1. Informationtechnology
education
METHODS OF TEACHING

2. Information technology
education
OBJECTIVES: 1. to uncover teaching strategies such as expository and exploratory strategies; 2. to apply different teaching methodologies In teaching IT topics.
Mr. Jonathan M. Caballero

3. Two Types of Teaching Methods
Demonstrative
Direct Approach
Expository Strategies
Expository
Deductive
Inductive
Exploratory
Reflective
Constructivism
Experiential Approach
Exploratory Strategies
Problem Solving
Laboratory
Inquiry
Metacognition
Mr. Jonathan M. Caballero

4. When to use Expository and Exploratory Strategies
Expository Strategies
Direct Instruction
Content Oriented
Factual Information
Similar information directly available – no effort to look for it
Exploratory Strategies
Guided Instruction
Experience oriented
Developmental / formulation of concept, principles, skills, attitudes, and values
Information not available – needs to be discovered yet
Mr. Jonathan M. Caballero

5. Characteristics of Expository and Exploratory Strategy
Expository Strategy
Less delivery time
Utilizes expositive strategies such as direct teaching, deductive process, teacher controlled method
Less student involvement
Passive- Active
Exploratory Strategy
More Delivery time
Utilizes discover strategies such as inquiry teaching, inductive process, teacher facilitated method
High student involvement
Active - interactive
Mr. Jonathan M. Caballero

6. Two Types of Teaching Methods
Demonstrative
Direct Approach
Expository Strategies
Expository
Deductive
Inductive
Discovery
Reflective
Constructivism
Experiential Approach
Exploratory Strategies
Problem Solving
Laboratory
Inquiry
Metacognition
Mr. Jonathan M. Caballero

7. Direct Approach - Expository
Demonstration Method
Telling and showing method performed usually by a teacher or a trained student while the rest of the class become observers.
Mr. Jonathan M. Caballero

8. Demonstration Method Used when: Direct Approach - Expository
Process is significant but apparatus needed is limited
School lacks facilities to every student
Equipment is too sophisticated, expensive, dangerous
Lesson requires skill in investigative procedure or technical know how
Mr. Jonathan M. Caballero

9. Demonstration Method Direct Approach - Expository
How to use:
Step 1: Preparation, motivation, clarifying objective
Step2: Explaining concept, theory, processes, performance
Step3: Demonstration of correct process involved in a laboratory or performance
Step4: Discussion / Practice, feedback on elements of process
Step 5: Transfer to the real world
Mr. Jonathan M. Caballero

10. Example: Data Communication and Networking
Direct Approach - Expository
Demonstration Method
Example: Data Communication and Networking
In Data Communication and Networking, technology used or being discussed are sometimes expensive or not available in the laboratory, this can be discussed by showing illustrations of the said apparatus. Apparatus can be shown physically or by computer visualization. The teacher can discuss the parts of the Access Point as shown in the figure and other facts pertaining to the figure.
Mr. Jonathan M. Caballero

11. Expository or Didactic Method
Mr. Jonathan M. Caballero

12. Expository or Didactic Method
Direct Approach - Expository
Expository or Didactic Method
A telling method where facts , concepts, principles, and generalizations are stated, presented, defined, interpreted by the teacher, and followed by the application or testing of these concepts, principles, and generalizations in new examples generated by students.
Mr. Jonathan M. Caballero

13. Example: Database Management System
Direct Approach - Expository
Expository or Didactic Method
Example: Database Management System
Using expository method, the teacher can discuss the ER diagram shown. After discussing the diagram, the teacher can show another example of two entities without attributes then let the students supply them. The example below can be given:
STUDENT
DEPARTMENT
Mr. Jonathan M. Caballero

14. Expository or Didactic Method
Direct Approach - Expository
Expository or Didactic Method
When to use?
When there is an immediate use of relevant information to make the students understand a part of the lesson.
When information is not available and time can be saved by the teacher directly telling it.
When an idea or principle can best be learned only by explanation
When the source material is not accessible to the students.
Mr. Jonathan M. Caballero

15. Expository or Didactic Method
Direct Approach - Expository
Expository or Didactic Method
How to use:
Steps
Expository Teaching of Concepts
Expository Teaching
Principles and Generalization
Step1
Teacher presents concepts and definition
Teacher states rules, principles, generalizations
Step 2
Teacher presents links concept with related higher concepts
Teacher explains concepts within a principle or generalization
Step 3
Teacher presents positive and negative examples
Teacher explains the effect of positive and negative principles
Step 4
Students classify example either positive or negative
Students classify examples based on the principles as positive or negative
Step 5
Students provide additional examples
Mr. Jonathan M. Caballero

