Chapter VII TECHNIQUES OF

TEACHING

Introduction

Garcia (1989) states that a common error among teachers is to use interchangeably terms like approach, method, and
technique. Such pedagogical weakness may be considered as forgivable. It is a fact that the three foregoing concepts
are all closely identified with the procedural aspects of teaching but they are basically different and distinct although
related to one another. The diagram below is an attempt to distinguish them.

The "How" Dimension of Teaching

Source: Garcia’s Focus on Teaching

DIFFERENCES AMONG APPROACH, METHODSI STRATEGIES, AND TECHNIQUES

Based on the above diagram, a technique is part of method and, likewise, a method is a component of an
approach. This makes approach the broadest of the three. Technique, the most specific, and method, intermediate
between the two.

Approach

- an enlightened viewpoint of teaching.

- provides sound philosophy and orientation to the whole process of teaching in which the selection of an
instructional method is part and parcel of.
- embraces the entire spectrum of the process such that:
a) it specifies the major goal of teaching;
b) the given priorities among the three domains, cognitive, psychomotor, and affective; c) the role of the
teacher;
d) the expectations from students;
e) the nature of the teaching-learning process; and

f) the kind of evaluative techniques and suitable teaching methods/strategies to be employed.

There are two salient points to remember:
First, all approaches of teaching are viewpoints of teaching, but not all viewpoints of teaching are considered
approaches of teaching.
Second, the selection of an instructional method is based on a given approach. It may be any of
the following:
- a set of correlative assumptions dealing with the process of teaching.
- an axiom that describes the nature of the subject matter to be taught.
- a point of view, a philosophy, an article of faith, something which one believes but cannot necessarily be
proven.
Methods/Strategy

Method/strategy refers to an organized, orderly, systematic, well-planned procedure. It consists of steps which are
logically arranged aimed at achieving the specific aims of instruction, at enhancing greater teaching and maximizing
learning output. Method directs and guides the teacher in all class activities and involves as well, the organization of
materials to get things done
..
Organization of materials can be categorized into two:
1. Logical organization aims to facilitate the recall or location and use off acts, ideas, materials, procedures,
etc; and
2. Psychological organization is designed to facilitate learning of new things. The logical organization is
achieved by any of the following:
a) association of one’s ideas and arranging known materials like books, letters, and the like systematically;
b) organizing ideas of a similar nature under an appropriate heading;
c) using suitable headings for the major divisions; and d) grouping the related sub-points.
The psychological organization is realized through:
a) understanding how pupils learn things normally;
b) selecting those that seem to have a definite bearing on the given task; and
c)
making free and controlled associations needed in developing the work.
Strategy in the beginning is a monopoly of other disciplines like military, science, politics, economics, and
even psychology. Later, it has been adopted in the field of education since it connotes the same idea. Strategy and
methodology are now used interchangeably.

Technique

A technique is implementational and that which actually takes place in a classroom. It is a particular trick, or
contrivance, used to accomplish an immediate objective. It is usually consistent with a method, and, therefore, in
harmony with an approach as well. It depends on the teacher, his individual artistry, and on the composition of the
class.
A technique is also defined as a procedural variation of a given method. It involves a highly personalized style
of carrying out a particular step of a given method.

Variation in technique calls for alternatives which can be in the form of small group discussion, panel
discussion, debate, brainstorming, resource speakers, and others. Although there can be no specific technique for any
given situation, the discussions at the later part of this chapter will present suggested techniques under the categories
of teaching methods.

Classification of Teaching Methods Criteria:

1. whether methods are addressed to:

a) whole class - lecture method
b) group of students - group discussion
c) individual students - modular learning

2. whether methods are:

a) highly cognitive - reporting/unit method
b) highly psychomotor - project method
c) highly affective - role-playing, simulation, sensitivity training, organic
technique, cross-age tutoring, and affective exercises.
Note: There are methods, however, like the laboratory method that gives almost equal importance to both the
acquisition of knowledge and the development of skills.

