Modern Methods

Chapter 9

Modern Methods

INTRODUCTION

“Even the best curriculum and the most perfect syllabus remains dead unless quickened into life by the right methods of teaching and the right kind of teachers.” According to Secondary. Education Commission. As the means of reaching predetermined ends method forms the most important link in the total teaching-learning chain. It is middle link connecting the objectives with its value. It determines the quality of result. The Environmental Science is a very important subject at the higher secondary level and for its teaching teacher should have to select effective methods and effective strategies to teach them. Some important strategies and methods are explained below:

Meaning of Teaching Strategies

“Teaching strategy is generalized plan for a lesson, which includes structure, desired learner behavior in terms of goals of instruction and an outline of planned tactics necessary to implement the strategy. The lesson strategy is a part of a larger development scheme of the curriculum.” E. Stones and S. Morris.

Type of Teaching Strategy

It may be able to be classified under the following two major heads:

• Lecture B. 
• Lesson Demonstration
• Tutorials
• Programmed Instruction

Permissive Styles

• Question-Answer 
• Project Strategy 
• Review 
• Group Discussion 
• Role Playing 
• Discovery 
• Brain Storming
• Leaderless Group

• Autocratic style of teaching strategies is traditional. These strategies achieve different objectives more than permissive styles of teaching strategies. The autocratic style strategies are content centered, teacher remains more active, and students are passive listeners. The autocratic teaching strategies realize cognitive and effective while permissive teaching strategies tend to achieve effective objectives. The main emphasis is on presentation. These strategies do not consider the student abilities, interests and personality of the learner. There is no freedom for the learner in the teaching process. These are highly subjective and conventional styles of teaching process.

• Permissive style of teaching strategies is based on “Modern Theory of Organization of Task and Relationship center”. This style seems less conventional. It is mainly childcentered; the pupils largely determine content. The affective objectives are mainly achieved by permissive style strategies. These strategies create situations for student and teacher interaction, and both remain active in teaching. Teaching is organized with the consideration of student interest, abilities and values. These strategies encourage the creativity of the pupils.

Importance of Instructional Strategies

• These are highly subjective and conventional styles of teaching process. 
• Teachers are more active and students are passive listeners. 
• Teachers are free in their classroom teaching.
• It establishes class rapport, remedial help and educational guidance to the learner. 
• It creates a new link with the previous knowledge of learner. 
•  It gives more emphasis to achieve learning objectives rather than students’ interest. 
• The learning conditions and learning objectives should be achieved

Objective of Teaching Methods

• Teaching procedures in Environmental Science should be governed by the objectives of its teaching. The specific goals or purpose as well as the nature of the content of a unit determine the methods to be used in teaching it. Suitable methods are needed for the achievement of comprehensive objectives of teaching Environmental Science such as to expose the pupils to knowledge and experiences helpful in the development of understandings, critical thinking, practical skills and interests discussed earlier. Methods also give training in constructive thinking, reasoning and critical judgment. The goal expectations in the teaching of Environmental Science involve deeper and extensive participation of students. Besides the lecture or question-answer method, students should be exposed to a variety of learning experiences involving book learning, observation, interviewing, surveying Teaching procedures in Environmental Science should be governed by the objectives of its teaching. The specific goals or purpose as well as the nature of the content of a unit determine the methods to be used in teaching it. Suitable methods are needed for the achievement of comprehensive objectives of teaching Environmental Science such as to expose the pupils to knowledge and experiences helpful in the development of understandings, critical thinking, practical skills and interests discussed earlier. Methods also give training in constructive thinking, reasoning and critical judgment. The goal expectations in the teaching of Environmental Science involve deeper and extensive participation of students. Besides the lecture or question-answer method, students should be exposed to a variety of learning experiences involving book learning, observation, interviewing, surveying.

