Before describing each of the methods suggested for teaching vocational subjects, vocational education teachers should realize that whatever method chosen, should be effectively used to meet the needs of the students. The method includes.
LECTURE METHOD
Lecture method has been described by Staton (1990) as “the method by which facts and information are transferred from the teachers’ note to the students notes without crossing the minds of either the teacher or the students. It is one of the major methods used for the transmission of knowledge and public lectures. The lecturer talks and the learners merely listen.
QUESTION OR SOCRATIC METHOD
It includes questions and answers about content or topics of study or any other issue introduced by the teacher or any member of the class. The method demands a special presentation skill on the part of the teacher. In using the questioning method, the teacher does not assume a “know all” attitude but throws in a statement to the students and from here, he uses questions to elicit their responses. The responses are focused on the lesson. If questions are well thought out and well structured, they can help the teacher to increase his own knowledge which is very advantageous (Wilson, 1990).
DISCOVERY/INQUIRY METHOD
The use of the discovery/inquiry method involves the teacher’s organization of the learning experiences in such a way that the learners search and discover new facts, knowledge, information for themselves instead of listening passively to lectures. The learners are independent as possible. Saylor Alexander and Lewis (1991) have identified three steps to be followed while using the discovery/inquiry method. These are:
1. Materials of a puzzling nature are developed and presented to the learners
2. Learners are encouraged to inquire into the puzzling situation through the collection of information and data
3. Students are motivated to examine the process they used in the inquiry
FIELD TRIPS/EXCURSION
Apart from helping to achieve educational objectives, educational field trip/excursions contributes a lot in bringing the community and school closer together. Excursion/field trips are planned community exploratory experiences intended for acquiring new information from various first hand sources. Information received from such trips are used in the teaching/learning process to achieve stated educational objectives (Brown, 1996).
PROJECT METHOD
The project method is meant to provide for the need of individual students or sometimes small groups in such a way that those with special abilities can have opportunities to fulfill themselves. Here, students are given free choice to look for problems of their interest and find solutions to them. Such solutions must be unknown to the students until after the investigation of the situation being studied. But he should be aware of various aspects of the problem under study, to enhance greater desire for new knowledge. The teacher here supervises and guides the students. The teacher also helps students with necessary materials and encouragements when needed. He should also help them to identify the purpose of the project. Cuban, L. (1990).
DISCUSSION METHOD
The discussion method simply put is talking over subjects or issues from various points of view. It is a student centered approach which allows increased student involvement and active participation in the teaching and learning process.
The method also implies that student have background knowledge about what is to be discussed and they are free to express their own opinions.
Usually, in this method, the teacher posses a question and allows the students to pursue the discussion to a logical conclusion to attain educational objectives. According to Nacino-Brown, R. Oke, F.E., and Brown, D.P. (1992), the students carefully consider a topic, react to it, argue with one another, suggest solutions, evaluate alternatives and draw conclusions or generalizations. In other words, the students then become “creator of ideas”. The role of the teacher in the discussion method is that of a moderator. From time to time he clarifies a point and ensures that the discussion is focused in the right direction.
DEMONSTRATION METHOD
Simply put, the demonstration method means “displaying or showing something”, describing and ex-planning it. Demonstration is frequently applied in teaching in relation to other methods. It is more appropriate when teaching students how to operate a machine, some other piece of equipment as well as application of fertilizer on the farm land (Nacino-Brown, 1992).
THE USE OF INSTRUCTIONAL MATERIALS:
The use prints, visuals and auidos or various combinations these trios make up all we have in instructional media. Instructional media therefore are the information dissemination devices made up of prints radio pictures including films, movies, photographs, etc used in the classroom for an easy transfer of learning (Chuba, 2000).
From the above description of instructional materials, are things, improvised and used by a teacher to concretize conceptual abstraction in learning. Instructional materials are any media which promotes perceptions; understand transfer of knowledge and retention of ideas. Instructional materials are acts of giving help normally by teachers to provide help and encouragement in students or pupils learning activities. It can also refer to all tools which can easily be used by a teacher to correct wrong impressions and to illustrate things that learners cannot forget easily (Ema & Ajayi, 2004).
THE USE OF WORKSHOPS
Workshops combine training, development, team building, communications, motivation and planning. Participation and involvement of staff increases the sense of ownership and empowerment and facilitates the development of organizations and individuals. Workshops are effective in managing change and achieving improvement, and particularly the creation of initiatives, plans, process and actions to achieve particular business and organizational aims. Workshops are also great for breaking down barriers, improving communications inside and outside of departments, and integrating staff after acquisition or merger.