3. whether methods are:

a) teacher monopolized - pure lecture

b)student monopolized - field trip
c) teacher-student collaborated - socialized classroom discussion

4. Kilgore (1982) categorized teaching styles into two major areas:

a) direct teaching - teacher provides new or additional information to students through: 1) lecturing
2) film showing
3) field trip
b) indirect teaching - teacher structure activities in which the learner is active, such as
1) playing games
2) group role playing
3) inquiry training 4) laboratory work

5. whether methods are:

a) convergent - this mode of teaching makes students come together to ’a point which means they are
expected to accept an idea or set of ideas like what is being done in the process of generalizing or jotting
down the teacher’s lecture notes.

b) divergent - permits students to branch out to different ideas allowing them to share diverse opinions
about a certain topic or issue.

6. The classification of teaching methods is based primarily on the nature of the teachinglearning activity.

For instance, on the basis of teacher-student involvement, the socialized classroom discussion, the small group
discussion, and panel discussion are three different teaching methods since they present three varying degrees of
teacher- student participation.

Categories of Teaching Methods

1. Inductive and Deductive Methods

2. Lecture Method
3. Discussion Method
4. Reporting Method
5. Investigatory Method
6. Activity Method
7. Demonstration Method
8. Self-Pacing Method
9. Integrated Method
10. Traditional Method
Techniques in the Lecture Method

1. The outlining technique involves a cognitive framework in which the subject matter is
presented from general to specific (from a broad topic to sub-topic, from the sub-topics to sub-
 sub-topics). This requires the lecturer to present a ready outline in the beginning - an outline
which will guide him in his actual task of lecturing.

2. The component technique is exactly the reverse of the outlining technique. This time instead
of breaking up the whole into parts, the lecturer should organize his ideas from small to large.
Hence, the process of synthesis is involved.

3. The sequential technique provides the most effective, cognitive framework around which the
whole lecture revolves.

a) the chronological arrangement of events in history;

b) the stages in the cycle of communications;
c) the steps involved in critical analysis;
d) the development of a story plot or a novel; and

e) the operation of the law of supply and demand.

4. The relevance technique consists of four main steps, namely:

a) Presentation of a central thought or the singular idea;
b) Giving all impressions about this idea;
c) Separating the correct impressions from the incorrect ones; and
d) Concentrating the lecture on the explanation of the correct impressions.

[Link] transitional technique presents an in-depth treatment of a particular topic. It aims to expand and
provide different but acceptable perspectives about the subject of the lecture.

Techniques in the Discussion Method

1. The small-group discussion technique is breaking down the whole class into small groups in order to
encourage and maximize free exchange of ideas about a familiar topic. This technique is more student-directed
but it does not mean the teacher leaves the classroom while it is being done nor he just sits down in front
and assumes the "I don’t care attitude." He can go from one group to another to find out the progress of the
discussion. Sometimes, students may ask questions which are indispensable to the smooth exchange of ideas.
At times, he can act as a temporary group moderator if the group has difficulty of "taking-off." At other times,
teacher can add supplements and necessary information which the panelists fail to include in the discussion.
2. The socialized classroom discussion technique involves a free exchange of ideas between the class and
the teacher. The teacher acts as a moderator, guiding and directing the class discussion. He does not put a
period for every idea presented but rather provides perplexing situations and good items for inquiry so as to
stimulate his students’ minds.
3. The direct instruction or classroom teaching technique resembles most closely the lecture method. It
is a combination of teacher’s exposition and follow-up discussion on the part of the students.

The teacher should:

a) explain further the initial exposition;
b) provide more and different but pertinent examples;
c) make another interpretation;
d) re-state the teacher’s point;
e) substantiate and support the ideas presented; and

f) summarize the lesson as presented by him.

