GROUP-BASED

TEACHING METHODS

Group 6
•Learners they learned to find answers to
problems through their "shared learning
styles".
•The teachers role in assisting them how to
manage their learning activities is crucial.
METHODOLOGIES
 A. COOPERATIVE LEARNING

Cooperative learning methodology works well with the groups or

teams wherein members help one another to achieve a desired
outcome. It promotes the development of skills in "democratic
procedure" as they solve problems in a collaborative manner.
 Instructional Characteristics

1. It consist of two important components

a. Cooperative incentive structure - is one wherein two or more
individuals are independent for a reward they will share if they are
successful as a group.
b. Cooperative task structure - is a situation in which two or more
individuals are allowed, encouraged or required to work together
and some tasks.
2. Reward systems are group-oriented rather than individually-
oriented.
3. The interactions within the group is influenced by the members
themselves.
4. Teams are made up of members with mixed abilities-high,
average and low achievers.
5. Teams maybe composed of males and females
6. Group work promotes maximal generation exchange of ideas,
does influencing one another.
7. It promotes tolerance and respect for other peoples' point of
view.
8. Cooperative learning groups exhibit competitive behavior
compared to whole class teaching procedures.
 Approaches Used

1. Student Teams Achievement Division (STAD)

2. Think - Pair - Share
3. Buzz Groups
4. Jigsaw
5. Group Investigation
 Limitations

1. Sometimes it leads to confusion especially when member don't

understand clearly their involvement in each task to be performed.
2. The low achievers may end up "on-lookers" due to lack of skill.
3. Some may not agree to group rewards, leading to low
motivation.
 B. DISCUSSION

Discussion, interchangeably termed discourse, refers to a free

communication of ideas between the teacher and among the pupils
as well. It is employed for the purpose of clarifying some points
during a learning task or as a check at the end to find out if the
objective of a lesson has been achieved.
 Instructional Characteristics

1. It is described as an "orderly verbal interchange". It is a way by

which students are encouraged to express their own ideas, thereby
enhancing their thinking skills.
2. It serves as a feedback for the teacher so as to undertake
corrective measures especially when misunderstandings or
misconceptions are occurring.
3. It improves their ability to think creatively, at the same time
strengthen their existence cognitive structures.
4. They gain communication skills such as stating ideas clearly,
listening to others, responding to others in appropriate to waste and
learning how to ask good questions.
5. It promotes active and voluntary involvement in open
discussions and help sustain a their interest throughout the lesson.
 Limitations
1. There is a tendency for some who are better able to
communicate, resulting in their monopolizing the discussion.
2. Discussions, if used continuously without any learning activity
could be boring to younger pupils who is attention span or short.
3. Too much teacher talk may discourage pupils to open up,
specially those whose communication abilities or limited.
C, D, E
 F. PEER TUTORING

Peer tutoring - when used in teaching-learning situations to tutor

means to coach, teach or instruct another or do so among
themselves. The tutor is more knowledgeable skilled and has the
ability to influence other. The group must be close in age skills and
learning styles.
 Types of Peer Tutoring

1. Instructional peer tutoring - older,Brighter students coach the

younger ones. This arrangement they may agree on how the
assistance will be provided.
2. Monitorial tutoring - The class divided into groups of 4 and 5
members. Monitors are assigned to lead each group. The teacher
has more time to attend to the rest while the tutors monitors and
help the rest.
3. Pair tutoring - Children of the same age, one better skilled than
the other, interact and help one another to pursue the learning
activity. They can read and discuss together.
4. Structural peer tutoring - the assistance of trained tutor is
required in following instructions or definite procedures that are
provided in models and guides.
 Instructional Characteristics
1. The tutees receive individualized instruction, as through their own
teacher. Immediately errors are corrected and rewards for good
performance is awarded.
2. Careful selection of tutors afford better interactions that facilitate learn-
ing since they are older, skilled and knowledgeable.
3. Interests, tastes and nonverbal clues are easily ascertained by tutors.
Then monitoring is more enjoyable and fulfilling.
4. Values of cooperation, respect for one another and reciprocal
attitudes are inculcated.
5. Working in smaller groups with monitors around minimizes
discipline problems or indifference to get actively involved.
6. Since tutors are ready to share assistance, they are afforded the
motiva- tion to improve themselves in intellectual and social traits.
 G. LECTURE