Need of Modern Methods in Environmental Science

• There are many roads to successful learning to be tried for meeting particular needs and situations. To make the subject interesting, vital and living the teacher should also use permutations and combinations of methods, devices, and techniques for example to lend color to class teaching. He may use lecture or discussion method or a combination of these two. The teacher should be conversant with a variety of methods of Environmental Science. 

• Different lessons or units should be taught by different methods of teaching. It can be very monotonous to use the same methods for every circumstance. In the past few decades a tremendous increase in equipment materials, means and teaching procedures has been witnessed. These should be utilized to provide variety and color to teaching Environmental Science. To create and maintain their interest and avoid monotony children should be exposed to varied experiences. 

• No single method can be the best for all situations, and for all teachers and pupils. The suitable method should emerge out of the abundance of information and skill of the teacher. It should be harmonized with the content to be taught. Every teacher of Environmental Science should be familiar with the different means for reckoning the desired ends.

Characteristics of Good Teaching Method

• Group Related Experiences and Activities A good method should provide a group of related experiences and activities, arranged on an individual as well as group basis, particularly designed to produce changes’ in terms of knowledge, understanding, habits, attitudes and skills, and behavior of the students. 

• Scope for Creative Expression A good, method should provide scope for the creative expression of the child’s individuality. 

• Interests in Content Rather than be a mechanical device for passing on facts and figure a good method should rouse a large range of interests in the minds of the students. 4. Shift in emphasis Through purposeful, concrete and realistic situations a good method should shift emphasis from verbalism and memorization to learning. 

• Training in Self-Study A good method should train the, students in the techniques of self-study and the methods of acquiring knowledge through personal effort or intuition. 

DIFFERENT METHODS OF TEACHING ENVIRONMENTAL SCIENCE

After selecting the content or subject matter, the teacher should see that the subject is properly taught, learnt and experienced, with the application of most effective methods of teaching. As methods are closely related to aims and objectives of teaching a particular subject the major specific aims of teaching Environmental Science must be remembered.

• Lecture Method 
• Lecturer cum Discussion Method 
• Project Method 
• Source Method 
• Socialized Recitation 6. Supervised Study

 LECTURE METHOD

• The lecture method means, “Teaching by means of the spoken word”. It means a formal talk by the teacher. It may be known as “Telling of Story or Conversational method” with primary and lower middle classes. With higher secondary and college classes it may be known as “Lecture Method”.

• The lecture method may be safely used at higher and college stages. Even at this stage the lecture must not be dry but well prepared and well presented to stimulate interest and mental activity of the students. The students should be prompted to ask questions at the end of the lecture. Their questioning is a sure proof of the success of the lecture.

• Based on traditional authority lecturing is a time-honored device for imparting knowledge. But it has fallen into very ill repute as a method for secondary school pupils. A good teacher of secondary school is careful not to talk too much. He does not dominate the learning process. Assuming major share of the responsibility for planning and guiding a number of activities, experiences and situations the teacher provides functional learning for the group of pupils in his class. For carefully selecting the proper techniques to meet the needs, interests and capacities of his pupils at a particular time and particular situations a lecture may be taken as a technique of description, explanation and clarification.

Utilization of Lecture Method

• A spoken word is always more effective than a printed one. By his tone, gesture and facial expression the teacher can indicate the exact meaning that he wishes to conve dramatizing a scene, a story or a message, he wishes to give but he can add color and vividness to his talk, which a printed book cannot do.

• If a teacher feels that his talk is not being followed or appreciated by his pupils, he may repeat the ideas or expand arid modify his statement. He should never like, to “talk over the head” of his pupils.

• In democratic countries children in schools must be trained for adult life so that they may participate fully and effectively in affairs of national and international importance as democratic citizens. Lectures and talks play an important part in adult life whether one is a leader or follower. Children are to be prepared from the school stage for this through occasional talks and interesting lectures arranged for all types of school children.

• Sometimes because of their complicated nature, facts of Environmental Science are not clear to students in their textbooks as details are seldom given and sometimes interpretations may also be wrong in textbooks. The students may spend a lot of their valuable time and energy in going through other sources for the clarification of such complicated points. Here a well-presented lecture by the teacher is most helpful.

