ASSIGNMENT

SUBMITTED TO: RENE JAPITANA

nstructor
A

2nd page

1. Maintaining Motivation and Interest:

vary your inflection, gestures, position and the pace of your lecture

communicate your enthusiasm for the material

break the monotony of the lecture with visual aids, with humor, a debate, a problem-solving situation, etc.

2. Fostering Interaction and Feedback:

be aware of the nonverbal clues from students

ask your audience questions

5. WHAT PEDADOGICAL ADVANTAGE DO THE EXPLORATORY APPROACHES HAVE OVER THOSE OF THE DIRECT
APPROACHES?

Pedagogic approaches To support effective lesson design, as a minimum, the Strategy promotes the
use of direct, inductive and exploratory approaches. All teachers can benefit from proficiency in these teaching
Styles, varying and adding to their repertoire as they gain confidence and experience. They are not the only
Approaches, but they are a good foundation.

QUESTION # 2 PAGE 95

WHY IS DIRECT INSTRUCTION OFTEN USED IN LESSONS THAT ARE IMPLEMENTED THROUGH A STEP BY STEP
PROCEDURE?

Because it Allows teacher to introduce concept, skills in a relatively short time. Academically focused with the
teacher clearly stating the goals for the lesson to the students, Teacher closely monitors students’
understanding and Teacher provides feedback to students on their performance.
QUESTIONS #2 PAGE 109

IS ASSESSMENT OF LEARNING FOR GRADING PURPOSES ALSO A COOPERATIVE PROCESS IN THE SENSE THAT
YOU’RE QUIZ FOR INSTANCE IS ALSO A COOPERATIVE QUIZ?

Yes, Cooperative quizzes to turn assessment into a learning tool that improves understanding, retention, and
motivation. Cooperative Quizzes (also called group quizzes, collaborative quizzes, pyramid exams, or two-stage
exams) are assigned to groups after students have completed an individual quiz. Groups are responsible for
coming to consensus on each answer, which will require them to discuss and debate course material. Students’
grades are calculated by weighting both the individual and the group assessment.

QUESTIONS #3 PAGE 109

IF THE COOPERATIVE LEARNING TASK REQUIRES WRITING WHAT IS THE ADVANTAGE OF GIVING JUST ONE
PIECE OF PAPER FOR THE COOPERATIVE GROUP TO WRITE ON?

Each group works to develop a response. They check that everyone in their group can give and explain their
group’s response. Everyone Can Explain encourages successful group functioning because all membersneed to
know and be ready to explain their group's answer(s) and because whenstudents help their groupmates, they
help themselves and their whole group, becausethe response given belongs to the whole group, not just to the
group member giving it
FOCUS QUESTION:

1. HOW DO TEACHING APPROACH METHOD AND TECHNIQUE DIFFER?

ANS. Teaching Approach is like a description of how we go about teaching our students. This description explains
what we do when we teach. Teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or
combinations of these. While Teaching technique are such steps we follow when we teach. For example, when we
want to help students learn the meaning of new vocabulary words we can use teaching techniques.

2. WHICH APPROACHES ARE MORE DIRECT? WHAT ARE THIER CHARACTERISTIC FEAUTURES?

The direct method of teaching, which is sometimes called the natural method, and is often (but not
exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only
the target language.
In general, teaching focuses on the development of oral skills. Characteristic features of the direct method
are teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials,
teaching grammar by using an inductive centrality of spoken language (including a native-like pronunciation)
and focus on question-answer patterns.

3. WHICH APPROACHES ARE MORE INDIRECT AND EXPLORATORY IN NATURE?

The inquiry approach, sometimes termed “discovery”, “heuristic”, and “problem solving” is defined simply
as a teaching method which is “modeled after the investigative processes of scientists”. The features are Sensing
and defining the problem, Formulating hypothesis, Testing the likely hypothesis ,Analysis, interpretation and
evaluation of evidence and Formulating conclusion.

4.HOW SHOULD EACH METHOD BE USED TO ENSURE ITS EFFECTIVENESS?

1. Preparing Your Lecture:

 fit your lecture to your students' level

 it is generally impossible to cover all the material; selecting a topic will focus your lecture and allow you to

make changes

 prepare an outline for each lecture

 organize your material logically

 identify metaphoric examples

 be able to present both sides of issues; this fosters critical thinking

2. Presentation:

 make sure that all students hear you clearly

 be aware of mannerisms such as "ah" and "you know"

 provide an introduction and follow through with an outline (present your themes or objectives for that

particular lecture)

 present your points in different ways

 give time for your students to think and write; silence can be beautiful; you do not have to be talking all the

time

 organize and time your pauses; create dramatic effects through emphasis, suddenness, etc.