the lecture;rui'shuo

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The Lecture

The lecture as a teaching approach is characterized by an oral presentation of a

topic by an expert. The lecturer is regarded as an authority in a special subject matter he

is to speak on. Usually, the audience is prepared to listen with a high degree of

expectation. The information to be expounded is presumed to be well-selected and

organized highlighting what is not yet known to listeners. This is the reason why this

teaching technique is powerful tool in learning concepts and innovative procedures.

Usually, this mode of imparting knowledge and information capitalizes on the

lecturers academic background and reputation as an impressive and convincing speaker.

The lecture may be delivered in an auditorium in a form of speech or an address if the

audience is big.

The effectiveness of this methodology can be put to advantage in presenting

special topic when the lecturer/speaker is a recognized authority in his field of

specialization because the student will look up to him as a source of accurate, reliable andscholarly treatise. The attention of the audience is virtually captured when the lecturer is

knowledgeable in his topic.

Guidelines:

1. The students should be prepared for the lecture. The purpose of this learningactivity should be known by them in advance.

2. A short introduction about the speaker will keep boost his credibility and theaudience acceptance.

3. A brief background of the topic be given to keep the audience catch the salientpoints during the topic discourse.

4. The choice of the lecturer is the consensus of the organizing group.This methodology as a teaching approach is usually used in the college level where

attention of the students is easily captured especially if the lecturer is a well-

recognized figure in his field.

Classroom Demonstration

Classroom demonstration as a teaching strategy is usually employed in Science,

Mathematics, vocational-technical base form of courses and home economic lessons. The

learning activity is performed by a teacher where sophisticated materials and those that

usually require skill in some investigative procedures and technical know-how.

The demonstration methodology requires careful preparation. A definite

systematic procedure in the presentation of the lesson together with the materials to be

used need extra care and safety precautions in handling chemical substances. The lesson


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to be presented is sometimes difficult and therefore, needs utmost attention and

concentration of the observer. The effectiveness of this teaching methodology will

depend to a larger extent to the following.

1. A deliberately planned and well-tried procedure in executing the learning activity.2. The procedure must be tried before the demonstration schedule.3. The equipment and materials to be used must be prepared earlier.4. The time frame must be determined in order to carry the demonstration smoothly.5. It is recommended that observers should be provided with guides r pointers before

the demonstration begins.

Community Based Activities

This teaching approach involves the students active participation in various

activities of government and non-government agencies related to social and welfare

services. The teachers primary role is on the aspect of supervision and advisory.Community activities contribute significantly to attain the objectives of the school. These

also guide the students in making right decisions, in making career choices and to a

certain extent, develop good work habits, attitudes and desirable values and understand

better the community, its problems and future development. It also enables the students to

develop the opportunity to develop leadership, self-disciplinary and ingenuity.

Reflective Teaching

Reflective teaching involves the teaching ability of the teacher to guide the

pupils/students to reflect or contemplate on their own personal experiences in order toarrive at a new understanding and meanings of concepts.

Dewey: reflective teaching is behavior which involves active persistent and careful

consideration of any field or practice.

Through reflection, the students experience acquires meanings. That in effect serves as

the basis for new ideas and behavior. To benefit from an experience, the learner should

analyze and evaluate something that has been experienced, and then formulate his own

concepts that he can apply to new situations. It should be noted that the ability to reflect

differs in different situations and individuals. By implication, the ability to learn from an

experience likewise is different.

There are some pointers that may be observed to facilitate reflection, and these

are.

1. There should be sufficient time for reflections, and this must be incorporated inthe learning activity of the students.

2. Students should be allowed time to recall the experience to their classmates, tostrengthen the experience gained.


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3. Heed to the feelings especially the positive and the pleasant experiences.4. Carefully analyze and evaluate the experiences in the light of the learners

intention.

Some key dimensions are:

1. Teaching experience2. Collecting data or teaching through written accounts, recording and observation.3. Review the data collected follow up reflection and response.

Reflection is a part of experience, and experience is a particular instance of

personally encountering something.

The Seminar

A seminar is conducted for the purpose of attempting to solve problem-social,

economic, political, cultural and educational. The objective of the seminar should be well

defined. This will guide the participant without much difficulty. The discussion iscentered on an issue/problem/situation or proposition on which an answer or a policy is

arrived at. The organizer of the seminar is the body that will look for the solution to the

problem.

Steps to be followed:

1. Identify the problem2. Gather data and relevant information3. Synthesize and analyze the data4. Test the hypothesis5. Formulate conclusion6. Proper recommendations

The success of conducting a seminar depends to a great extent when the step-by-step

sequence is observed and followed.

Reference:

Zulueta, Fransisco M., Principles and Methods of Teaching, National Bookstore,

2006. P. 255-260

Prepared by:

Reisner Albert E. Garrote

BSIT IV-II

the lecture;rui'shuo

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