TIME-TESTED

METHODS
 The concept of method is
probably as old as education
itself.
INDUCTIVE METHOD
NATURE

It is a discovery method.
Through the inductive method,
one may arrive at a fact,
principle, truth or
generalization.
 The inductive method aims to:
1. to help pupils discover important rules or
truths for themselves through careful
observation of enough specific examples that
will support the generalization;
2. to make meanings, explanations and
relationships of ideas clear to pupils;
3. to enable pupils to carry on
in investigations by themselves,
independent of the teacher.
 VALUES
The greatest value of the inductive method lies
in the fact that the child learns chiefly through
his own activity.
 When to use it?
1. When the concept is important enough to
justify the time devoted to the lesson plan.
2. The pupils can state the principle by
themselves.
 PROCEDURE
1. Preparation
2. Presentation
3. Comparison and contrast
4. Generalization and abstraction
5. Application
DEDUCTIVE METHOD
Nature

Deduction is a process of
reasoning from the general to
the particular. It is a process of
solving a problem.
 AIMS
1. To teach students to master difficulties by
utilizing truths or rules established by others
2. To teach pupils to delay judgment until truth
is proven an not to judge even in the face of
seeming certainty until analysis
3. To remedy or overcome pupil’s
tendency to jump conclusions
at once.
 TYPES OF DEDUCTION
A. Anticipatory
 forecasts details that will be found in a
particular situation
B. Explanatory
 connects facts at hand with principles that
interprets them
 STEPS
1. Statement of the problem
2. Generalization
3. Inference
4. Verification
 Conditions for effective Deduction
1. Start with a rule that will fit the conditions.
2. Apply the rules on enough cases to prove the
rules to make illustrations clear.
 EVALUATION
ADVANTAGES DISADVANTAGES

Simpler than Pupils cannot

inductive method profit

Ordinary subject
matter lends Encourages
themselves well to guessing
this method

Gives more
meaning to Restricted to
established certain topics
principles

Arouses “puzzle”
instinct
 TYPE STUDY METHOD
Nature

It is an inductive procedure except that only one

case is studied. A typical case is taken for
detailed examination.
 AIMS
To study a typical case thoroughly and in detail
so as to make the concepts gathered as basis for
comparison in studying similar cases.
 STEPS
1. Selection of type
2. Apperception and motivation
3. Statement of a typical case
4. Study of details
5. Comparing details with model
6. Generalization
 EVALUATION
ADAVANTAGES DISADVANATAGES

Not suited to all

Simplicity types of subject
matter

Children form bad

Arouses keen
habit of forming
interest
hasty conclusions

Sometimes
Psychologically
conclusions are
valid
not reliable

Saves time
THE PROBLEM METHOD
Nature
Problem solving is the
purposeful activity that will
remove a difficulty or
perplexity through a process
of reasoning.
 TYPES OF PROBLEM
Problems in school may be classified as:
1. Mental
2. Symbolic
3. Real
 Characteristics of a good problem
1. A difficulty exists which demands solution. It
is thought provoking.
2. The problem is clear, definite, suitable to the
level of the pupils and of practical value
3. It is real, interesting and worthwhile to the
class
 EVALUATION
ADVANTAGE DISADVANTAGE

Encourages
Superficial
critical
thought
thinking

over
rationalization

Forming hasty
conclusions

Losing sight of
the main
thought
THE PROJECT METHOD
Nature

The project has the following

characteristics:
1. Problematic in nature
2. Activity should work towards
definite attainable goal
3. Activity should be purposeful ,
natural and significant
4. pupil should plan, direct and
execute the activities
 TYPES OF PROJECT
CONSTRUCTION

TYPES
LEARNING OF ENJOYMENT

PROJECT

PROBLEM
 STEPS
1. Purposing
2. Planning
3. Executing
4. Evaluating
 POINTS TO REMEMBER
1. Educational value
2. Adaptability to needs of the situation
3. Availability of materials
4. Justification of time consumed in terms of its
results
5. Adaptability or project performance to school
schedule
6. Low cost of materials
7. Decided advantage of this method
over others
8. Capability of finishing the
project in the allotted time
 VALUES
MOTIVE FOR
LEARNING

