Methods and Techniques of

Teaching
What is Method?
What is Method?

• The word method comes from the Greek

methodos, which in turn comes from two
Greek words, meta (after) and hodos (way)
(Lardizabal,et.al. 1997).
What is Method?

• In the dictionary definition, it can be

understood that it is an orderly and systematic
mode of procedure to do something in
accordance with a definite plan in order that
the predetermined objective is attained.
What is Method?

• Strategy is equated with method (Sanchez,

1996). Method or strategy is procedural
because it consists of specific sequential steps
to be followed.
What is Method?

• Strategy represents the method the teacher

has selected to achieve a particular objective
(Capel, 1997).
Sanchez (1996) categorized the
strategies into two types:

1. Expository Strategy
2. Enabling Strategy
Expository Strategy

Which is also termed as “information giving

strategy” since the teacher is the main source of
information. It is employed if the materials to be
used by the students are delicate and
dangerous, when the subject matter is difficult,
and when students are pressed for…
Expository Strategy
…time. Its chief disadvantage is that creativity of
the students is not developed.
• Lecture
• Lecture-Demonstration
• Film-showing
• Handout Method
• Dictation
Enabling Strategy
In using this strategy the students are the ones
who look for the answers to the questions, they
themselves have formulated, and the teacher
acts as a facilitator of learning. This is a dynamic
type of learning activity where students are
active participants in the teaching-learning
process, and it develops students’ creativity.
Enabling Strategy
Its only disadvantage is that it takes a long time
for the students to finish a unit of study because
of the various processes to be undertaken.
Enabling Strategy
Some enabling strategies are:
• Inductive method
• Deductive method
• Case study
• Project method
• Participatory method
• Experimenting
• Field trip
• Question and answer method
• Simulation
• Role playing
• Dramatization
• Supervised study
• and game.
What is Technique?
What is technique?
• Refer to the art or skill or performance in
teaching.
• Sanchez (1996) says, it refers to the actual act
(including all manipulations of instruction
including the use of devices and the principles in
teaching to effect proper learning.
• Technique is usually equated with style. A
teacher’s teaching style can be defined as the
combination of the strategies commonly used,
together with personal characteristics (Capel,
1997).
What is technique?
• A style of teaching is basically a set of
decisions made in conjunction with the
teaching act. The shift from one style to
another is facilitated by the transfer of certain
of these decisions from the teacher to the
students (Dougherty and Bonanno, 1979).
There have been different teaching styles that
were discussed and applied successfully in
various physical education classes. Physical
education professionals have presented,
labelled, and categorized these styles in many
ways and many of the terms overlap and can be
confusing to beginning teachers of physical
education.
A teaching style is an overall scheme in
organizing the educational environment. The
style provides direction for the specific
involvement and role of the teacher and
students in the process (Pangrazi, 1991).
A teaching style should:
A. Provide direction for presenting students with
information, organizing students for practice,
providing feedbacks o students, keeping
students engaged in appropriate behavior, and
monitoring students progress toward goals or
objectives; and
B. Be analyzed in terms of the teacher’s planning
and set up of the environment, the teacher’s
and the student’s behaviors during the lesson,
and the student’s outcome variables.
B.
• Teacher planning and set up includes any evidence of
preplanning such as lesson plans. Organizational
arrangements or instructional devices.
• Teacher’s behavior includes instructions, questions,
management cues, feedback, and demonstrating.
• Student behavior during the lesson includes activity
time, waiting, receiving information, management
time, and the like.
• Student outcome variables include physical fitness
levels, physical skills, knowledge, social-emotional
behaviors, and attitudes toward the activity.
There is no best universal teaching method.
There is no evidence that one strategy is more
effective than the other. That which attains the
objectives within the allocated time can be
considered the best for that particular situation.
It is also possible that a combination of
strategies or methods is applied in one lesson so
that the objectives can be attained.
What are the Factors to Consider in
the Choice of Method?
What are the Factors to Consider in the Choice of
Method?
The choice of method is important
especially for a beginning teacher, who faces a
class of fifty students for the first and bewildered
about what he should do.

As mentioned by Corpus and Salandanan (2003),

there is no single best method or strategy; the
best is that which beings about maximum and
optimum learning.
What are the Factors to Consider in the Choice of
Method?
To cater to the students with multiple
intelligences and different learning styles, there
are a lot of teaching methods or strategies to
choose from.