16. Example: DATA COMMUNICATION AND NETWORKING
Direct Approach - Expository
Expository or Didactic Method
Example: DATA COMMUNICATION AND NETWORKING
Explaining Metropolitan – Area Network (MANs) can be done using this illustration. It will be easier for them to understand MAN through this instead of letting them imagine the setup. The teacher can discuss how the MAN works.
Mr. Jonathan M. Caballero

17. Direct Approach - Expository
Deductive Teaching
Process of teaching that starts with a rule or general statement that is applied to specific cases / examples. Used when students are asked to test a rule or further develop it, to answer questions or solve problems by referring to laws, principles, and theories.
Mr. Jonathan M. Caballero

18. Deductive Teaching How to present it: Direct Approach - Expository
I. Statement of the problem
State real life cases, situations, problems
II. Statement of a generalization
Recall two or more generalizations, rules, definitions, or principles
Select one which will be the solution to the problem
III. Apply the rule
Test the rule to specific cases or problems
IV. Further verification of the rule
Try the rule using other examples
Determine the validity of the inference by consulting accepted authorities.
Mr. Jonathan M. Caballero

19. Deductive Teaching SYSTEMS ANALYSIS AND DESIGN
Direct Approach - Expository
Deductive Teaching
Example
SYSTEMS ANALYSIS AND DESIGN
Roles of Business Analyst
Identify how technology can improve business process
Design new business process
Design the information system
Ensure that the system conforms to Information System Standards
Teacher should explain each items, an example per item will be a great help
Mr. Jonathan M. Caballero

20. Deductive Teaching SYSTEMS ANALYSIS AND DESIGN
Direct Approach - Expository
Deductive Teaching
Example
SYSTEMS ANALYSIS AND DESIGN
Roles of Business Analyst
Identify how technology can improve business process
Design new business process
Design the information system
Ensure that the system conforms to Information System Standards
Examples of businesses that use technology can be shown or cited like the figure shown. Then Let the students name few examples that they already encountered.
Mr. Jonathan M. Caballero

21. Deductive Teaching SYSTEMS ANALYSIS AND DESIGN
Direct Approach - Expository
Deductive Teaching
Example
SYSTEMS ANALYSIS AND DESIGN
Roles of Business Analyst
Identify how technology can improve business process
Design new business process
Design the information system
Ensure that the system conforms to Information System Standards
Existing business process can be set as an example, the n let the students thin k of other business process that can be improved in the school or in any other business transaction that they know.
Mr. Jonathan M. Caballero

22. Deductive Teaching SYSTEMS ANALYSIS AND DESIGN
Direct Approach - Expository
Deductive Teaching
Example
SYSTEMS ANALYSIS AND DESIGN
Roles of Business Analyst
Identify how technology can improve business process
Design new business process
Design the information system
Ensure that the system conforms to Information System Standards
Steps on how to design an information system can be shown so that students could have an idea how these systems are developed.
Mr. Jonathan M. Caballero

23. Deductive Teaching SYSTEMS ANALYSIS AND DESIGN
Direct Approach - Expository
Deductive Teaching
Example
SYSTEMS ANALYSIS AND DESIGN
Roles of Business Analyst
Identify how technology can improve business process
Design new business process
Design the information system
Ensure that the system conforms to Information System Standards
IT standards can be discussed by citing books or evaluation standard samples can also be discussed to the students then cite examples so that students can relate to it.
Mr. Jonathan M. Caballero

24. Two Types of Teaching Methods
Demonstrative
Direct Approach
Expository Strategies
Expository
Deductive
Inductive
Exploratory
Reflective
Constructivism
Experiential Approach
Exploratory Strategies
Problem Solving
Laboratory
Inquiry
Metacognition
Mr. Jonathan M. Caballero

25. Experiential Methodologies: Exploratory
Mr. Jonathan M. Caballero

26. Inductive Teaching Experiential Approach - Exploratory
- An exploratory method of logic where one arrives at a fact, principle, truth, or generalization
- Studying: Observing, comparing many instances or cases in several instances to discover the common element and form generalization
- Formulating: conclusion, a definition, a rule, a principle, or a formula based on knowledge of examples and details.
Mr. Jonathan M. Caballero

27. Inductive Teaching SYSTEMS QUALITY ASSURANCE
Experiential Approach - Exploratory
Inductive Teaching
Example
SYSTEMS QUALITY ASSURANCE
Let the students analyze the figure about the files exchange of the automated election that we had last May 10. It can be a group activity then let them write their observation then let the group with the best answer discuss the flow before the class if there is still time.
Mr. Jonathan M. Caballero