 4. The panel discussion technique is a direct, conversational, and interactional discussion among a small group
of experts or well-informed persons (Lardizabal, et al.) The members of the panel should be well-selected.
5. The recitation technique (graded or ungraded) is highly cognitive, highly teacher directed, highly structured,
student-dominated, and aimed at developing the study habits of students.
The recitation type of activity is normally planned ahead. The teacher gives a bird’s-eye view of a
new topic to students, presents several specific questions to be answered, and assigns them the sources from
which to get the needed information. During the activity proper, the class is greatly engaged in a question-
and-answer session. From the preconceived questions assigned to the class, the teacher usually makes follow
up questions which are all to be answered by students.
6. The interview technique involves inviting a resource person to the class and asking him to answer
preconceived questions about a specific topic.
Interview is done to serve certain ends, namely:
a) to make an in-depth treatment of a subject or an issue;
b) to clarify certain points; and
c) to provide the listeners with first-hand information about an interesting topic.
Techniques in the Reporting Method

1. The unit or Morrisonian technique is the process of taking the contents of a particular subject as big
blocks and not as isolated and fragmentary bits of information
The aim is to approach topics as organized and integrated body, showing relevance, and cognitive
relationship. The teacher assigns every unit or every chapter as the subject of the class activity. The activity
may certainly take several days before one unit or chapter is completely taken by the class.
2. Individual or group reporting technique. Reporting could be done either by individual students or by
groups of students. Each technique has its own particular use. This group reporting affords better
participation. The individual is made to feel he is an important member of the group. Likewise, group reporting
facilitates easy gathering of data as the members can be given specific tasks to work out.
On the other hand, the individual mode of reporting could be resorted to on a selective basis - where
only the capable students in class are asked to report.
Furthermore, the group mode of reporting provides students with the opportunity to work together
as one body.
To make the reporting highly interesting and enjoyable, the students could be encouraged to go into
contrived situations. The style of reporting could imitate the format of any of the popular television and radio
programs. Reporting could play the role of known personalities in certain fields like government, movie, press,
etc. Some students could even tape music identified with the pro-gram and others mimic the voice, facial
expression, and manner of dressing of such personalities.
3. Reading or story-telling technique. Pupils could simply be allowed to read from their books or to narrate
their own experiences in relation to a given topic. For instance, after a Grade IV class read and discuss a
selection about the first trip of a 10-year old boy to his home province, the teacher may ask several pupils to
tell their own similar experiences. Each pupil may be assigned to read some passages or line from a book and
consequently to explain them
Both the reading and the story-telling parts of a report have certain aims to achieve. Reading a
passage or two allows the class to focus its attention on particular point or points. It also makes learning less
cumbersome since it does take a bit of information and not a big "chunk" of knowledge.
On the other hand, story-telling activity has an apperceptive basis since pupils are able to bring into
the consciousness of the whole class their very own experiences. There are also psychological dimensions
involved here - that is, in terms of arousing interests among themselves and of providing opportunities for
self-expression.
4. The schematic technique is a type of reporting which considerably makes use of hard wares of instruction.
Hence, the products of instructional technology are extensively used to aid the reporter. Although this mode
of reporting is ordinarily done by an invited resource speaker and by the teacher himself; several students;
could be taught to conduct reporting using modern media or communication like phonograph records, film-
showing, film-strips and tapes, slides, tape-recorders, and the like. How to operate these modern equipment
could be an equally significant learning experience for students.
One important principle involved in this reporting technique is stated as: "These products of
instructional technology should be used as means rather than the end of teaching." This simply means that
 they could not be asked to just view a film and when it is over, the class is automatically dismissed. The film-
showing is nothing unless it is properly explained and evaluated by the reporter himself.
Thus, audio-visual devices should serve several purposes during the reporting like:
a) making an interesting vivid and well-done illustration of an idea;
b) substantiating points shared;
c) sustaining the interest of the audience in the report; and
d) ensuring permanency in learning.

Schematic technique of reporting could be less sophisticated and, therefore, less expensive and
elaborate. Students could make use of the diagrams, tables, graphs, etc. that they personally made for the
report. Experiences show that such mode is far more feasible than the reporting done using the modern means
of communication. Schools by and large are not adequately equipped with them. And probably, another reason
is that most teachers are not conversant in their use. But with the advent of educational technology nowadays,
teachers are better prepared to manage and handle this common media.
5. The symposium technique entails a lot of preparation and involves certain complexities in the actual
implementation. One symposium a semester is enough. A symposium is closely identified with school forum
which is open to all faculty members and students. This is particularly true when there are school celebrations
being commemorated. This kind of technique, however, affords more student participation, more so if
symposium is handled efficiently and if it delves on more relevant, current issues. Symposium involves the
following phases:
a) Identifying the theme of the school celebration;
b) Breaking down the theme into three or more specific topics; ,
c) Selecting the appropriate speaker for each topic;
d) Allotting adequate time for each speaker; and
e) Giving time for the open forum whereby the students ask questions to the designated.