Many variables must be considered before an

appropriate strategy can be selected. These
variables include:
1. The objectives of the lesson (physical skills,
physical fitness, knowledge, and social
behaviours)
2. The nature of the activities involved (sport,
dance, movement skills)
3. The nature of learners (individual characteristics,
interests, developmental level, socio-economic
status, motivation, and background)
4. The total number of students in the class
5. Adequacy of the school equipment and facilities
(courts, rackets, cassettes, CDs)
6. The abilities, skills and comfort zone of the
teacher.
Physical education teachers should have a
repertoire of strategies. Teachers who can
implement a variety of strategies can use
different combinations of styles to motivate
students.
Model of Instruction
Direct Model of Instruction
It clearly tells students exactly what,
where, with whom, with what, and how. Direct
instruction is a process where teaching of facts,
rules, and action sequences is most efficiently
achieved. It is a teacher-centered strategy in
which the teacher is the major information
provider.
Modeling
a teaching activity that involves demonstrating
to learners what you want them to do. It is a
direct teaching activity that allows students to
imitate from demonstration or infer from
observation the behavior to be learned.
Characteristics:
1. Your role as a teacher is to pass facts, rules, and action sequences
on to your students in the most direct way possible.
2. It usually takes presentation and recitation format with
explanations, examples, and opportunities for practice and
feedback.
3. Presetation-recitation format does not only require verbal
explanations from you, but also teacher-student interaction
involving questions and answers, review and practice, and the
correction of student errors.
4. The “lecture” is a quickly paces, highly organized set of
interchanges that you control, focusing exclusively on acquiring a
limited set of pre-determined facts, rules, or action sequences.
Indirect Model of Instruction
It can challenge the critical thinking of
students when properly used. Indirect instruction is
an approach to teaching and learning in which pthe
process o learning is inquiry, the result is discovery,
and the learning context is a problem. Inquiry,
problem solving, and discovery are different forms
of the more general concept of indirect instruction.
The model provides instructional strategies that
encouraged the processes of generalization and
discrimination for the purpose of forming concepts,
patterns, and abstractions.
Conceptual Movements
Conceptual Movements
Both induction and deduction are
important methods for teaching concepts,
patterns, and abstractions.
Inductive method
is a procedure through which one may arrive at
a fact, principle, truth, or generalization. This
strategy moves from particular to general.
Instances or cases are studied, observed, and
compared and the common elements in them
are discovered and generalize.
The steps are:
1. Preparation
2. Presentation
3. Comparison
4. Generalization
5. Application
6. Deductive method
1. Preparation
which involves apperception, motivation,
and statement of the aim.

2. Presentation
where specific cases or instances are
presented to the class.
3. Comparison
and abstraction where the common element
among specific cases is deduced. Each case should
be evaluated thoroughly before deduction.
4. Generalization
the common element or fact deduced from specific instances is
stated as a generalization, a rule, a definition, a principle, or a formula.
The test of the success of the lesson is the ability of the student to state
the generalization in their own words.

5. Application
which tests the student’s understanding of the
generalization just developed. The student should be able to
apply the generalization to other problems within the
classroom setting and beyond.
6. Deductive method
starts from the generalization that is applied to specific
cases. It begins with a generalization, rule, definition, concepts
or formula; then individual cases are studied and examined to
verify the generalization.
The steps are:
1. Statement of the Problem which should be
stimulating and arouse a desire to solve it. It
should be related to a life situation, real and
vital, and within the ability and maturation of
the student.
2. Generalization. Two or more generalizations,
rules, definitions, or principles may be recalled.
One of these will be the solution to the problem.
3. Inference which is choosing the generalization,
rule or principle that will fit the problem. It may
be through trial and error where one arrives at
the right conclusion. It may be necessary to
apply the generalization, rule or principle to a
few cases.
4. Verification which is trying out and
securing the successful generalization, rule
or principle, and in determining the
validity of the inference by consulting
recognized authorities such as the teacher,
the textbook, the dictionary,
encyclopaedias, or other books. Accurate
knowledge results from the emerging
conclusion after verification.
Some methods and techniques of
teaching physical education
Lecture-Discussion Method
The lecture discussion method is a teacher
– centered method to help students understand
or organize bodies of knowledge. It is more of
exposition. According to Eggen and Kauchak
(2001), its effectiveness is based on three
theoretical sources.
1. It is intended to utilize what the students
already know by building on their existing
background knowledge,
2. Teachers present information in a systematic
way which helps the students construct an
organize understanding of the topic,
3. It uses teacher questioning to actively involve
students in the learning process.