ST JOSEPH UNIVERSITY COLLEGE OF ENGINEERING AND

TECNOLOGY
SUBJECT NAME: PEDAGOGY OF TEACHING
SUBJECT CODE: 701 ED 71
QN.6 DISCUSSES THE STREGHTS ND LIMITATION OF EXPERIMENT AND DISCUTION
METHOD OF TEACHING.

Submitted by:
S/N NAME

REG. No

Wambura S Mohere

15171351049

Hamidu K mafwele

15171351020

Bujiku josephat

15171351007

Osmund Osmund

15171351060

Kamili

151713510

Dept: BSE- Mathematics and Computer Science

Year II
Semester III
Date: 24 Jan 2017

Teaching methods

A teaching method comprises the principles and methods used for instruction to be
implemented by teachers to achieve the desired learning by students, examples of
teaching method are lecturing, experimentation, discussion, demonstration etc.
These strategies are determined partly on subject matter to be taught and partly by
the nature of the learner.
The most common type of method of teaching in a
a. Class is classroom discussion
b.

Experimentation

a. Discussion method of teaching

Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a
teacher and students or among students for the purpose of furthering students thinking, learning, problem
solving, understanding, or literary appreciation. Its also a democratic way of handling a class, where

each student is given equal opportunity to interact and put forth their views. A discussion taking
place in a classroom can be either facilitated by a teacher or by a student. A discussion could also
follow a presentation or a demonstration.
Advantages

Seven essential elements are identified for the successful incorporation of cooperative learning in
the classroom( discussion method of teching)

Class discussions enhance student understanding, add context to academic

content, broaden student perspectives, highlight opposing viewpoints,
reinforce knowledge, build confidence, and support community in learning.

Class discussions can motivate students while also helping them retain
knowledge and develop effective problem-solving abilities.

Group processing, Positive interdependence Students must fully participate

and put forth effort within their group, each group member has a
task/role/responsibility therefore must believe that they are responsible for
their learning and that of their group

Face-to-face promotive interaction Members promote each other's success

Students explain to one another what they have or are learning and assist
one another with understanding and completion of assignments

Individual and group accountability , each student must demonstrate mastery

of the content being studied each student is accountable for their learning
and work, therefore eliminating "social loafing"

Group processing, Group processing occurs when group members a) reflect

on which member actions were helpful and (b) make decision about which
actions to continue or change. The purpose of group processing is to clarify
and improve the effectiveness with which members carry out the processes
necessary to achieve the group's goals.

Social skills Social skills that must be taught in order for successful
cooperative learning to occur Skills include effective communication,
interpersonal and group skills

Leadership

Decision-making

Trust-building

Friendship- development

Communication

Conflict-management skills

Limitations of discussion method

It could cause the process to be more complicated than first perceived. Because
cooperative learning is constantly changing, there is a possibility that teachers may
become confused and lack complete understanding of the method. The fact that
cooperative learning is such a dynamic practice means that it cannot be used effectively
in many situations.

Also teachers can get into the habit of relying on cooperative learning as a way to keep
students busy. While cooperative learning will consume time, Teachers implementing
cooperative learning may also be challenged with resistance and hostility from students
who believe that they are being held back by their slower teammates or by students who
are less confident and feel that they are being ignored or demeaned by their team.

b. Experimental method of teaching

Experiential method of teaching is a philosophy of teaching that describes the process that
occurs between a teacher and student that infuses direct experience with the learning
environment and content.

An experiment is a procedure carried out to support, refute, or validate a hypothesis.

Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when
a particular factor is manipulated. Experiments vary greatly in goal and scale, but always rely on
repeatable procedure and logical analysis of the results. There also exists natural experimental
studies.

Advantages
There are advantages of Experiential method of teaching .

Because it is student-focused, which allows for active learning and better understanding
and retention of knowledge.

It also helps to develop life skills that are applicable to many domains.

It can be used to enhance content knowledge while simultaneously fostering the

development of communication, problem-solving, critical thinking, collaboration, and
self-directed learning skills.

It may position students to optimally function using real-world experiences. By

harnessing collective group intellect, differing perspectives may offer different
perceptions and solutions to a problem.

Disadvantages
The major disadvantage to this process involves the utilization of resources and tutor
facilitation.

It requires more staff to take an active role in facilitation and group-led discussion .

some educators find facilitation difficult and frustrating.

It is resource-intensive because it requires more physical space and more accessible

resources to accommodate simultaneous smaller group-learning.

Students also report uncertainty with information overload and are unable to determine
how much study is required and the relevance of information available.

End