The symposium experience can provide students with opportunities:

a) to organize, plan, and execute certain courses of action (committees);
b) to internalize the concepts of good leadership and membership;
c) to tap, enhance, develop their imagination, creativity, and resourcefulness;
d) to work in a cooperative and collaborative manner; and
e) to keep abreast of the timely and pertinent issues.

Techniques in the Investigatory Method

1. Laboratory technique is a technique in which students actively manipulate and study a given situation upon
which a given problem lies. The situation being manipulated is contrived and it necessarily involves the use
of materials. In home economics, several groups of students make use of different ingredients to improve the
preparation of a native delicacy. In psychology, an observation of human behavior under controlled or normal
situations is done to confirm and/or to apply certain theories or laws.

Types of Laboratory Technique

a) Laboratory exercise is designed to help the students acquire fundamental knowledge and skills. The
speech exercises commonly done in the speech laboratory like interpretative reading of poetry,
accentuation, intonation patterns, phrasing, pausing, blending, and the use of science equipment are
examples of this type.
b) Laboratory investigation is a deeper and more serious undertaking that requires careful planning and
doing on the part of the researcher.
c) Confirmatory type of laboratory technique tends to be traditional since the teacher explains the concept
or principle to students before they undertake the investigation. The investigation only concretizes the
basic data expounded by the teacher.
 d) Exploratory type of laboratory technique approximates more closely a scientific investigation. In here, the
students are not given the expected generalization, instead, they are made to feel that they are
responsible in actively searching for it. It is the responsibility of the students to work on their own.

Steps of Laboratory Technique

Laboratory work in the elementary level presents more detailed steps while its counterpart in the high school
and collegiate levels gives only three yet more inclusive steps, namely:
c) pre-laboratory discussion;
d) activity proper; and
e) post laboratory discussion.

2. The Problem-solving technique requires a learner to work actively in the solution of a difficulty or an
undesirable situation. Solving a problem has two forms, namely: a) rational mode; and b) empirical mode.

The rational mode is solving a problem through a process of reasoning done either qualitatively or
quantitatively. On the other hand, the empirical mode is solving a problem through a carefully laid down procedure.
The second one may closely correspond to the so-called scientific method.

Types of Classroom Problems

The kind of problems that students solve depends on the subject. If it is mathematics, naturally it is
quantitative; if it is logic, it is qualitative; if it is arts, it is concrete; and if it is philosophy, it is abstract. Problems could
be either real (true-to-life) or imaginary (hypothetical or make-believe). In languages, problems tend to be highly
symbolic. One general rule is, as the levels decrease (from college to elementary), problems tend to be more concrete
and real. Conversely, as the levels increase, problems grow in abstraction and complexity. However, it does not mean
that college students should not be given concrete and real problems. On the contrary, they should be trained to work
out concrete and real problems to improve their critical thinking abilities.

Steps in the Problem-Solving Technique

a. Identifying and defining a problem.

b. Formulating a hypothesis.

c. Verification.

d. Collection and organization of data.

e. Generalization.
f. Application.

3. The Research technique is the technique least used by the teachers. Except in special subjects like
educational research, its potentials for instructional purposes are still untapped.
Types of Research Activities

a) interviewing a chosen subject;

b) making a simple survey;
c) constructing the historical episode of an individual; a community, an institution, etc.; and
d) doing a simple experiment.

Steps in Doing a Research

a) Preparing for the research work.

 b) Collecting and gathering data.
c) Organizing the data obtained.
d) Analyzing and interpreting the data organized.
e) Making a formal report of the research done. How this is done should be formally discussed in class.

