TEACHING METHODS AND PROCEDURES

1. TEACHING METHODS
Teaching methods are the different sequences of actions by the teacher that tend
to provoke certain actions and modifications in the students based on the
achievement of the proposed objectives.
To define the teaching method we must keep in mind that it is:
 The activity of interrelation between the teacher and the student aimed at
achieving the objectives of the teaching-learning process:
 A set of procedures for teaching work.
 A way in which the teacher leads students from ignorance to knowledge.
 A form of teaching content.

The activity of interrelation between the teacher and the student aimed at achieving
the objectives of the teaching-learning process.
It is important to keep in mind that there is no universal teaching method. It is
necessary to consider that their selection and application depend on the existing
conditions for learning, the demands placed on them and the specificities of the
content.
The method we use must correspond to the scientific level of the content, which
will stimulate creative activity and motivate the development of cognitive interests
that link school with life. It must, therefore, break the scholastic, rigid, traditional
schemes and promote the systematization of the student's learning, bringing him
closer and preparing him for his work in society.
Therefore, the method is, in a general sense, a means to achieve a purpose, a
reflection on the possible paths that can be followed to achieve an objective, so the
method has a means function and a final character.
The teaching method is the means that didactics uses to guide the teaching-
learning process. The main characteristic of the teaching method is that it is
directed towards an objective, and includes operations and actions aimed at
achieving this objective, such as: planning and systematization. Teaching method
is the logical and unitary set of teaching procedures that tend to direct learning,
including everything from the presentation and elaboration of the subject matter to
the verification and competent rectification of learning.
The methods, in general terms and according to the nature of the ends they seek
to achieve, can be grouped into three types:

Research Methods:
They are methods that seek to increase or deepen our knowledge.

Organization Methods:
They work on known facts and try to organize and discipline efforts so that there is
efficiency in what they want to accomplish.

Transmission Methods:
Intended to transmit knowledge, attitudes or ideals, they are also called teaching
methods; they are the intermediaries between the teacher and the student in the
educational action exercised on the latter.

The fundamental principles that must be applied to the teaching method

(CARRASCO, Bernardo:

Techniques and resources for the development of classes. RIALP), are:

1. Principle of ordering: by which every method supposes the orderly arrangement

of all its elements, in a well-calculated progression, so that learning is effective.
2. Principle of orientation: every method provides students with a defined
orientation so that they learn safely.
3. Principle of purpose: which makes the teaching method only valid and significant
when it aims at the objectives that students must achieve.
4. Principle of adequacy: every teaching method must adapt the data of the subject
to the capacity of the students.
5.Principle of economics:
Every teaching method seeks to achieve its objectives in the quickest, easiest and
most economical way in terms of time, materials and effort, without compromising
the quality of the teaching.

The role of the teacher and the processes of his or her training and professional
development must be considered in relation to the different ways of conceiving
educational practice.
According to Jean Pierre, there are three predominant teaching models or
ideologies
(Transitive, deconditioning, constructivist), which serve as a basis for the practices
of the teachers - consciously or implicitly - each one has a
Logic and a coherence that will characterize it.
Above all, each of the models responds to different efficiency situations.
Teaching, from a very general perspective, is communicating some knowledge,
skill or experience to someone in order for them to learn it, using a set of methods
and techniques.
In order to identify a teaching model we need to know its characteristics, which we
can discover with three questions:
•What to teach?
•How to teach?
•What and how to evaluate?

The above questions can be summarized as follows:

•Approach
•Methodology
•Assessment
More specifically, we need to identify the perception that each model has: of the
teacher, student and knowledge. Knowing each of these elements will make it
easier to identify which teaching model is being used, although there are cases in
which certain elements of each model are mixed, resulting in an apparently
different model.

Traditional model
The Transmission Model or traditional perspective conceives teaching as a craft
activity and the teacher as a craftsman, whose function is to explain clearly and
present in a progressive manner; if errors appear it is the student's fault for not
adopting the expected attitude; furthermore the student is seen as a blank page, an
empty glass or a piggy bank that must be filled. In general, the student is seen as a
passive individual. It is a theory-based learning.
In summary, from this perspective, learning is merely communication between the
sender (teacher) and the receiver (student) and the phenomenon of understanding
and the process of meaningful relationship of the contents are ignored.

Behavioral model
In this model, the means to achieve the expected behavior and verify its attainment
are generally provided; the problem is that nothing guarantees that the external
behavior corresponds to the mental behavior. For some authors such as Ángel
Pérez Gómez, this model is a technical perspective, which conceives teaching as
an applied science and the teacher as a technician.

