- Learning is permanent because it is self-discovered.
- Builds self-confidence and independence.
- Demerits:
- Extremely slow method; impossible to cover the syllabus.
- Requires highly skilled and knowledgeable teachers.
- Not suitable for young children or for all subjects.
- Can be frustrating for students who fail to discover the solution.