Polytechnic university of the Philippines COLLEGE OF EDUCATION

Sta. mesa, manila

TEACHING METHODS AND TECHNIQUES

Prepared for: Prof. Michelle Z. Bandola Sotto Principles and Strategies of Teaching

Prepared by: Kristine Marla L. Guevarra Bachelor in Business Teacher Education III - 2N

June 26, 2012

THE LESSON PLAN Importance of Lesson Plan The primary purpose of a lesson plan, is to provide a framework for the lesson, help realize aims and objectives, help see the lesson as a whole, help remember what to cover, help identify the problems and provide solutions, determine content and sequence, remind visual and teaching aids needed and accomplish good pace and timing. The lesson plan sets forth the proposed instructional activities for each day. It is a step-bystep approach to learning. A well-prepared lesson plan gives a measure of self-confidence and minimizes feelings of anxiety and inadequacy. Importance of Lesson Planning 1) The growth of children is dependent on the selection of subject matter, activities, experiences, and methods adapted to their interests, needs, abilities and levels of maturity. 2) A lesson plan includes framing objectives and choosing subject matters, procedures, materials and evaluation techniques. There is an organized presentation of the lesson if it is planned ahead of time. 3) A lesson plan involves foreseeing what is likely to happen and choosing experiences that will change children for the better. 4) The lesson plan serves as a guide for the teacher. 5) Planning prevents waste of time that usually accompanies unorganized or haphazard teaching. 6) A lesson plan prevents wandering away from the subject matter by making the teacher conscious of what he has to accomplish for the day. 7) A lesson plan gives a feeling of security for the beginning teacher who usually feels nervous and tense. 8) The teacher also learns by doing. Through the lesson plan, the teacher learns to be more effective in as much as a good preparation insures good instruction. 9) Lesson plans are of use not only to teachers but also to principals and supervisors. Through the lesson plan, principals and supervisors can trace what the teacher has taught and what the class has covered. 10)Past lesson plans will be of use to a substitute teacher who may take over in an emergency. A substitute teacher will frame future lessons based on what the class has already covered. TYPES OF LESSON PLAN Lesson plans are an essential component of a successful teaching experience. These plans help ensure that all standards and materials are covered, providing a teacher and students with structure for each class day. Many schools require that teachers submit lesson plans in a specific format on a daily, weekly or monthly basis. For teachers who do not have a required format, there are varieties to choose from.

Five-Step Lesson Plan

 A five-step lesson plan is a form of daily lesson planning that includes the following
components: anticipatory set, instruction, guided practice, closure or assessment and independent practice.

Five-E Lesson Plan

The five-E lesson plan format asks teachers to list components that deal with engaging, explaining, exploring, elaborating and evaluating.

This lesson plan begins with a question or brief activity that hooks or engages students at the beginning of the lesson. In the second phase, the teacher lectures or provides a video, reading passage or demonstration to explain the material and its key terms. Weekly Lesson Plan

A weekly lesson plan is an ideal format for teachers who are covering a similar topic throughout the week. At the top of the lesson plan, teachers should list the standards, objectives and essential questions being covered that week. Under that section, each day of the week is listed with a short description of the activities for that day. At the end of the plan, a section should be included to list any assessments that will cover the week's instruction, such as a unit or chapter exam or special project.

PARTS OF LESSON PLAN The preparation of good lesson plans includes the following parts and how the teacher views and evaluates his plan of action. I. II. III. IV. V. Objectives Subject Matter Materials Procedure Assignment

PREPARING DIFFERENT TYPES OF LESSON PLAN Lessons may be classified not only on the bases of procedure and methodology but also on the basis of objectives and the subject matter. Based on the objectives, there are different types of lessons, e.g. (1) development lesson, (2) supervised study lesson, (3) review lesson, (4) drill lesson, and (5) appreciation lesson. The Development Lesson The development lesson is type of something to be learned in which a new idea is presented and developed. It may be a concept, a principle, a theory, a skill or a generalization.