Constructivist model.
The constructivist model conceives teaching as a critical activity and the teacher as
an autonomous professional who investigates by reflecting on his practice. If there
is something that differs from the previous three models, it is the way in which error
is perceived as an indicator and analyzer of intellectual processes. For
constructivism, learning is risking making mistakes (going from one side to
another), many of the errors committed in teaching situations must be considered
as creative moments.

For constructivism, teaching is not a simple transmission of knowledge, but rather

the organization of support methods that allow students to construct their own
knowledge. We do not learn just by recording in our brain, we learn by building our
own cognitive structure.
We can find several teaching methods, below we will see some:

 Methods regarding the form of reasoning:

•Inductive Method:
It is when the subject studied is presented through particular cases, suggesting
that the general principle that governs them be discovered. This method generates
great activity in the students, fully involving them in their learning process.
Induction is based on experience, observation and facts as they happen, and
largely enables generalization and global reasoning. Properly oriented, it convinces
the student of the constancy of phenomena and the possibility of generation that
will lead him to the concept of scientific law. The inductive method is ideal for
achieving principles, and from them using the deductive method.
Their learning strategies would be:

Observation consists of focusing students' attention on objects, facts or

phenomena as they occur in reality. It can be of two types: “direct observation”,
which is made of the real object, fact or phenomenon; and “indirect observation”,
which is made based on its graphic or multimedia representation. Observation is
limited to the description and recording of phenomena without modifying them or
making value judgments.

Experimentation consists of provoking the phenomenon under study so that it can

be observed under optimal conditions. This is used to check or examine the
characteristics of a fact or phenomenon. Example: a group of children mix primary
colors to obtain different shades and new colors.

Comparison establishes similarities or differences between objects, facts or

observed phenomena. Comparison complements analysis or classification, since it
uses the sharpness of the mind and thus allows us to notice differences or
similarities not only of a numerical, spatial or temporal nature, but also of
qualitative content.

Abstraction selects the common aspects of various phenomena, objects or facts

studied and observed in plurality, to then be extended to other phenomena or facts.
Abstraction is studying in isolation a part or element of a whole, excluding the other
components.

Generalization consists of applying the characteristics of the phenomena or facts

studied to all those of the same nature, class, genus or species. In teaching,
generalizations are continually made, since they verify the result of the inductive
procedure. Example: by observing the characteristics of a certain number of
animals (chicken, duck, pigeon, goose) students arrive at the concept of birds,
which are animals that have feathers, a beak and two legs.

•Deductive Method:
It is when the subject studied proceeds from the general to the particular. The
teacher presents concepts, principles, statements or definitions from which
conclusions and consequences are drawn. The teacher can lead students to
conclusions about particular aspects based on general principles.
Deductive methods are the ones most traditionally used in teaching. However, it
should not be forgotten that for learning cognitive strategies, conceptual creation or
synthesis, they are the least suitable.
The deductive method is very valid when the concepts, definitions, formulas, laws
and principles are already well assimilated by the student, since 'deductions' are
generated from them. Avoid work and save time. Among the procedures used by
the deductive method are application, verification and demonstration.
Their learning strategies are:

The application.
It has great practical value since it requires starting from the general concept, to
particular cases. It is a way of consolidating knowledge as well as acquiring new
thinking skills.

The check.
It is a procedure that allows verifying the results obtained by inductive laws.

The demonstration.
It is a visualized explanation of an important fact, idea or process.

•Analog or Comparative Method:

When the particular data presented allows for comparisons that lead to a
conclusion based on similarity. Thought goes from the particular to the particular.
The way children reason is essential, without forgetting its importance at all ages.
Adults fundamentally use the analogical method of reasoning, since it is the only
one we are born with, the one that lasts the longest and the basis of other ways of
reasoning.

 Methods regarding the organization of matter:

•Logical Method:
When data or facts are presented in antecedent and consequent order, obeying a
structure of facts that goes from the least to the most complex or from the origin to
the present.
It is normal that textbooks are structured this way. The teacher is responsible for
changing the traditional structure in order to adapt it to the logic of student learning.
•Psychological Method:
When the order followed responds more to the interests and experiences of the
students. This method relies more on intuition than memorization. It is based on
motivation and goes from the known to the unknown. Bruner gives great
importance to the way and order of presenting the content to the student, as a
didactic element in relation to motivation and, therefore, to learning.

 Methods regarding the concretization of matter:

•Symbolic Method:
It occurs when all the class work is carried out through words. Oral language and
written language become decisive. For most teachers it is the most used method.

•Intuitive Method:
We try to get as close to the student's immediate reality as possible. Part of
experimental activities. The principle of intuition is its foundation and does not
reject any form of activity in which the real activity and experience of the students
predominate.

 Methods for systematizing knowledge:

•Globalized Method:
Classes are developed through a center of interest, covering a group of disciplines
according to the natural needs that arise in the course of the activities. The
important thing is not the subjects, but the topic being discussed. When there are
several teachers who rotate or support in their specialty, it is called
Interdisciplinary.