• As a lecture, demands a lot of preparation on the part of the teacher, its advantages are transferred to the class as a whole. Teachers own preparation, his enthusiasm and his interest stimulate good students. They may now like to pursue projects, problems and other such activities to gain “more and more knowledge.

Objectives of Lecture Method

• To stimulate students. 
• To clarify concepts. 
• To supplement the knowledge, of pupils. 
• To sum up the findings of pupils. 
• To prepare the students to undertake an assignment, a project or an activity.

 Limitations of Lecture Method

• Unnatural Way of Learning Not usually considered to be a natural way for the pupils to learn Lecture Method places them in the position of passive listeners. During the course of the talk, they may wander off to some more pleasant thoughts and may not attend to the talk at all.

• Requires Trained Teachers Many teachers do not know how to lecture in an effective way. They cannot prepare and deliver well-connected and relevant talks on the topic given in the textbook. Only trained teachers can succeed in this method.

•  A Heavy Teaching Load on Teachers A teacher who is required continuously teach in the school from the first period up to the last and not lecture in each period. He will not have the capacity to prepare so many simple and interesting lectures each day. It is physically possible for him to speak continuously for four or five hours a day. Hence, lecturing period should be very limited.

• Harmful Extensive Use The lecture method tends to substitute the teacher for the textbook is used extensively. Only occasional and informal talks may be desirable for realizing definite purposes in view.

• 5. Monotonous and Dullness Only exceptional teachers can stimulate interest through their talks at all grade levels. To avoid dullness and to give effectiveness to the lesson they use a variety of methods and not only one or two of them. The lessons may become dull and dry if only the lecture method is used

Effectiveness of Lecture Method

As lecturing is an art, its successful performance depends upon the teacher’s knowledge and upon his awareness of interest and motivation. Primarily meant to reinforce key ideas and facts and to place them in a context of thought a lecture seeks to present a whole out of many related fragments of information obtained piecemeal by other means. People flock by thousands to listen to interesting, fascinating, inspiring, informative and exciting lectures. Similar type of talks should be presented in the classroom to ensure success. A teacher should follow these points

• Giving background of a topic. 
• Giving as over-view of a large unit.  
• Creating interest in the people

elimitation of Lecture Method

•  Sometimes, the teacher can give a hint about some topic or unit to be developed in some later lecture. Pupils, thus, can be led to anticipate a lecture with eagerness. 2. 

• The teacher should prepare a synopsis of the lecture and give it to the pupils before lecturing. Besides saving the teacher from pointless digression it will help the pupils to pay undivided attention to the lecture. 3. 

• While delivering the lecture teacher should speak clearly and slowly so that the pupils may keep pace with him. He should talk to the students rather than lecture to a class. Rise and fall in his voice is also necessary to lay emphasis on a point and also to attract the pupils. Frequent but natural changes of positions help him to feel at ease, and to ensure that every member of the class gets an equal opportunity to see and hear. 4.

•  Lecture should be full of humor enlivened by analogies, comparisons, illustrations and anecdotes, which bear upon the topic. The lecture is made interesting by aids such as pictures, films, filmstrips, slides, diagrams, etc

• Lecture may be followed by a written test to measure the success or otherwise of the lecture. The lecture is successful if the pupils have learnt well. The teacher can revise his methods if the lecture does not seem to affect.

Suggestions

• Lecture method is a very effective method but it has own limitation after some changing and innovation according to Indian schools we can use this method effectively. Lecture should be subject based and it should be in limited time. Listener should be given time to think and they should ask the questions from time to time it means the listener should participate in the lecture. Presentation should be effective and audio-visual should be used during the lecture

LECTURER CUM DISCUSSION METHOD

• Lecture method is a one of the best method but it cannot be used every time and it is not suitable for each and every topic and also for subjects. It can use as a main method and other teaching methods can be used with it. The discussion method is the supporting method and it can be used with the lecture method. Some social scientist says that it is a one of the most valuable methods of teaching Environmental Science is discussion and “two heads are better than one”. Wonderful results are achieved when a number of heads combine to solve a problem.