The distinguishing characteristic of the development lesson is the novel idea which the class has not known yet and the interest and enthusiasms of the learners. There are two types of development lesson the formal and informal. The formal development lesson utilizes deductive and inductive methods; while the informal development lesson does not use any particular method with definite steps. It usually uses the question and answer method or the conversational approach. The development method follows a certain procedure where the learners undergo the prescribed learning steps and processes in order to arrive in some insight and understanding, analysis, interpretation and generalization. It may also be noted that many lessons in the primary grades are of informal development type. The Supervised Study Lesson This supervised study lesson is one whose primary objective is to teach learners how to study a given subject effectively under the direction and guidance of the teacher. The teacher gives the defined direction in relation to steps, methods and strategies and supervises the learning process. It is interesting to note that under the supervised study scheme, the learners are taught the techniques of learning while the teacher acts as a guide in the various steps and procedure in the classroom. The Appreciation Lesson An appreciation lesson is designed to instruct the class to understand, appreciate and enjoy something. In order to appreciate something, one must understand to enjoy. Appreciation is a combination of understanding and enjoyment. A learner who understands it, and therefore, he appreciates it. An appreciation lesson should focus on developing desirable values. A good appreciation lesson should help learners to evaluate values and guide them make proper choices. Values that are experienced in individual conduct are characterized by goodness and uprightness. These desirable values inevitably make the learners existence more meaningful and worth living. The primary objective of the teacher in appreciation lesson is to plan interesting lessons that will stimulate and induce learners to appreciate what is beautiful and worthwhile.

USING AUDIO-VISUAL MATERIALS Nature and Importance of teaching aids Audio-visual aids are instructional devices, which involve the use of the sense of sight and hearing (Lardizabal et al, 1991). They can help and make ideas and concept clear. Through these instructional aids, learning can be raised from verbalism to true understanding. Audio-visual instructional media can also make learning interesting and vivid. Just as the Chinese proverb tells us, one picture is worth a thousand words. They can make learning effective. Moreover, they can be invaluable in promoting motivation and retention. Effective use of audio-visual materials The key to a strong presentation isn't the equipment you use. You should be able to do your presentation on a blank stage, with no props, and have it work on its own. The whole idea of visual aids is to enhance your presentation, not to be the purpose of it. The absolutely worst presenters are those who use the equipment as a crutch. For example, those who stand up before a group and just read slides during a presentation. It is very important that you follow the rules of using visual aids in the next pages to have a successful presentation. OVERHEAD PROJECTORS The overhead projector is the most used and abused of all audio-visual equipment. Everyone in business has one and usually uses it. They are a common fixture in most conference rooms. Overhead projectors can greatly enhance your presentation if they are used right. They are very easy to use and can accommodate large or small audiences. Tips on using this vital piece of equipment: Before Presentations: 1. Make sure the plug reaches the socket. It is a good idea to carry an extension cord 2. Put the projector at a height that is comfortable for you. 3. Make sure the lens is dust free. 4. Put the projector on a vibration free base. 5. Arrange the electric cord so no one will trip over it. 6. Focus and center the picture on the screen beforehand. 7. Number your transparencies in accordance with your facilitator's guide. 8. Never assume projectors will work. Have a backup strategy ready. During Presentations: 1. Keep the screen above the heads of the participants

2. Keep the screen in full view of participants. 3. Make sure you are not blocking anyone's view when presenting. 4. Darken the room appropriately by blocking out sunshine and dimming nearby lights. 5. Turn the screen off between slides if you are going to talk for more than two minutes. 6. No one should be farther from the screen than six times the width of the image. 7. Talk to the audience, not to the screen. 8. Use a pointer to emphasize points, don't use it as a crutch and don't wave it wildly. TIPS ON USING FLIP CHARTS AND POSTERS: Before Presentations: 1. Check the height of the easel. 2. Make sure you have plenty of paper. During Presentations: 1. Title each page with a short topic or heading. 2. Print the large block letters 1 1/4 inches high, larger if the room is deeper than 30ft. 3. Printing should be neat and legible. 4. Use different colors for page headings and primary points. 5. The color red should be used only for emphasis. 6. Do not use pastel colors. Black, blue, dark green and brown are acceptable. 7. Put marker down when you are not using it. 8. Don't talk to the board while writing on it. 9. Do not write more than ten lines on a page. 10. Do not fill the page to the bottom. People in the back will be unable to see. 11. Respond to and note input from participants. 12. Post important papers on the wall with masking tape or pins.

