1. Teaching methods and strategies
Chapter 4: Teaching methods and strategies
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Chapter 4:
Teaching methods and strategies

2. Department of Educational Studies
Faculty of Humanities
Compiled by T de Jager
Learning outcomes
You should be able to:
Distinguish between direct and indirect instruction
Apply direct teaching methods such as the direct telling -, demonstrating- , question and scaffold methods.
Create and apply scaffolding methods to improve learners’ academic performance

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Direct and indirect instruction
Direct (deductive) Instruction
Start with the known and move to the unknown
example: facts, rules, sequences
Indirect ( inductive) instruction
Start with the unknown and move on to the known
example: seek patterns, analyse, predictions

5. Direct teacher-centered (deductive) methods
Direct (whole class instruction) telling method
The advantages of the direct telling method
to guide learners on how to apply, analyse and evaluate or create what they have learned;
to teach learners basic skills and information;

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The disadvantages of the direct telling method
Do not always provide for the needs of all learners in the lesson;
Learners can become bored with one way communication;
Learners are passive receivers of knowledge;
Learners can become demotivated;

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The Demonstration Method
A demonstration is executed step by step so that learners will be able to develop the skills they need to conduct a similar task on their own. For example a experiment

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Faculty of Humanities
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Advantages of the demonstration method
Allows learners to personally relate to the instructed information.
Improves learners’ interest and
Reinforce memory retention by connecting and applying facts to the real-world

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Disadvantages of the demonstration method
If a teacher is not familiar with the activity that he/she wants to demonstrate the outcome will be unsuccessful;
can be time consuming;
resources to demonstrate and practice with might not always be available and
in large classes not all learners are always able to observe the demonstration.

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Questioning method
You should be able to:
Define and explain curriculum
Distinguish and compare five broad theory models of learning

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Questioning method
Teachers who use questions in a lesson are more successful in achieving the lesson outcomes than those not questioning

13. Questions based on Bloom’s taxonomy
Direct teacher-centered (deductive) methods
Questions based on Bloom’s taxonomy
Examples of lower-order questions
Remembering
Understanding
Examples of higher-order questions
Applying
Analysing
Evaluating
Creating

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Lower order questions include
Remembering
What’s the symbol for lead?
What happened when we heated the chlorophyll mixture?
What’s the formula for working out volume?
Understanding
Which words indicate that the actor was afraid?
What happened to the copper when we heated it?
Why can a plant not grow without water?

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Higher order questions include:
Applying: Calculate how many litres of water can be filled in a two meter wide and one meter deep water pool.
 Analysing: Why is this advertisement more successful than the other one?
 Evaluating: Which calculations work the best to determine area?
 Creating: Create a one minute video/audio to explain how recycling can sustain our environment.

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Scaffolding methods
Scaffolding can be described as the process by which a competent person or a peer assists learners to perform an activity beyond their current ability

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Advantages of scaffolding methods
Can support learners to successfully perform activities and assignments that will enable them to progress to more complex activities.
Scaffold learners, can develop into more independent, motivated and successful learners

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Disadvantages of scaffolding methods
Require good lesson planning
The preparation of scaffolding methods can be time consuming as teachers need to prepare different scaffolding methods that will be based on the learners’ language proficiency, culture, learning environment.

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Instructional scaffolding methods
Visual scaffolding methods
Graphical presentations and drawings

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Instructional scaffolding methods ( continue)
B. Interaction between English second language speakers and English speakers
C. One-minute paper
D. Concept map

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Instructional scaffolding methods ( continue)
E. Differentiated assignments
F. Assessment
G. Feedback
H. Reflection
I. Use hands-on activities
J. Mother tongue
K. Motivation
L. Culturally relevant texts
M. Do research and write about the topic
N. Class discussions in small groups

22. Figure 4.4 The advantages of cooperative learning (Textbook page 55)
Learner-centered (inductive) methods
Cooperative/collaborative teaching methods
What is cooperative/collaborative learning?
Example: group projects and discussions
What are the advantages of using cooperative learning?
Figure 4.4 The advantages of cooperative learning (Textbook page 55)

