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Group IV

Topic: Improved Instructional Process

1. Discovery Method

- It stresses the learning of concepts, theories, principles, and content throughdiscovery rather than rote memorialization ( Anderson,1969)

- Act of an individual using his mental processes (cognitive abilities) to drive aconcept or principle. (Carin and Sund,1971

- It allows the students to become active in the learning process(Hendrix,1961)- It is a matter of rearranging or transferring evidence.(Bruner,1961)

Some suggestions in using the discovery approach follow:

1. Be enthusiastic;2. Always encourage your students.3. What appears as a silly answer to you might be due to the inability of a student to

communicate

4. Deliberately encourage the students to make hypotheses (guesses)5. Write down the students hypotheses about experiment or demonstration on the

board.

6. Have the class consider each guess before an experiment is done.Types of Discovery

Guided discovery Pure discovery

Guidelines in the use of the discovery approach

1. There should be a well-planned structured instructional strategy.2. Teacher should not answer questions, although he can give clues and hints.3. The teacher should not expect the students to find out for themselves all the

concept, ideas and generalization of its course.

2. Conceptual Approach

This approach gives much emphasis on a given subject as an organized body ofknowledge.

The organization of knowledge that makes it distinct from other kinds ofinformation the worst example of which is gossip.


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Conceptual

Scheme

Principle

Generalization

Concept

Fact

As much as possible, he should help

gather sufficient data to enable them

the expected generalization.

He should be able to master the cognitive

hierarchy of his discipline.

Role of the teacher in the conceptual approach

As much as possible, he should help gather sufficient data to enable them theexpected generalization.

He should be able to master the cognitive hierarchy of his discipline.

Role Fig.1 - Hierarchy of Cognition


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Term Meaning

Concept Generalization Principle Concept Scheme Statement of truth.

Synthesis or constellationof related facts.

General statementrelating two or more

concepts.

Statement of fundamentalprocesses

Main pervasive themeunderlying a major field

of study.


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The process of conceptualization

1. Fact refers to particular rather than universal. Stated as simple positive statement.2. Concept - a mental image of something which assists a person in classifying his

experiences.

3. Generalization - may be stated as a law, rule, principle or conclusion

3. Process Approach

Which knowledge is used as a means to develop students learning skills.The three major points of process approach

1. Emphasis on process implies a corresponding de-emphasis on the subject content.2. It centers upon the idea that what is taught to children should be functional and not

theoretical.

3. It introduces the consideration of human intellectual development.

Learning Skill in Selected Subject

1. Social Studiesa. Thinking Skillsb. Academic Skillsc. Social Skills

2. Sciencea. Basic Skillsb. Integrated Skills

3. Language (English and Filipino)a. Speakingb. Listeningc. Readingd. Writing

4. Mathematicsa. Basic Skillsb. Complex Skills


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5. Physical Educationa. Gymnasticsb. Organized Games and Relay Skillsc. Rhythmic Skillsd. Body Mechanicse. Locomotor Skills

4. Inquiry Approach

Search for truth, information, or knowledge. Research and investigation and to seeking for information by asking question. Search for the solution to a problem through an exploration and evaluation of

alternatives.

Can either be inductive or deductive.

5. Programmed approach

an instructional technique in which the material to be learned is organized andpresented in a format permitting self instruction and self-testing and learn the

students at his own pace with minimum of formal instruction.

It is a teaching technique that provides learners with small discrete increment ofinstruction plus immediate reinforcement for correct response.

It is popularly associated with the use of teaching machine.

o Computero Televisiono Punch board

Programming

The decision making as to what shall be learned and the determination of thesequential steps by which division or part of the subject matter should be presented

to produce effective and effecient learning experience.

Essential elements of programmed approach1. An ordered sequences of stimulus items2. His response are being reinforced by immediate knowledge of result3. He moves by small steps4. He makes few error and by practicing makes mostly correct response5. He moves from what he knows, by process of successively closer approximation,

toward what he is supposed to learn from the programmed


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CHARACTERISTICS

1. It requires clearly defined objectives in terms of student behavior.2. It presents the materials to the student inan organized and logical sequence.3. It requires from the students over response to the materials presented4. It provides feedback to the students so that he knows whether or not his responsewas correct.