Workshops help to expose students to appropriate technological concepts (Adesina, 2005).
LECTURE METHOD
Lecture method has been described by Staton (1990) as “the method by which facts and information are transferred from the teachers’ note to the students notes without crossing the minds of either the teacher or the students. It is one of the major methods used for the transmission of knowledge and public lectures. The lecturer talks and the learners merely listen.
QUESTION OR SOCRATIC METHOD
It includes questions and answers about content or topics of study or any other issue introduced by the teacher or any member of the class. The method demands a special presentation skill on the part of the teacher. In using the questioning method, the teacher does not assume a “know all” attitude but throws in a statement to the students and from here, he uses questions to elicit their responses. The responses are focused on the lesson. If questions are well thought out and well structured, they can help the teacher to increase his own knowledge which is very advantageous (Wilson, 1990).
DISCOVERY/INQUIRY METHOD
The use of the discovery/inquiry method involves the teacher’s organization of the learning experiences in such a way that the learners search and discover new facts, knowledge, information for themselves instead of listening passively to lectures. The learners are independent as possible. Saylor Alexander and Lewis (1991) have identified three steps to be followed while using the discovery/inquiry method. These are:
1. Materials of a puzzling nature are developed and presented to the learners
2. Learners are encouraged to inquire into the puzzling situation through the collection of information and data
3. Students are motivated to examine the process they used in the inquiry
FIELD TRIPS/EXCURSION
Apart from helping to achieve educational objectives, educational field trip/excursions contributes a lot in bringing the community and school closer together. Excursion/field trips are planned community exploratory experiences intended for acquiring new information from various first hand sources. Information received from such trips are used in the teaching/learning process to achieve stated educational objectives (Brown, 1996).
PROJECT METHOD
The project method is meant to provide for the need of individual students or sometimes small groups in such a way that those with special abilities can have opportunities to fulfill themselves. Here, students are given free choice to look for problems of their interest and find solutions to them. Such solutions must be unknown to the students until after the investigation of the situation being studied. But he should be aware of various aspects of the problem under study, to enhance greater desire for new knowledge. The teacher here supervises and guides the students. The teacher also helps students with necessary materials and encouragements when needed. He should also help them to identify the purpose of the project. Cuban, L. (1990).
DISCUSSION METHOD
The discussion method simply put is talking over subjects or issues from various points of view. It is a student centered approach which allows increased student involvement and active participation in the teaching and learning process.
The method also implies that student have background knowledge about what is to be discussed and they are free to express their own opinions.
Usually, in this method, the teacher posses a question and allows the students to pursue the discussion to a logical conclusion to attain educational objectives. According to Nacino-Brown, R. Oke, F.E., and Brown, D.P. (1992), the students carefully consider a topic, react to it, argue with one another, suggest solutions, evaluate alternatives and draw conclusions or generalizations. In other words, the students then become “creator of ideas”. The role of the teacher in the discussion method is that of a moderator. From time to time he clarifies a point and ensures that the discussion is focused in the right direction.
DEMONSTRATION METHOD
Simply put, the demonstration method means “displaying or showing something”, describing and ex-planning it. Demonstration is frequently applied in teaching in relation to other methods. It is more appropriate when teaching students how to operate a machine, some other piece of equipment as well as application of fertilizer on the farm land (Nacino-Brown, 1992).
THE USE OF INSTRUCTIONAL MATERIALS:
The use prints, visuals and auidos or various combinations these trios make up all we have in instructional media. Instructional media therefore are the information dissemination devices made up of prints radio pictures including films, movies, photographs, etc used in the classroom for an easy transfer of learning (Chuba, 2000).
From the above description of instructional materials, are things, improvised and used by a teacher to concretize conceptual abstraction in learning. Instructional materials are any media which promotes perceptions; understand transfer of knowledge and retention of ideas. Instructional materials are acts of giving help normally by teachers to provide help and encouragement in students or pupils learning activities. It can also refer to all tools which can easily be used by a teacher to correct wrong impressions and to illustrate things that learners cannot forget easily (Ema & Ajayi, 2004).
THE USE OF WORKSHOPS
Workshops combine training, development, team building, communications, motivation and planning. Participation and involvement of staff increases the sense of ownership and empowerment and facilitates the development of organizations and individuals. Workshops are effective in managing change and achieving improvement, and particularly the creation of initiatives, plans, process and actions to achieve particular business and organizational aims. Workshops are also great for breaking down barriers, improving communications inside and outside of departments, and integrating staff after acquisition or merger.
Workshops help to expose students to appropriate technological concepts (Adesina, 2005).
No comments:
Post a Comment