Advantages

• This method is best for a problem, an issue or a situation in which there is a difference of opinion. In the discussion method of teaching Environmental Science there is exchange of opinion accompanied by a search for its factual basis.

• Speech is free and responsible. And values are created not quarreled about. The participants are engaged in a process of competitive cooperation. Agreement is the declared purpose of discussion that is an ordered process of collective decision-making.

• If agreement is not reached, discussion has the value of clarifying and sharpening the nature of agreement.

Objectives of Discussion Method

• To lay plans for new work.
• To make decisions concerning future action.
• To share information.
• To obtain and gaining respect for various points of view; (v) To clarify ideas, (vi) To Inspire interest
•  To evaluate progress

Steps in Discussion

• Locating and defining problems of common interest and significance
• Working together to find ways of solving the problems
• Allocating responsibilities for the solutions suggested; and 
• Evaluating the effectiveness of the suggested solutions and their implementations.

FORMS OF DISCUSSION

There are many types of discussion defined in the teaching of Environmental Science, but important methods are given below, which are mostly used in Indian schools:

•  Informal discussion
• Classroom discussion 
• Debate
• Symposium
• Panel discussion. 6. Brain storming

• Informal Discussion When we discuss political matter in the tea stall or a group of students or people near the road discuss about their problems or when we discuss our personal problems with our friend with an objective that discussion is considered as informal discussion because that discussion is only for talk and after discussion we are not finding any result. So such type of discussion is under the Informal discussion category.

• Classroom Discussion Most of the time students discuss their problems with the teacher in the classroom and that is for caused based problem or some time students discuss their problems related with the teaching and such type of discussion is objective based and after discussion we try to find out some result. This type of discussion comes in the category of Classroom discussion.

• Debate In the program of debate two or more students holding contradictory opinions present arguments on a particular problem. They also rebut the opposite side. Finally the rest of the class is encouraged to ask questions from the debaters or engage in a brief discussion with them. A debate requires a moderator. The teacher should work both with the debaters and the. Class in order to get significant resultsSymposium In a symposium the participants present to the audience through speeches or proper reading their views about various aspects of a selected problem or topic. To quote Struck, “We think of a symposium as a. group of comments, either, spoken or written; which portrays contrasting or at least different points of view”

• Panel Discussions It is a discussion among selected group persons, large enough for variety and small enough for purposeful deliberations. The ideal number may be four to six persons. The participants in a panel discussion are usually eminent persons in their fields. They present various points of view before an audience, which subsequently joins in the discussion. Purpose of Panel Discussion The purpose of panel discussion is to get important facts from different angles, to stimulate thinking and lay a basis for wide participation. The members among them make no speeches only informal conversations take place

Brain Storming

• n this form of discussion the brains of the participants are stimulated to create a storm of ideas and give suggestions regarding the topic without any deliberation to find whether or not they are meaningful and purposeful. When the brain is let go thus without social institutions, it would be able to give expressions to some of the most useful and practical suggestions. For example “Small saving could do a lot to strengthen the savings movement” is a good subject for brainstorming.

Method of Discussion

• To make proper use of the discussion method the teacher and student representatives should do considerable planning. In planned and well-directed procedure discussion the whole process may be divided into three stages-preparation, discussion and evaluation.

• For through preparation for the discussion the teacher should read wide and deep purposefully and critically and prepare the material conscientiously. Arranged logically points to be discussed should be written on the chalkboard for guidance. If the students do not initially feel the need of the problem to be discussed they should be made to do so.

• he conducting the discussion should be disciplined. The arrangement of seats should ensure face-to-face talk. The strength of the discussion is obtained from the information and viewpoint of all members of the group. All should contribute to its progress as it is a thinking-together process which breaks down if one member of the group dominates it. Ensuring that every member of the group participates theteacher should encourage sincere questions and comments. He must gear the discussion to the realization of specific objectives and development of proper skills and methods.