According to Barley Harley (1973) programmed approach can be described as follows;

1. Programming itself is the writing of sequential steps structured so as to bring aboutthe learning experience.

In this approach the student answer the question by using of frames. Each frames

gives the student a progressive way of learning about the topic.

And the level of learning in answering question in each frames; the student can

make two form of response.

Linear form it uses structured responses which require the studentto think of or

recall the response.Branching form it uses of multiple choice questions requiring only to recognize

the correct response.

2. Programmed materials are self instructional.3. his type of instruction is highly individualized.4. It requires the so called criterion-referenced type of evaluation and not the norm

referenced typed

5. It requires the teacher to play three disticnt rules in todays school-director,analyst, tutor.

6. It is not a complete instruction by itself.7. Programmed instruction requires a lot of materials.

o Programmed textbooko Audio tapeso Video tapes

B. F. Skinner some consider him as father of programmed instruction (Chen 2006)

According to Chen, programmed approach is desirable in any instructional settings

becuase it provides the following benefits;

1. Immediate knowledge of resultstudents continuously answer question andreceive feedback to ensure comprehension

2. Individualized learning students can complete programmed instructionalactivities at their own pace without feeling held back or pushed by other classmates

3. Expert instruction students are required to complete a logical sequence ofinstruction that has been designed by expert

REMINDERS FOR INSTRUCTION

1. The teacher must have a clear knowledge of education and his function as a teacher.2. The teacher must bear in mind that the teaching machine does not teach, but it is

simply a device for representing learni8ng materials. They simply must examine the


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program to determine what the learner is required to do and wether the learners

responses reflect he kind of competence which he wishes to achieve.

3. The teacher must bear in minds that any set of questions and answer materialsconstitute a self instructional program.

4. The teacher can evaluate the effectiveness of a self instructional program by findingout what students can actually learn and remember from the program.

5. The teacher must remember that the important feature of almost all self-instructional materials is that the record of the students responses provides a basis

for revising the program.

6. PAPER PRESENTATION

It is a preparation for our written reports It is the process of preparing written reports like reading books and proceeding

through the topic problem.

Mechanics of preparing paper presentation

1. The lenght of reportshould be determined the difficulty of the presentation on thepart of the class and their ability to accomplish the work assigned.

2. The nature and the methodof the report has to be adopted to the studentsinterest, needs and ability.

3. The availability of materials must be taken into consideration in giving theassignment.

Tips to instructor in making paper presentation

1. Dont overdo written works.2. Be reasonable in standards and deadlines, allow sufficient time for students to

complete assignments with the care and throroughnes expected.

3. Make known to the class in advance the standards by which assignments will beevaluated and rated

4. Make writing assignments a learning not busy work assignment; providesuggestions for adequate use of library sources.

5. Select or guide the students in selecting important topics6. Consider some of the writings investigative sheets and present data in such

tabular and graphic form.

7.

Do the students courtesy of reading and reacting to their writing efforts.Marginal notations and reacttions can convey much to the students and may

prove helpful in stimulating improved works in future.

Furthermore, an instructor should;

1. Restrict the list of topic suitable for the assigned paper or report.2. Require students to hand in during the first weeks after giving the assignments.


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3. Decide early, and distribute in mimegraphed form, full details of formatrequirements. Decide too the standards for typing versus longhand and penalties for

inadequate proofreading, misspelling, poor organization of ideas or poor

expression.

4. Include a question about the paper or report in the examination.

7. Field Trips or Educational Tour

Exercise designed to provide complete sensory experience with things andphenomena which cant be brought into the school.

Is a teaching technique. It gives students firsthand experiences with things and phenomena in their natural

surroundings.

Purposes of a Field Trip

1. To serve as a preview of a lesson and for gathering instructional materials.2. To create teaching situations for cultivating observation, keenness and discovery.3. To serve as a means of arousing specific interest.4. To supplement classroom instruction and to secure definite information for a

specific lesson.

5. To verify previous information, class discussion and conclusions or individualexperiments.

Mechanics-Organization and Procedure

1. Evaluate the advantages of the trip.2. Determine the purpose3. Examine survey data for;

a. Materialsb. Situations around

4. Make necessary arrangement with;a. School authorities.b. Owners or representative of place to be visit.

5. Initiating the tripa. Develop the needsb. Have the students definitely fix the aims for the trip.c. Teachers presentationd.