28. Exploratory Method Experiential Approach - Exploratory
When to use Exploratory Method:
when the rule, concept, truth, principle, or generalization is important enough to justify the time devoted to the lesson.
when the student has the ability to form and state the rule, principle, truth, or generalization by themselves through comparison and abstraction of instances.
Mr. Jonathan M. Caballero

29. How to use Exploratory Method
Experiential Approach - Exploratory
How to use Exploratory Method
Exploratory Method
How to present it:
Step 1: Preparation: Set specific cases, instances, and examples to the class
Step 2: Comparison and Abstraction: Discover and identify the common element among the specific cases and instances presented
Step 3: Generalization: State the common element deduced from the specific instances / examples as concept, a generalization, a rule, a definition, a principle, or a formula.
Step 4: Application: use the learned concept, generalization, rule, and principle in new situations
Mr. Jonathan M. Caballero

30. Example OPERATING SYSTEMS
Experiential Approach - Exploratory
Exploratory Method
Example OPERATING SYSTEMS
If there is a new existing version of operating system, let the students do their own installation of the said operating system then let them document the process of installation and come up with an installation guide.
Mr. Jonathan M. Caballero

31. Experiential Approach - Exploratory
Discovery Teaching
A method in which thoughts are synthesized to perceive something that the individual has not know before. The learner gets directly involved in learning. Learning is a result of the learners own insight, reflection, and experience.
Mr. Jonathan M. Caballero

32. How to use Discovery Method
Experiential Approach - Exploratory
Discovery Teaching
How to use Discovery Method
Step 1: Presenting specific examples, instances for observation, discussion
Step 2: Identifying attributes of the common elements
Step 3: Discussing the elements of other examples
Step 4: Noting the common elements among the given examples.
Step 5: Stating a main idea based on common elements
Step 6: Checking the main idea against new examples
Mr. Jonathan M. Caballero

33. Example: INTRO TO COMPUTER PROGRAMMING
Experiential Approach - Exploratory
Discovery Teaching
Example: INTRO TO COMPUTER PROGRAMMING
Provide around three program samples to the students, let them identify the output, of course its an infinite loop, but let them identify the program logic why it became infinite loop.
public class findoutputForLoop { public static void main(String[] args) { for(;;) System.out.println("Hello"); }
class ForDemo {
public static void main(String[] args) {
for(int i=1; i<11; i--)
System.out.println("Count is: " + i); }
class WhileDemo {
public static void main(String[] args){
int count = 1;
while (count < 11) { System.out.println("Count is: " + count);
Count--; }
Mr. Jonathan M. Caballero

34. Problem Solving Method
Experiential Approach - Exploratory
Problem Solving Method
Problem solving is any purposeful activity that will remove a recognized difficulty or perplexity in a situation through the process of reasoning.
Mr. Jonathan M. Caballero

35. When to use Problem Solving Method
Experiential Approach - Exploratory
Problem Solving Method
When to use Problem Solving Method
Use this when the goal is:
to sharpen the power to think, reason, and create new idea
to learn how to act in difficult situations
to improve judgment
Mr. Jonathan M. Caballero

36. Example : Fundamentals of Programming
Experiential Approach - Exploratory
Problem Solving Method
Example : Fundamentals of Programming
After discussing the FOR statement in Java, ask the students to review printing of numbers 1 to in using WHILE statement then let them use the FOR statement to generate numbers 1 to 10.
If there were several machine problems given in the WHILE statement, let the students convert it to FOR statement.
class WhileDemo { public static void main(String[] args){ int count = 1; while (count < 11) { System.out.println("Count is: " + count); count++; }
Mr. Jonathan M. Caballero

37. Experiential Approach - Exploratory
Project Method
A significant unit of a problematic nature carried on by students in a lifelike manner in a natural setting. It may be a construction, an enjoyment, a problem, or a learning project.
Mr. Jonathan M. Caballero

38. When to use Project Method
Experiential Approach - Exploratory
Project Method
When to use Project Method
When problems in life situation exist
When learners initiate and impose the tasks on them
When time and materials are available
When there is a decided advantage over other methods in meeting the needs.
When training in cooperation, perseverance, open-minded, creativity is needed.
Mr. Jonathan M. Caballero

39. Steps in Project Method
Experiential Approach - Exploratory
Project Method
Steps in Project Method
Purposing – Determining goals and activities cooperatively.
Planning: Deciding on the activities
Executing : Carrying out activities
Evaluating: Judging the finished products / results against the goals
Mr. Jonathan M. Caballero