4. Field study technique is a technique in which the student investigates a given situation by being a part or an
integral component of it. The ultimate purpose is to get a first-hand information to clear up some uncertainties and
doubts. The more integral he becomes in the situation, the more truthful the data he can obtain.

Steps in the Field Study Technique

a) Preparation;
b) Actual investigation;
c) Making a formal report; and
d) Class reporting.
5. Experimenting technique is an operation carried out under controlled conditions to discover an unknown effect
or law, to test or establish a hypothesis, or illustrate a known law. The definition stresses two points: a)
experimenting is an active process since it is an operation; and b) it is highly purposeful.
Types of Experiments

Experiments can be any of the following: a) structured; b) unstructured; and c) semistructured.

a) Structured experimentation requires students to strictly answer a set of predetermined questions.

b) Unstructured experimentation represents an "emerging" type of conducting this activity. This involves
giving greater freedom for students as they raise the problem, plan out the experimental project which
includes the determination of both experimental and control variables, the formulation of hypotheses,
and the choice of materials and procedures.
c) The semi-structured type of experimentation shows the joint teacher-student involvement in the planning
of an experiment. This type is more commonly done in the classroom.

Experiments can also be classified based on their specified purposes. Such types are: a) methodological; b)
explanatory or heuristic; c) fact-finding; and d) boundary setting.

a) Methodological experiments serve the purpose of improving some techniques or procedures. Often, they
are experiments done in order to allow the experiments to progress toward some chosen goal.
b) Explanatory or heuristic experiments are designed to expose relationships among variables. They provide
the data on which to base explanation of phenomena and to generate laws.
c) Fact-finding experiments are designed to transform the data that are relevant to specific hypotheses or
questions. They are also intended to collect data on the performance of systems under a greater variety
of operating conditions than those obtained during the explanatory or exploratory phase.
d) Boundary setting experiments are a special version of fact-gathering experiments. They seek to uncover
the range of application of some idea or theory or the range of conditions under which a hypothesized
relationship continues to be detectable or the limitations of the conditions under which the relationships
are expected by boundary studies. Hence, they try to expose parameter values.

Steps in the Experimenting Technique

a) Designing an experiment;
b) Preparing for the experiment;
c) Conducting the experiment; and
d) Obtaining results of the experiment.
Activity Method

The activity method refers to a classroom encounter whereby students are actively engaged in a first-hand,
direct experience. This is a teaching method in which students’ participation is fully maximized.

The following are the techniques of the activity method:

1. Project technique. It calls for an activity that is directly planned, controlled, executed, and evaluated
by students in order to accomplish a specific goal. The teacher energizes his students to action to
accomplish something.
2. Field trip technique. It is a well-planned excursion, a trip to a special location which provides students
an opportunity to manipulate knowledge they possess (Renner, Stafford, and Ragan). It is also defined
as an out-of-the classroom experience, primarily for the purpose of observing natural phenomena which
cannot be brought into the classroom or which, because of their immediacy, are best studied in their
natural setting. (Kuslan and Stone).
3. Dramatization technique. Alcantara (1981) defined the dramatization technique as one that involves
telling a story in one’s own distinctive way. The story is told through acting on a stage by actors before
an audience. Teachers can initiate classroom activities which can tap the dramatic prowess of the students
and at the same time make use of these as meaningful learning experiences. There are three relevant
teaching techniques, such as dramatization, role playing, and simulation.
4. Role-playing technique. It involves an activity which a student or a group of students dramatizes his
or their real reactions to certain problematic situations. The purpose is to find out how students will
normally conduct themselves once they are confronted with a particular kind of conflict or difficulty. The
main characteristic of student participants in this activity is spontaneity. It is an on-the-spot performance
which requires participants to rely primarily on their own personal judgment and on their ability to make
their own decisions.
5. Simulation game technique. Akin to role-playing technique is the simulation game technique. The
term simulation comes from its verb form simulate which means to’ imitate, to pretend, to counterfeit, or
to feign. As it is, it may mean an operating imitation of a real process like the one being done by law
students who conduct moot court proceedings and the students’ body organization which conducts a
mock political convention.
The simulation game technique involves a contrived experience previously prepared and aimed at
providing students with an illusion of real experience. It is characterized as follows:
a) The learning environment approximates the real situation;
b) The students’ performance is directly geared to the acquisition of the desirable and acceptable
behavioral patterns;
c) It is a highly student-directed activity; and
d) It expects student-participants to make a total adjustment to a given situation.
6. Brainstorming technique. It calls for an activity in which a deliberate attempt is made to think and speak
out freely and creatively about all possible approaches and solutions to a given problem, the group
participating in spontaneous and unrestrained discussion which usually involves evaluative feedback.
(Good, 1973).