Student preparation1) Equipments

2) Study of reference materials3) Spirit of alertness

6. Instructional en route and the lessona. On the wayb. At the placec. The return


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d. The follow-up1) Report from the students2) Discussion of report

7. Appraise the lessona. Teaching values

1) Enriching and vitalizing.2) Motivating3) Socializing

b. Constructive

Strengths

Field trip has these following advantages:1. Shows the phenomena in their proper settings.2. Blends school life with the outside work.3. Stimulates interest in natural and man-made things and situations.4. Promotes the consideration of problem arising from individual and group

participations in natural social settings.

5. Gives opportunities to develop keenness and accuracy of observation.6. Set up a challenges to solve and thus stimulates constructive, creative thinking.7. Helps the students to organize their knowledge.8. Develops initiative and self-activity.9. Provides helpful practices and cultivates the habit of spending leisure time

profitably.

10.Serves to arouse ambitions and to determine aims.11.Provides valuable correlation of subjects.12.Effects a genuine socialization of school procedures.

Weaknesses

Lack of preparation on the part of a teacher. Lack of know-how of field trips purposes. Field trip format stems primarily from the difficulties of its administration. Field trip involves unscheduled cost for transportation, meals and money. Field trip is a very time consuming.

8. Debates & Forums Is an act of oral and informal controversy. Is considered as an act because;

1. It requires skills in performances.2. It is involves a systematized body of principles intended to develop

skills in the performance.


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2 types of Forum

a. Panel forumb. Symposium forum

- Panel forum

Is a direct, conversational, interactional discussion among a small group of expertsor well informed persons.In a panel-forum, participants are reminded that:

1. There are no formal talks.2. The method of public conversation is to be used throughout the

meeting.

3. Individual contributions to the conversation should be brief.4. Remarks should be addressed to each other.5. Panel members should listen as well as speak.

Duties of the leader:1. He must understand what is expected of him in different circumstances.2. He should approach his job with a broad understanding.

Things to remember for the panel participants:

1. Each member should be thoroughly prepared by reading the subject matterbeforehand.

2. Each member should work hard to achieve a unified effort.3. Each member must try to interact freely.4. Their attention should be focused on the group rather than on themselves.5. They are obliged to give all views a full and fair hearing.6. They should be good listeners and always attentive.7. They should strive to be objective and to contribute to group cohesiveness

and relaxed permissive atmosphere.

8. They should break in and contribute spontaneously.9. They should talk loud enough to be heard by everyone in the listening

audience.

10.Sometimes use the occasion for announcing a point to make a transition ornew points into the discussion.

- Symposium Forum

Used to give the audience pertinent information about the topic or to consider therelative merits of various solutions to a controversial problem.

The preparation for the symposium:

1. Deciding the purpose of the meeting.2. Choosing the topic3. Choosing the speakers4. Choosing the chairman5. Briefing the chairman and speakers on the objective and procedures.


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8. Small groups may be formed from a large group activity to discuss further topics ofgreat interest to them.

Two or more heads are better than one

10. Modular Approach

Introduction

Modular teaching is one of the most widespread and recognizes teaching learningtechniques in United States, Australia and many other Western countries including

Asian region. Modular is used in almost all subjects like natural science, especially in

biology and medicaleducation and even in social sciences as well as in computers

education.

All kinds of subjects are being taught through modules. It is a recent developmentbased onprogrammed learning; a well established and universally recognized

phenomenon. It considering the individual differences among the learners which

necessitate the planning for adoption of the most appropriate teaching techniques

in order to help the individual grow and develop at her/his own pace.

A module is a specific type of learning resource. Essentially self contained Self instructional package Self paced learning according to pupils need and ability. Cover either single element or a group of content elements of subject matter. or area

of skill. It is a recent development based on Programmed instruction.

Definition.

Module is a unit of work in a course of instruction that is virtually self-contained

and a method of teaching that is based on the building up skills and knowledge

in discrete units

CHARECTERISTICS OF MODULE

It should be independent. Self-contained. Self instructional. Well defined. Clearly defined objectives. Concern individual differences. Association, structure sequence of knowledge. Systematically organized learning. opportunities. Utilization of a variety of media.