• A relaxed and informal climate is essential to achieve desirable results. As the discussion is truly a cooperative experience not a competitive quarrel. The teacher must continually discourage attack upon persons and seek to bring the participants to focus their comments on the proposition not the person. He should be ensured that discussion is objective-oriented, the questions should be skilful and direction sound. A happy rapport should be established between the teacher and the taught.

• Discussion results in expanding information or lessening or removing prejudices, changing attitudes or ideals, increasing the range of interest, altering ideas concerning national and international policies, or causing a member to become a more active citizen. One must evaluate the discussion with these motives in mind.

Advantages of Discussion

• Useful both for the Juniors and Seniors Junior children learn through conversation and discussion, to take turns, listen attentively, act cooperatively, speak distinctly, stand and sit correctly, respect the ideas of others, share interests, ask pertinent questions, utilize simple information and comprehend the problem before the group. Senior children plan and discuss problems with the entire group and in smaller units. The group learns together and presents important information, makes suggestions, shares responsibility, comprehends the topic, evaluates the findings and summarizes results.

• Clarification and Sharpening of the Issues In discussion new ground is discovered both for agreement, disagreement, and old ideas and new ones may replace values.

• Increase in Knowledge Through discussion children crystallize their thinking and identify concepts needing further study. Therefore, their knowledge of Environmental Science becomes clear.

• Moderation Through discussion students know and understand that difference in perspective need not result in disaster and that people may believe in the same thing for different reasons.

• Knowledge of Limitations The student discovers what he did not know, what he has overlooked and wherein he was mistaken both as to facts and the method of interpreting them. He may find out what he knows and the surety with which he knows it.

• Intellectual Teamwork Discussion represents a type of intellectual teamwork resting on the principle that the pooled knowledge, ideas’ and feelings of several persons have greater merit than those of a single individual. 

 PROJECT METHOD

• The most concrete of all types of activity methods Project method provides learning experiences suited to individual differences. Now here is a question that what is a project? We can explain in these words that project is an activity willingly undertaken by the pupils for the solution of a felt problem and leading to learning as prescribed in the curriculum. It is concrete activity directed towards the learning of a significant skill or process. Having a wide connotation project includes any activity like dramatics, pageants, making models, drawing maps and charts, collecting pictures, preparing scrap books, going on historical tours and exhibitions, preparation of Environmental Science wall newspaper, organization of debates, etc. The project method transcends the subject -barrier because it is possible to learn some literature, mathematics, art, etc., also while undertaking a project of Environmental Science.

Basic Principles of the Project Metho

• Activity: The project involves mental or motor activity.
• Purpose: Project should be purposeful, a felt need of the pupils. 
• Experience: Project should provide varied type of experiences to the pupils such as manipulative, concrete, mental, etc. 
• Reality: Project should provide real experiences. 
• Freedom: the pupils should be free to undertake the different activities connected with the project. Utility: the activities undertaken in a project should be useful

Steps of Project Metho

• Providing a situation First of all, the project provides a suitable situation where the pupils feel a spontaneous craving for carrying out a useful activity through conversation, discussion or exhibition of pictures and models etc. the teacher discovers the interests, needs, tastes and aptitudes of the children. While telling a story or taking the pupils out on a field trip initiates the pupils to the world of projects, they are exposed to so many situations and they determine the selection of the project. Enough opportunities should be given to the children to express their ideas and to have discussions among themselves, as well as with the teacher. The situations or problems provided to the pupils should be social as these provide better social training and greater satisfaction.

• Choosing One of the important duties of the teacher is to so guide the pupils that they may choose a good project.