The following are the characteristics of the brainstorming technique:

a) The technique is problem-centered.

b) All possible solutions are exhausted.

c) It is a highly creative undertaking.
d) It recognizes the importance of each participant.
7. Debate technique. According to Good (1973), a debate is a formal presentation of arguments on both sides
of a question before an audience in accordance with standardized procedure. The purpose of this activity
is to present the two sides of an issue - its merits and demerits, its advantages and disadvantages, its
strengths and weaknesses, or its good and bad points.
Demonstration Method

Teaching by demonstration comes in different forms, namely: 1) teacher-directed technique; 2) student-

directed technique; 3) teacher-student directed technique; and 4) resource speaker-directed technique.

1. Teacher-directed technique. The teacher performs the, demonstration, especially when there is only
one set of materials available for instructional purposes, making it impossible for the students to work in
groups. The teacher also does the demonstration when the activity requires the handling of harmful
materials and delicate, fragile equipment.
2. Student-directed technique. Students, especially the most capable ones could be taught how to show
a demonstration although it could be done with joint teacherstudent participation. The teacher can give
the instruction while the selected students follow them.
3. Teacher-student directed technique. The teacher performs the demonstration with the students
helping in handing the materials over to the teacher as he needs them during the demonstration.
4. Resource speaker-directed technique. An invited resource speaker could be the demonstrating
teacher himself. The class may likely welcome this change and besides their teacher may not be in a
position to demonstrate such particular lesson or procedure. The resource speaker may be found more
effective as he can provide the class with the necessary know-what and know-how in line with his own
expertise and special training.

Self-pacing Method

According to Good (1973), the self-pacing method calls for an activity whereby provision is made for
the individual student to set his own schedule for learning or rate of achievement, and to monitor his own
progress.

1. Programmed instruction is an instruction in which the self-pacing method has a rightful place. Morris
Bigge (1982) defined it as a system of teaching and learning within which pre-established subject matter
is broken down into small, discrete steps and carefully organized into a logical sequence in which it can
be learned readily by the students. Barry Harley (1973) pointed out that it is an auto-instructional
approach to teaching which is changing the role of the classroom teacher.

2. Mastery learning is a technique which allows the class to be divided into groups, each group is
composed of students who have reached almost the same learning level. This technique is not new for it
has been patterned after Morrison’s mastery formula which is an instructional procedure recommended
for securing mastery of subject matter and defined as "pre-test, teach, test the result, adapt procedure,
teach and test again to the point of actual learning."

3. Modular learning technique is a technique which allows each student to proceed at his own rate. Darrel
Murray defines module as a "self-contained and independent unit of instruction with a primary focus on
a few well-defined objectives. The substance of a module consists of materials and instructions needed
to accomplish the objectives." Another definition by the Workshop in the Application of Educational
Technology sponsored by the DECS-UNESCO held in Tagaytay, "A module is a set of learning opportunities
systematically organized around a well-defined topic which contains the elements of instruction - specific
objectives, teaching-learning activities, and evaluation using criterion-referenced measures."

Characteristics of a Good Module

Dr. Constantino M. Torralba listed the following characteristics:

a) It should be self-contained.

b) It should be self-pacing.
 c) Its topic or subject matter should be short enough and well-defined.

d) It should be adequately motivating.

e) It should provide opportunities for interaction with the learner.

f) Its objectives and activities should be properly sequenced.

g) It should be written in clear, correct language suitable to the level of the target learner.

h) It should be accurate.

i) It should bear no wrong implications to or conflict with other subject matters or values.

j) It should utilize every opportunity to achieve affective outcomes of learning.

k) It should contain all the necessary components of a module.

l) Components of the module should be highly supportive of each other.

