Introduction to Teaching Methods PDF

**1.0 Introduction** The teacher is the pivot of the educational process and the key to modernization. He is therefore equipped with methods and skills of teaching that will translate policies into practice and programmes into actions. Unfortunately, students on teaching practice often complain tha...

**1.0 Introduction** The teacher is the pivot of the educational process and the key to modernization. He is therefore equipped with methods and skills of teaching that will translate policies into practice and programmes into actions. Unfortunately, students on teaching practice often complain that they have not been properly equipped to carry out the business of teaching. Quite often, these student-teachers on teaching practice are confused because they do not know what they are supposed to be doing and what their supervisors expect of them. It is in the light of this problem that this module is designed with the intention to equip them with the methods and skills of teaching that will help them when they engage in teaching practice and thereafter. It is important to note that student-teachers are by this course advised to be more committed during teaching practice and to develop right attitudes and willingness to allow themselves to benefit from the teaching exercise. Also, in this module, you will be exposed to necessary microteaching techniques, knowledge and skills. The differences between micro-teaching and teaching practice are also explained. **3.1 Historical Background of Methodology** Teaching methods are best articulated by answering the following questions: a. What is the purpose of education? b. What are the best ways of achieving this purpose? For much of pre-history, educational methods were largely informal and consist of children imitating or modelling their behaviours to that of their elders; learning through observation and play. In this sense, the children are the students while the elders are the teachers. A teacher creates the course materials to be taught and then enforces it without using pedagogical skills. Uses of resources were not properly done in the teaching of the children because the teachers at that time do not have adequate education background for the effective use of the resources. **Ancient Education** About 3000 BC, with the advent of writing materials, educationists became more conscious and self-reflective with specialized occupation requiring particular skills and knowledge. Philosophy in an ancient Greece contributed to the method of teaching. Plato in his "Republic" described a system of instruction that, he felt would lead to an ideal state. In this regard Plato advocated the use of Socratic method. Based on this method, many Roman educators such as Quintilian etc found specific interest to encourage students learning and making them intelligent using Socratic method (Questionnaire Method). **Medieval Education (1000-1450 AD)** Bohenia in Comenius wanted all boys and girls to be educated. In his book "The World in Pictures", he gave the vivid illustration of the text book which contains what students are familiar with in everyday life, and used it to teach the academic subjects they need to know. Rabelias described how the students learn about the work and the content of the world. Much later, Jean Jacques Rousseau, in his "Emile" presented the method to teach children, the element of science and other related subjects. In Emile, Rousseau stated that the world is one book and so Emile was brought out into the world without breakfast to learn the cardinal direction and the position of the sun which enables him to find his way home to have his breakfast. Also, Pestalozzi during Nabolonic war taught children that were believed to be unteachable to learn and love to learn. He felt that the important key to help children learn is to love them. **20th Century Education** During this period, both philosophers and psychologists believed that all children are equally capable of learning regardless of their ethnic group or background and social class. According to them, "The purpose of all education is to like the world through knowing it". During this period of study, a lot of changes and innovations took place in relation.to teaching methods e.g. use of instructional materials, standardized test as well as employing psychological needs of individuals. Also, the use of technology facilitates the effectiveness of using instructional methods e.g. use of computers in the form of ICT. Internet, e-learning etc. Modern educationists described teaching as a skilled job that involves making sure that learners learned using prescribed method and technique. **Teaching** can therefore be defined as [a process of making individual to learn]. **The ways by which the teacher presents his lesson to the learners and how he engages them in the task at hand is referred to as methodology.** **3.4 Preparing to Teach** **3.4.1 The Lesson Plan as a Basic Tool** Lesson plan is a daily guide to classroom instruction. It is an outline of day-to- day learning activities. A good lesson plan is a guide to effective instruction as it directs the teacher in a manner that a compass guides a navigator. A lesson plan is usually drawn up after the preceding lesson; meaning that a lesson plan should never be prepared several weeks in advance. A teacher therefore needs to assess the success or failure of the past lessons before preparing his current one. **The Lesson Note** When a full account of learning activities selected for a particular lesson is put down on paper showing such details as how the lesson will be introduced, list of previous knowledge, description of the lesson presentation as well as questions to be asked etc. it is known as a lesson note. Both lesson plan and lesson note have similar format. Although the lesson plan is an **outline** of the business of the lesson, it does not give full account of the step by step business of the lesson. **Features of a Lesson Note** **General information:** These are: name of school, subject, time date, number of pupils, topic etc. **Instructional material and resources**: The instructional materials to be used in the lesson are to be itemized as 1, 2, 3, 4 etc **Behavioural Objectives**: At the end of the lesson, the students should be able to: 1. Describe 2. Discuss 3. Differentiate 4. Identify 5. Give reasons **Previous knowledge**: This is what you taught before this lesson, you should mention it so as to have a link with the current one. **Introduction:** The teacher introduces his/her lesson by any of the followings; 1. Asking question based on previous knowledge. 2. Show the students certain instructional materials. 3. Designing a simple experiment. 4. Story telling 5. Discussing the importance of the topic of the new lesson. **Presentation of the Lesson** Step I: The teachers' activities. Step II: The children or students' activities. Step III: The teacher/students' activities **Evaluation:** The teacher will evaluate his/her lesson by asking the students/pupils questions based on the stated behavioural objectives: 1, 2, 3, 4 etc **Conclusion:** The conclusion of the lesson to be stated e.g. "[the lesson for today deals with characteristics of the living organism. The next lesson will be on classification of living organism."] **Summary**: This is based on the responses of the students to be written on the board in line with the questions asked under evaluation. Assignment/Homework/Follow-up Activities