40. Example : SYSTEMS ANALYSIS AND DESIGN
Experiential Approach - Exploratory
Project Method
Example : SYSTEMS ANALYSIS AND DESIGN
After discussing each phase of the Software Development Life Cycle. The students can accomplish tasks per phase and submit documentation of the activities and output that were done during the actual group visit
Mr. Jonathan M. Caballero

41. Experiential Approach - Exploratory
Laboratory Method
A set of first hand learning activities wherein the individual investigates a problem, conducts experiments, observes processes, or applies theories and principles in a simulated setting.
Mr. Jonathan M. Caballero

42. Why use Laboratory Method
Experiential Approach - Exploratory
Laboratory Method
Why use Laboratory Method
To cultivate students’ skills in the basic science processes
To enhance higher order thinking skills
To induct learners to scientific processes
Mr. Jonathan M. Caballero

43. Example: INTRODUCTION TO DATA STRUCTURES
Experiential Approach - Exploratory
Laboratory Method
Example: INTRODUCTION TO DATA STRUCTURES
After giving an array example to the students, let them work on a problem like the ones given below:
Work on the following problems:
An array program that could sort 5 integers in ascending order
An array program that could sort 5 integers in descending order
An array program that could spell words backward
an array program that could count the occurrence of each character.
public class ArrayAverage { public static void main(String[] args) { int[] numbers = new int[]{10,20,15,25,16,60,100}; int sum = 0; for(int i=0; i < numbers.length ; i++) sum = sum + numbers[i]; double average = sum / numbers.length; System.out.println("Average value of array elements is : " + average); }
Mr. Jonathan M. Caballero

44. Experiential Approach - Exploratory
Inquiry Teaching
Learners are confronted with a puzzling situation and are led to enter into investigative work to solve the problem
How?
Presentation of a problem / puzzling situation
Defining problem
Gathering and appraising information
Organizing information
Drawing conclusions
Evaluating
Mr. Jonathan M. Caballero

45. Example: DISCRETE MATH
Experiential Approach - Exploratory
Inquiry Teaching
Example: DISCRETE MATH A B
Using the given Venn Diagram, ask the students to prove the Associative Law of Sets:
(AUB )UC = AU(BUC)
This can be done by the following steps:
Identify the elements per set using the given in the Venn Diagram
Apply the operation on sets required to prove the given property. a f d g f b e c h j k l C
Mr. Jonathan M. Caballero

46. Experiential Approach - Exploratory
Reflective Teaching
An on going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and+ evaluating goals, and examining experiences in the light of alternative goals and hypothesis
Mr. Jonathan M. Caballero

47. Example: SYSTEMS ANALYSIS AND DESIGN
Experiential Approach - Exploratory
Reflective Teaching
Example: SYSTEMS ANALYSIS AND DESIGN
In the systems development life cycle, the students can write their actual experience per phase. If you’ve come to notice, students normally copy the definition of the phases per phase but they could actually discuss this the way how they experience things during systems development.
Mr. Jonathan M. Caballero

48. Stages of Reflective Teaching
Experiential Approach - Exploratory
Stages of Reflective Teaching
Concrete Experience
Observation and Analysis
Abstract Reconceptualization
Active Experimentation
Mr. Jonathan M. Caballero

49. Metacognitive Teaching Approaches
Experiential Approach - Exploratory
Metacognitive Teaching Approaches
A teaching approach where learners are trained to become aware of and exert over their own learning by using metacognitive processes.
Mr. Jonathan M. Caballero

50. How to use Metacognitive Approach
Experiential Approach - Exploratory
Metacognitive Teaching Approaches
How to use Metacognitive Approach
Through the use of the following metacognitive processes
Planning: deciding what my goals are and what strategies to use to get there
Deciding: what further knowledge or resources needed
Monitoring progress along the way.
Evaluating when I have arrived
Terminating when the goal has been met.
Mr. Jonathan M. Caballero

51. Example: THESIS WRITING
Experiential Approach - Exploratory
Metacognitive Teaching Approaches
Example: THESIS WRITING
The students enrolled in thesis class could write their personal plan on writing their thesis using the metacognitive teaching approach format
Planning: this could contain the selected focus on the thesis
Deciding: this could include the algorithm or technology that will be used for the systems development
Monitoring : this should include how the monitoring should be to ensure that the project will be performed as scheduled
Evaluating: this should include means to evaluate the progress of the systems development
Terminating: this should include the factor to determine when to stop
Mr. Jonathan M. Caballero

52. Thank you very much!
Mr. Jonathan M. Caballero