DEVELOP
RESPONSIBILTY
FURNISHES HOBBY
AND
INITIATIVENESS

TRAINS PROBLEM
ENCOURAGES SOLVING
CREATIVITY

DEVELOPS DEVELOPS SPIRIT

JUDGMENT OIF COOPERATION

DEVELOPS TRAINS
ATTITUDES TOLERANCE
EVALUATION
ADVANTAGES DISADVANTAGES

Emphasizes Slow way of

practical learning learning

Increases interest expensive

Faikure in the
Provides natural
hands of poor
way of learning
tecaher

Degenerates into
fixed and formal
statement of
subject matter
THE LABORATORY METHOD
Nature
It was used to designate a teaching procedure
that uses experimentation with apparatus and
materials to discover or verify facts and to study
scientific relationship.
 AIMS
1. To give firsthand experience in the laboratory
which may increase student interest.
2. To provide student participation in original
research.
3. To develop skill in the use of laboratory
equipment and instruments.
 TYPES
A. Experimental
 Aims to attain pupils in problem solving
with incidental acquisition of information and
motor skill.
B. Observational
 The acquisition of facts is the
domination aim.
 STEPS
1. Introductory
2. Work period
3. Culminating activities
 Different forms on how to present
results:
1. Explaining of the nature and importance of the
problem the group had worked on
2. Reporting data gathered or other findings
3. Presenting illustrate material or special
contributions
4. Special reporting and exhibition
of work by those with individual
projects
5. Exhibiting various projects and
explanation by their sponsors
 SUGGESTIONS
1. Laboratory exercises should be adapted to
broader social needs and should be adjusted to
the needs, interests and capacities of the
students.
2. For reflective thinking, laboratory exercises must
grow out of problems.
3. The laboratory manual should be
chosen with care.
4. The teacher must be skillful
director of problem solving and
of study.
EVALUATION
ADVANTAGES DISADVANTAGES

Learning by doing uneconomical

Makes learning Mechanical at all

more effective times

Expensive
Undergoing actual apparatus does
experience is not justify the
more vivid results

Direct preparation
overused
for life
 THE DEMONSTRATION OR
SHOWING METHOD
NATURE
The teacher does the task or
experiment before the class.
It has a place in the curriculum
because many things in life are
learned through imitation.
THE EXPOSITORY
METHOD
NATURE
It means explaining or
interpreting. The expository
method is a great deal in the
lower grades as there is much
that needs explaining.
 USES
1. When relevant information is needed to make
the class understand a part in the lesson.
2. When pupils do not have the information and
time can be saved by the teacher telling it.
3. When an idea can only be learned by
explanation.
4. When the use of induction will
take too much time to justify its
use.
 STEPS
1. Approach
2. Presentation
3. Application
 Conditions for effective Exposition
1. Teacher's thorough understanding of the
thing to be explained
2. Teacher's comprehension of the children's
ability to understand the explanation
3. The use of language and illustrations within
the children’s experiences and
understanding.
 EVALUATION

ADVANTAGE DISADVANTAGES

Suited for only

Time saving some types of
subject matter
 Teacher should look out for:

1. Telling too much

2. Telling too little
3. Telling what can be developed
4. Telling what the pupils can find out for
themselves
5. Telling only what is on the book
 THE MORRISONIAN
TECHNIQUE OR UNIT METHOD
Nature
Proponent: H.C Morrison
The mastery formula for learning is
“pretest, teach, test the result, adopt
procedure and test again.
 STEPS
1. Exploration
2. Presentation
3. Assimilation
4. Organization
5. recitation
EVALUATION
ADVANATGES DISADVANATGES

Not all teachers

Takes up big
are capable of
blocks of subject
making long-
matter
range unit plans

Does away with

Teachers may
the
leave out the
fragmentation of
essence
subject matter

What is taught is Method alone

learned to the does not insure
pint of mastery mastery

Steps in the
mastery formula

Not only logical

but also
psychologically
sound
 THE LECTURE METHOD
NATURE
It is like the telling method. However, the
lecture is more of exposition while telling is
more of narration. The lecture held an
important place in the teacher-centered
traditional school.
 When to use:
1. When a teacher can give in one hour of lecture-
demonstration.
2. When the class has available data that would be
difficult for the class to obtain.
3. When a new topic is to be introduce so as
a. show how the new topic fits into the work
b. give a bird's eye view of the
work.
c. arouse interest in the new
work
d. give adequate explanation
 TECHNIQUE
A. Preparation of the lecture
1. Introduction to the lecture
2. Presentation of the body of the lecture
3. Conclusion, closure, completion and
culmination
B. Presentation in the lecture
 EVALUATION

ADVANTAGES DISADVANTAGES

Very effective
Students are
means of arousing
passive
appreciation

Facilitates large- Encourages one-

class way
communication communication
“Life is learning
process. We must
keep learning.”
― Lailah Akita