•Specialized Method:
When areas, topics or subjects are treated independently. They are treated in
isolation, without articulation between them.

•Concentration Method:
It consists of converting a subject into the main subject for a period, with the others
functioning as auxiliaries.

 Methods regarding student activities:

•Passive Method:
The teacher's activity is important while the students remain passive. Examples:
dictations, questions and answers, with the obligation to learn them by heart, etc.

•Active Method:
Student participation is important; the student feels motivated. All teaching
techniques can become active as the teacher becomes the guide of learning.

 Methods for approaching the topic of study:

•Analytical Method:
This method involves analysis, that is, to understand a phenomenon it is necessary
to break it down into its parts.

•Synthetic Method:
This method involves synthesis, that is, the union of elements to form a whole. It is
of utmost importance that teachers understand that there is no teaching method
superior to others and that the best method is the one that can achieve significant
and lasting learning of the objectives of the specific class being addressed. It has
been repeatedly shown that mixing different methods through teaching planning
helps to keep students interested.

2.TEACHING PROCEDURES

Procedures are the links of the method. While the method is directly related to the
objective, the procedure is related to the conditions in which the process takes
place.

The method is made up of procedures. The first depends on the intention to be

achieved and the second on the context in which it is developed. Below we present
some classifications of procedures: • Classification of procedures.

• By the logic of thought

• The first procedures that we want to highlight are those that correspond to the
logic of thought. Thus we have the procedures of: • Induction-deduction, induction
refers to the path from the specific to the general and the deduction procedure,
from the general to the specific.

• Analysis-synthesis, analysis is the decomposition of the whole into its parts, and
synthesis is the union of the parts to form the whole. • Abstraction-concretion,
abstraction is developed by attending to the procedure of isolating the aspect of the
object, delving into it and finding its essential aspect; and concretion is the
procedure in which the isolated elements are integrated into the objects of the
surrounding reality.

Closely related to logical procedures are technical and organizational procedures.

Among the former are the use of natural or preserved materials, laboratory
instruments, slides, demonstrations of an experiment, as well as drawings and
diagrams made by students, which contribute to visualizing the teaching; what is
important is not the quantity and quality of the teaching aids used, but
fundamentally when and how they are used.

Organizational procedures, as elements of the teaching method, facilitate the

student-teacher and student-student relationship in the teaching-learning process.
Thus, for example, when using a certain teaching method, the activity can be
carried out individually, in pairs, in teams, or in a frontal manner; likewise, when
asking questions, these can be asked orally, written on the board, read from the
textbook, or distributed on cards.

• By introducing content.

• Other procedures that are linked to the introduction of content, either by the
teacher or by the students, can be done through:
• Explanations, the introduction of content through explanation refers to the
characterization of objects through their most essential features.

• Descriptions, refers to the introduction of content addressing the external aspects

of objects and phenomena

• Demonstrations, the presentation of content can also be done through

demonstrations, in which those elements of the content are selected that can
demonstrate to the student the validity of the argument sustained.

Mastery of the content is achieved through practice procedures, in which students

reiterate the skill, carrying out successive applications that enable the formation,
improvement and consolidation of skills and abilities • Through mastery of practical
skills: • From the point of view of mastery of experimental practical skills, there are
the following procedures:

• Observation, refers to that procedure in which the student characterizes the

object without participating in its development

• Experimentation, with this procedure the student controls the conditions under
which the phenomenon for study takes place.

The concepts of methods and procedures are relative. This implies that what in
one case is considered a procedure of a method can be converted in another more
specific case into a method.

E-GRAPHY

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Introduction

Various teaching techniques and methods can be used during the learning
process. It happens that many times these methods are used empirically without
further investigation and are sometimes used incompletely. This often occurs due
to ignorance and lack of training in this regard, which is why it is vitally important to
study, analyze and put into practice the different concepts, theories on the subject
and methodologies developed to achieve the ultimate goal: a high educational level
in the training processes of the child, the young high school graduate and the
university professional.

This work seeks to satisfy the knowledge and learning of the different teaching
methods and techniques, the organization according to the activities developed in
class and the permanent search for improvement in the quality of learning by
studying the methods of individual and socialized teaching as well as the more
than twenty existing and recognized teaching techniques today.

Conclusion

The work developed has been very good and important, an excellent integration
was achieved through the oral and written presentation of the topic of Teaching
Methods and Techniques.

Although the topic is quite extensive, the central ideas were captured and it is a
topic about which there is still much to learn and practice given its importance for
the Basic Education teacher and for the other levels of learning. It is very good to
instill in young people how a learning lesson should be shared through the
application of learning methods.