13. Do not write on the papers after posting on the wall. The pen may bleed. 14. Highlight key points. 15. Respond to and highlight input from participants. 16. Allow time for reading, retention and note taking. 17. Use the 'matador tear', a sharp tug at the corner, not straight down. Other suggestions: 1. For complex pages, prepare ahead in light pencil and then trace with a marker. 2. If you travel with prepared pages, roll them up and carry them in a mailing tube. 3. Sometimes you might use two easels, one already prepared and one for extemporaneous use. VIDEOTAPES Before Presentations: 1. Be sure the videotape is rewound and at the starting point. Do this right after you show the film. 2. Check to make sure the playback machine and the monitor are playing properly. Check this before the session so you may replace the machine if it is not working properly. 3. Check audio level and contrast. 4. Lights should be dimmed but not turned off. During Presentation: 1. Explain what the purpose of the tape is before playing it. 2. Show interest in the tape and watch it enthusiastically. 3. Summarize the main points after you have shown the tape. AUDIO TAPES Before Presentation: 1. Be sure the tape is rewound and at its starting point. 2. Adjust the volume so all participants can hear. 3. Use a high quality recorder to prevent distortion. 4. If the recorder is portable, position it at table level of the participants.

5. Explain the purpose of the tape and identify the speaker before playing. 6. Always carry a backup tape! BOOKS AND HANDOUTS Books: 1. If you are using training manuals, make sure each student has one. 2. Make sure you have a few extra books with you in case extra students arrive. 3. Make sure you frequently reference page numbers with your audience so they know where you are in the book. Handouts: 1. For visual variety provide handouts on yellow light blue paper. 2. Distribute the handouts just prior to discussing the topics. 3. Have extra handouts for unexpected participants. MICROPHONE Before Presentation: 1. If you are going to be moving around during your presentation make sure that a clip on (Lavalier) microphone is available. 2. The Lavalier should be attached to a jacket, lapel, collar, neckline or tie above the mid chest level, but not against the larynx or your voice will become muffled. During Presentation: 1. Speak clearly into the microphone. 2. Keep proper distance from the microphone. When using a standard podium microphone talk about six inches from the microphone. 3. Repeat questions from the audience into the microphone. This helps everyone hear the question that was asked.

TYPES OF AUDIO-VISUAL MATERIALS There are two general kinds of audiovisual aids: the non-electronic and the electronic. The Non-Electronic Visual Aids The non-electronic visual aids are the following: 1. Printed materials. Among the printed materials are the: a. Textbook b. Reference book. c. Workbooks d. Teacher prepared teaching materials e. Pamphlets, leaflets and posters. f. Articles in daily newspapers, magazines and other periodicals. 2. Chalkboard. The chalkboard is the most important audiovisual aid material in the classroom because almost all learning items can be written or illustrated on it. 3. Still pictures. Still pictures are used to represent real objects which cannot be brought into the classroom and they can help clarify vague points. \ 4. Real objects, specimens, and models. It is good if the real object can be brought into the classroom otherwise a specimen or model will do. A specimen is the real object preserved in some way. A model is an object constructed in the same way and containing most of the essential parts of the object it represents. 5. The museum. The museum contains old relics and artifacts of the material progress of civilization. 6. Graphics. The term graphic is a word of Greek origin which refers to the art of expressing ideas by lines, pictures, charts, or diagrams. Electronic Audio Visual Aids (Instructional Technology) Electronic audio visual aids are run by electricity. There are many electronic devices that are used as audio visual aids. Their utilization is often called Instructional or educational technology. Among the electronic audio visual aids are the following: Audio Aids. The information is only heard. a. Radio b. Phonograph c. Tape recorder II. Visual Aids. The information is only seen. a. Slide b. Film strips
I.

c. Opaque projector d. Overhead projector e. The calculator f. The computer III. Audio Visual Aids. The information is heard and seen. a. The motion picture. b. The television SELECTION OF AUDIO-VISUAL MATERIALS According to Turner and Land (1988), the following factors have to be considered in selecting audio-visual aids: suitability, visibility, clearness, level of understanding, ease of presentation, and availability of the material. To be sure that the aid is effective and appropriate, it has to be tried out first before it used in the class. This is particularly important in selecting films, filmstrips, recordings, and in presenting demonstrations. Planning to Use the Materials. After previewing a material, the teacher has to plan how to make the best use of it. This involves the following processes (Brown & Lewis, 1988): Spelling out the objective the material will best serve; Noting down the important terms or ideas presented in the audio-visual material; Identifying words and ideas that may cause difficulty among the students; and Planning the introduction, presentation and follow-up of the audio-visual material.

References:

http://www.hawaii.edu/mauispeech/html/visual_aids.html

Principles and Practices of Teaching by Jose F. Calderon, Ed. D 1998 Principles and Methods of Teaching