• Purposing Kilpatrick has well said that the part of the pupil and part of the teacher in the most of the school work depends largely on who does the purposing. It is practically the whole thing. Purposing is the most important thing about a project. The teacher might fall a prey to the temptation of making the choice of the project himself due to desire to get quick and good results. This violates the most important principle of the method. The pupils should make the final selection of the project. By self-choice and self-imposition pupils work wholeheartedly and energetically. Thorough execution and successful completion of the project they are stimulated to better planning. The teacher’s guidance to pupil-effort should not hinder the development of the pupils who must make the final choice of the project. The purpose must be common and acceptable to the whole class. The project “must enlist the whole-hearted enlistment of the student.”

• Teachers Role The teacher should see that the projects satisfy a real felt need of the children and also have educative potentialities. He should check that the’ pupils may not make a wrong choice. He should forestall ill feelings arising out of failure. He should lead the students tactfully to give up that choice and to make another. He should expose the pros and cons of the project and1et the students reconsider their decision if the choice is not good. He should resist the temptation of imposing his own idea on the pupil. Pupils do not take interest in an activity thrust upon them.

• Freedom and Utility The pupils should be free to undertake the different activities connected with the project. The activities undertaken in a project should be useful. Execution of the project requires a lot of pupil activity. It is the longest of all steps. A series of activities have to be taken up by the pupils such as collecting information, visiting places and peoples, interviewing important personalities, consulting labels, observing specimens and curios, preparing maps charts, diagrams and graphs of the data collected by various groups, surveying the locality, studying books, keeping records, calculating prices, inquiring rates, writing letters, and ‘Thank you’ notes. The teacher should guide the pupils about the sources of relevant information. He should provide them with necessary information sought for. He should supervise the activities and watch the progress of the project. He should co-ordinate the knowledge to be imparted through a project. He should see how an activity such as the production of a play or a concert involves elocution, music, literature, craft-work, needleworld and art, along with the many calculations required in planning expenditure, keeping accounts and producing a balance sheet or the practical science involved in stage lighting and effects. The teacher should see that pupils get a variety of experiences and learn a good deal as they undertake the activities.

• Evaluation In evaluation or appraisal of the work done the pupils must find out their shortcomings and good points and review their work to find out that nothing has been omitted and that the work has been carried out in accordance with the plan laid down. He should see that mistakes committed are noted to serve as eye-openers for the future: Useful experiences and successes should be reviewed to serve as good examples. The pupils should critically appraise their work.

• Recording As impressions left unrecorded are likely to be wiped away from memory, pupils should maintain a complete record of all activities connected with the project. Everything should put down in the project book such as the choice of the project, ‘the discussions held, proposals advanced and accepted, duties assigned, books and journals consulted, information sought for, work undertaken, difficulties felt and experiences gained, short and long-term gains obtained, self-appraisal important guidelines and future references etc. Thus, project-book embodies the valuable experiences of the group. Well-prepared project books may be awarded prizes to encourage the-pupils. 

Teacher’s Role in the Project

• As the teacher has got mature experience, deeper and broader knowledge than the pupils, his guidance and prompting is indispensable. As the pupils are out on a venture, they need suggestions arid guidance at every step.

• The teacher should save the pupils from faltering and floundering. He should give help whenever it is required.

• As a good prompter, just behind the curtain, the teacher should not make his appearance on the stage for the stage is meant for the pupils.

• As a keen observer and a true sympathizer the teacher should win the goodwill of the pupils so that the pupils feel encouraged.

• As a storehouse of information and knowledge the teacher should be able to anticipate the difficulties and suggest remedies as and when necessary. The pupils might look to him for help, guidance, solace and affection. As no method, however, good, is superior to teachers, the need for devoted teachers is established.

Some examples of projects:

Story of Transportation through the Ages.

• Akbar and his Age. 
• Mohammad and Islam.
•  The Age of the Ramayana. 
• The Mughal Age. 
• The Indian Renaissance. 
• Communication through the Ages. 
• One World, 
• Our Country 
• Our City
• Our Food 
• Nationalist Movement in India. 
• Achievement After Independence in India. 
• The Socialist Movement. 
• Stages of Evolution of Human Beings