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Active participation by learner. Immediate reinforcement of responses. Mastery of evaluation strategy. Evaluation of the work.

ESSENTIAL COMPONENTS Rationale: An overview of the content of module and explanation of why the

learner should study it.

Objectives: What is expected outcome of module? This is stated inbehavioral/performance terms.

Entry Test: To determine if the learner has prerequisite skills needed to enter themodule and check.

Multi Media Materials: A wide variety of media is used so learners can involveactively and utilize their senses.

Learning Activities: Presentation, demonstration, drill, simulation, discoveryproblem solving etc. may be useful. A wide variety of learning activities increase

student interest and cater student needs.

Self-Test: This provides a chance to review and check ones own progress. Post Test: To check whether the objectives attained.

STRUCTURE OF MODULE :

The title The Introduction. The overview. The instruction to the users. The pre-test evaluation and feedback. The objectives The learning activities. The formative test, evaluation and feedback The summative evaluation and feedback.

Principles underlying the Planning of Learning Activities

Plan learning activities on the basis of entry behavior of the learners. Base learning activities on the terminal behavior. Base learning activities on the needs of learner. Make careful gradation Provide adequate for individual differences. Provide adequate with his progress.


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ADVANTAGES

Learning became more effective. It establish a system of assessment other than marks or grade Users study the modules in their own working environment. Users can study without disturbing the normal duties and responsibilities Modules can be administered to single use, small group or large group. Modules are flexible so that implementation can be made by a variety of patterns. It is more appropriate to mature students It enables the learner to have a control over his learning and Accept greater responsibility for learning. It already got wider accessibility in the present educational scenario.

DEMERITS

o Modules are economical in their use.o Administrators, supervisors, teachers need to be re-trained.o Publishers must provide the required instructional materials.o Appropriate only for matured students.o Colleges must establish more relevant entrance requirements.o This methods demands smart classrooms.

CONCLUSION

When we analyzing the modular method of teaching, we can understand that this is

more effective, recent and more technology based teaching method in the present

educational field. In recent years, the consent of modular curriculum has been under

discussion in secondary schools. Modular approach provides more flexibility to distance

teaching mode as well to learners.

11. INTEGRATIVE APPROACH

Integrative Teaching

Is concerned with the development of a well rounded personality-one who canadjust and respond to situations in a meaningful way.

Transform the classroom into a democratic workshop wherein the teachers worktogether in solving their problems.

Promotes cooperative learning by having students and teachers plan together. It fosters creativity by developing creative self-expression through art, music,

dramatics, etc.

12. Thematic Approach This is a way of teaching and learning, whereby many areas of the curriculum are

connected together and integrated within a theme.


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STRENGTHS

1. It produces nearly the reality of life.2. It makes a special appeal to adults in a way that they enjoy and understand.3. It gives the opportunity of students to clarify thought through their attempts to

produce the action and expression of a story.

4. It may evoke visual image more vivid than that of the written word.WEAKNESSES

1. Confusion with what is to be portrayed by the dramatic expression.2. It leads to vagueness of imagination.3. This requires lots of time to practice.4. This requires very careful performances and few students may qualify.

14. AUDIOTUTORIAL METHOD This method is to be specifically adapted to the needs of those who use it. It was

developed to handle large numbers of students in as personal a manner as possible.

STRENGTHS

1. The AT problem solving approach has not only minimized the amount ofinformation passing from teacher to students, it has intensified their interaction.

2. AT has not dehumanized the students.3. Visitors observing the method quickly notice that the instructors are busy with the

students, even though they may not be directly answering questions or yielding

information.

4. As students become more confident in his abilities and can work independently, thenature of the dialogue becomes more sophisticated.

5. There is the teachers own evaluation on the progress of the student.6. Tests are prepared by the combined effort of the assistants and instructors and are

aimed at measuring the students ability to use the acquired skills as making

accurate observations, interpreting a graph, formulating a hypothesis, designating

an experiment and the like, rather than measuring the method directly.

WEAKNESSES

1. The teacher sometimes does not understand her real place in an audio tutorialscheme.

2.

Some equipment are expensive.3. There is no substitute for an alive teacher to inspire and motivate a class.4. Using a wrong program which does not meet the students need due to negligence.