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 and scholarly treatise. The attention of the audience is virtually captured when the lecturer is knowledgeable in his topic. Guidelines: The students should be prepared for the lecture. The purpose of this learning activity should be known by them in advance. A short introduction about the speaker will keep boost his credibility and the audience acceptance. A brief background of the topic be given to keep the audience catch the salient points during the topic discourse. The choice of the lecturer is the consensus of the organizing group.

1. 2. 3. 4.

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 wellrecognized 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

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 to arrive 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 in the learning activity of the students. 2. Students should be allowed time to recall the experience to their classmates, to strengthen the experience gained.

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 experience 2. 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 is centered 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 problem 2. Gather data and relevant information 3. Synthesize and analyze the data 4. Test the hypothesis 5. Formulate conclusion 6. 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