Integrated Method

3. Lecture-discussion is a technique that uses the "threepronged strategy" which includes careful organization of
the course material, student interaction in lecture, and discussion activities.

To illustrate the combination of these two methods, the following steps are presented:

a) Divide the class into small groups of about 4-6 members. Such number becomes desirable in
order to maximize students’ interaction and participation. Each group shall elect its leader and
rapporteur.

b) Provide for a try-out to check whether the students can apply group dynamics. Present a very
familiar problem to them to find out whether the whole group can practice: 1) the exchange of
ideas, with every member in the group sharing in the discussion without anyone monopolizing
nor showing his lack of interest to participate; 2) tolerance and respect for the opinions of others;
and 3) democratic procedure in settling disputes and in arriving at a group consensus.

c) Give pointers on how to conduct group discussion properly. It is proper to give lectures on this
topic. However, it would be better if the lectures were accompanied by a socialized class
discussion during which answers could also be drawn from the students.

d) Present a problem that will really be good material for active group discussion. Select a problem
that is part of the present lesson of the class that will make the students think critically so they
can start and sustain interesting group discussions.

e) Have a sharing period when the different groups give their own answer to the question. It is
important that the teacher does not take side with any group so as to maintain the enthusiasm
of the students, the teacher can ask each group to clarify some points, and to encourage the
students to do better for the next round of group discussion, the teacher can grade each group
based on the answers given.
 f) Conduct a lecture session to make the answers to the question clear to the students. This time
lecture becomes very necessary to give further clarification, to add salient points not given by
the students, to correct certain misinterpretations, and to tighten some loose ends.

When the lecture is given at the last part of the lesson, the activity becomes more meaningful to the students
since the points presented are familiar to them since they have undergone the searching process themselves.

2. Lecture-demonstration is a technique wherein the lecture part precedes the demonstration. The
combination aims at concretizing the teacher’s lecture with an actual demonstration.

3. Film-showing-discussion. The use of films, slides, tapes, and even television is still not widely practiced in
our schools in spite of the fact that these forms of media have been with us for at least six decades now. The
common reason given for the inability to use these technological devices is they are unaffordable to most of
our schools.

The technique involves three phases: a) introduction and raising questions about the film; b) film-
reviewing; and c) answering the questions formed and discussing some other salient points seen in the film.

4. Reporting-discussion is a technique wherein after a student makes a report, the class can actively engage
in an interesting discussion of the various ideas and concepts he has shared with the classmates. The teacher
can enliven the session by asking some questions and by adding relevant and clarifying ideas. The discussion
done after a report can also tighten up some loose points.
5. Inductive-deductive technique. To strengthen new learning, the lesson should be initially presented
inductively and later deductively. At first, the students are guided to proceed from the simple to the complex
ideas, from particular to general or from known to the unknown. Later, they use these complex or general
ideas to draw out new simple or particular cases. During the process, whatever generalization they are able
to formulate from the data they have collected, the same generalization is further reinforced by citing a new
set of data to support it.

Traditional Method

1. Textbook learning is the most common instructional material used by both the teacher and his students.
On the part of the teacher, he usually refers to the subject’s textbook in making his daily lesson plan.
The students, on the other hand, commonly rely on the textbook in preparing themselves for the class
recitation, doing their daily assignments, and reviewing for an examination.

2. Rote learning is a technique that requires students to repeat what the teacher tells them without
understanding.

3. Directed technique is associated with the well-·known practice of spoon-feeding.

4. Memorization is still acceptable in today’s school provided it serves certain learning purposes and more
importantly, if it is done with understanding.
The 2 x 4 x 8 concept of teaching. Learning is confined within the three given dimensions: 2 x 4 x 8 - 2 stands
for the two covers of the book; 4 for the four walls of the classroom; and 8 for the eight hours of student’s stay in
school.