23. Roles that can be allocated to each group member
Learner-centered (inductive) methods
Roles that can be allocated to each group member
Facilitator/encourager
Timekeeper
Reflector
Leader/Editor
Recorder/Secretary
Checker
Spokesperson
Cooperative/collaborative teaching methods continued

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Group activity in class:
In groups of four brain storm and decide how you will support learners by using the following scaffold techniques when teaching new content. Describe how you will scaffold the lesson using the techniques below:
Demonstrate and show learners exactly what they are expected to do
Ask learners to share their own prior experiences and ideas about the content or concept taught and let them connect it to their own lives and new concepts.
Allow learners to discuss the new concept verbally with their peer.
When introducing new concepts and vocabulary allow learners to create a symbol, model or drawing of the concept or word.

25. Possible answer
Demonstrate and show learners exactly what they are expected to do
Ask learners to share their own prior experiences and ideas about the content or concept taught and let them connect it to their own lives and new concepts.
Allow learners to discuss the new concept verbally with their peer.
When introducing new concepts and vocabulary allow learners to create a symbol, model or drawing of the concept or word.

26. Department of Educational Studies
Faculty of Humanities
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Possible answer
(a) Demonstrate and show learners exactly what they are expected to do. Graphic organisers can be used as tools to demonstrate complex activities to learners. Concept maps and graphic organisers can provide a framework for summarising, gathering, sorting, discovering patterns and relationships of content. Learners learn by doing, and with the support of the teacher construct and interpret charts, maps, graphs, and other visual presentations (tables, drawings, diagrams, flow charts, timelines, editorial cartoons, photographs, posters, videos, etc.) that can be used to supplement the learning content. The reason for using graphic organisers to demonstrate activities are that images are more likely to be coded, by the learner both visually and verbally, whereas words are less likely.

27. Department of Educational Studies
Faculty of Humanities
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Possible answer
(b) Ask learners to share their own prior experiences and ideas about the content or concept taught and let them connect it to their own lives and new concepts.
The teacher can divide learners in small groups and allow them to brainstorm, discuss, or complete a quick writing activity. The activity is based on prior experiences and ideas about the content or concept taught and learners are requested to connect it to their own lives and new concepts. This will help them to understand new concepts, while communicating with their peers and learn to respect each other’s views.

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Possible answer
(c) Allow learners to discuss the new concept verbally with their peer.
Allow English second language-speakers and English speakers learners to discuss the topic by grouping them together and involve them in activities where small group discussions or whole group discussions can be applied. Discussion groups can promote learners’ communication skills and the development of their respect for different views of various cultures within the group.

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Summary
Direct and indirect instruction were defined and direct teacher cantered methods discussed: such as the direct telling method, demonstration and questioning method. Scaffold methods were defined and various examples such as visual, graphics , one-minute paper, hands-on activities and others discussed

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Homework
Describe three scaffold methods and explain how you will apply it during differentiated instruction.

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Faculty of Humanities
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Answer
Visual scaffold together with text can be used for hearing impaired learners and learners who learn by connecting visual images to abstract concepts to retain information. Make use of colours such as yellow and enlarged images and texts for visually impaired learners.
A drawing activity can be used for learners who find it difficult to express themselves in a language and in writing.

32. Department of Educational Studies
Faculty of Humanities
Compiled by T de Jager
Answer
Drawings can be used by learners to express their understanding of a concept, generate ideas, get feedback from others, to reflect what they have observed and facilitate problem solving. Differentiated assignments: Allow learners to choose between different assignments based on the same lesson content, that will enable them to complete an activity successfully. For example, the second language learner can read an article written in simpler English to grasp the content, while another article written in more advanced English with the same content can be read by the English speaker

33. Reflection Write down:
Which part of the lesson was the most interesting?
Which concepts do you not understand?