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Methods in Teaching

This document defines methods of teaching as systematic procedures or techniques for achieving learning objectives. It discusses several common methods including inductive, deductive, analytical, and synthetic. The inductive method goes from specific examples to general principles, while the deductive method presents general principles and applies them to specific examples. The analytical method breaks concepts down into constituent parts, and the synthetic method combines parts to form a whole. The document also notes there is no evidence that any single method is universally best, and effective teaching requires adapting the approach to different students, contexts, and settings.

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151 views

Methods in Teaching

This document defines methods of teaching as systematic procedures or techniques for achieving learning objectives. It discusses several common methods including inductive, deductive, analytical, and synthetic. The inductive method goes from specific examples to general principles, while the deductive method presents general principles and applies them to specific examples. The analytical method breaks concepts down into constituent parts, and the synthetic method combines parts to form a whole. The document also notes there is no evidence that any single method is universally best, and effective teaching requires adapting the approach to different students, contexts, and settings.

Uploaded by

FurryLion Leo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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General Classification

of Methods in
Teaching


Marcia Torres, Methodology
Defining Method
A procedure or process for attaining something

A systematic procedure, technique or a set of rules very
often related to a science or art.

Methods have definite steps or stages

Set of didactic procedures that lead to learning.

A method includes: underlying theoretical principles (approach)
presentation of the subject, execution or development,
verification of learning (assessment).

In TESL/TEFL
I
Anthonys definition: An overall plan for systematic
presentation of language based upon a selected approach
(1963)

Richards and Rodgers definition:
MethodDesign
Designs specify the relationship of theories to classroom
materials and activities
Method became an umbrella term for approach, design, and
procedure.

Source: Brown. Ch 2




Browns definition of method:

A generalized set of classroom specifications for accomplishing
linguistic objectives.
Methods tend to be concerned primarily with teacher and
student roles and behaviors and secondarily with such features
as linguistic ad subject-matter objectives, sequencing, and
materials. They are sometimes but not always thought of as
being broadly applicable to a variety of audiences in a variety of
contexts (2007).


Logical Methods or Knowledge
Methods

Those that allow the acquisition or
production of knowledge:
inductive
deductive,
analytic,
synthetic.
Logical Methods
INDUCTIVE
Observation Abstraction Generalization Comparison-
Experimentation Generalization
Goes from the particular knowledge to the general principle.

DEDUCTIVE
Application Verification Demonstration
Goes from the general principle to particular aspects

Logical Methods
ANALYTICAL
Division Classification
To know the object as a whole and divide in its parts to
understand it.

SYNTHETIC
Recapitulation Diagram Definition Conclusion Summary
Synthesis Scheme
Studies the phenomenon from the parts to understand the
whole.





Inductive Method
The inductive teaching method or process goes from the
specific to the general.
May be based on experiments or practices.
what is studied is presented through special cases up to the
general principle that governs it.
This method produces highly active students, involving them
fully in their learning process.
The induction is based on experience, observation of facts.
Inductive Method
Inductive teaching is a constructivist model of teaching.
Student-centered
The teacher provides examples, has students practice, after
which they figure out the rule.
It is experiential, based on the philosophy of guided discovery.
Example
This is Jim. Jim is tall.
This is Bill. Bill is taller than Jim.
The teacher role is to provide meaningful contexts to
encourage demonstration of the rule, while the students
evolve the rules from the examples of its use and continued
practice.
Deductive Method
To infer particular propositions or universal premises.
More traditional form of teaching.

Teacher provides information (lecture) presents concepts,
principles, statements, or definitions. Provides examples.
More teacher-centered
Time saving method
Gets to the point of the lesson quickly and easily.

Example
Teacher: Today we will study the Present Perfect.
Then provides the rules on how to form the Present Perfect.
Students will complete the exercises.
Teacher is responsible for the entire process of presentation
and explanation of the new material.
Analytical Method
Through analysis, facts or phenomena are examined
separating their constituent elements to determine their
importance, the relationship between them, how they are
organized, and how each element functions.

Example:
Lets take a look at this essay. At the end of the reading I want
you to tell me what are the different parts that constitute an
essay. What is there at the beginning? In the middle? At the
end?
How is the introduction/body/conclusion organized?
Traditional Teaching Methods
Deductive Method
Inductive Method
Project Method
Laboratory Method
Q & A Socratic Method
Lecture Method
Synthetic Method
Assemble the parts to get to the whole.
Analysis and Synthesis methods are complementary, as one
follows the other.

Synthesis requires the students ability to combine work with
elements to form a structure or scheme not previously known.
Improved Teaching Methods
integrative technique
discovery approach
process approach
programmed instruction
e-learning
simulation
case-based teaching
cooperative teaching


there is, as Gebhard et al. (1990) argue, no convincing
evidence from pedagogic research, including research
into a second language instruction, that theres any
universality or best way to teach. Although, clearly,
particular approaches are likely to prove more effective
in certain situations, blanket prescription is difficult to
support theoretically. The art of teaching des not lie in
accessing a checklist of skills but rather in knowing
which approach to adopt with different students, in
different curricular circumstances or in different cultural
stetting's (Klappe, 2001).

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