Delivering a lecture is a teaching mode which consists of an oral

presentation by an expert. It is resorted to in tackling a special
topic, hence the need for an expert on the content. The audience
who belongs to the same discipline is ready to listen with a high
degree of expectation.
When used in the classroom, it is simply a prepared talk that is
requested from one who can give an in-depth explanation on the
subject. It is recommended for older students since it is typically a
"one way but focused" discourse on the subject.

The lecturer may not be the regular teacher. A new expert is always
welcomed, especially one who is presumed to be more
knowledgeable, impres- sive and with a convincing personality.
Prepared handouts are given at the end.
 Instructional Characteristics
1. It is a very special way of presenting an interesting topic. The
choice of the lecturer requires careful consideration.
2. The lecture may take the form of a speech, an address or an
oration. It could be part of the school's file for future research.
3. The lecturer is a recognized authority in his field. His talk is
expected to be a source of accurate, reliable and scholarly treatise.
4. Since the lecturer is a practitioner, the audience is assured of new
and updated information.
5. The interest of more matured students is easily won.
6. The speaker could be a good source of motivation and
inspiration for those intending to pursue a vocation in the same
discipline.
 H. TEAM TEACHING

Team teaching leads easily to a multi-disciplinary approach. A

biology teacher can team teach with the school physician regarding
human physiology. An English teacher can plan lessons with an art
teacher on the use of some special terms.
 Instructional Characteristics

1. Expertise in content and skill in teaching methodologies are

assured.
2. Collaborative planning would result to a rich and varied
generation of ideas, strategies and assessment measures.
3. It will enhance their professional growth since they will be
sharing "best practices" that have been tried.
 I. SIMULATION GAMES

A simulation is an imitation of a real process or concept. A game

stands for any contest among players under some rules for an
objective. Simulation game refers to a combination of simulation
and a game wherein people assume the roles of decision-makers
who compete for certain objectives according to some rules
 Instructional Characteristics

How effective are simulation games as a method of teaching?

1. Teaching by the use of simulation games achieves learning since

this method serves as a continuation of how children naturally gain
knowledge and skills in real life.
2. The teacher actively involves and engages the students in some
real situations, hence learning occurs through actual experience.
3. Children commonly engage in play, in which they practice and
learn about life. For example, they play house, doctor, nurse,
cowboys, cops, etc. They practice the actions and in the long run
are able to internalize
 J. SOCIODRAMA

Refers to a group problem solving of real life situations through

spontaneous enactment followed by guided discussion.
Sociodrama if used as a teaching method is an excellent device to
make student "gain emphatic awareness"of situations involving
conflict.
 Instructional Characteristics

1. Direct instruction is teacher directed

2. It is an effective way of demonstrating a step by step procedure
as in how to execute the five steps of a popular folkdance
3. It emphasizes the learning of skills especially how to execute the
steps in the entire procedure.
 K. DIRECT INSTRUCTION

Direct instruction is a way of teaching which helps student master

basic knowledge and skills in a step by step procedure. It is
described as straightforward and can be mastered in a relatively
short time.
 Instructional Characteristics

A sociodrama is essentially a role playing methology. It has

features similar to simulation games.

1. The sociodrama is an enactment of how student gain knowledge

in real life. They learn to do things by doing them. They actively
engaged in the process.
2. As a method of teaching it encourages and develops critical
thinking. It necessitates careful analysis of the problem situation
and planning its solution.
3. In a sociodrama,the student identify with the person they are
portraying and therefore feel the same way.The process of
socialization involve being able to take on the roles of others.
THANK
YOU!