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TRADITIONAL & MODERN

METHOD OF TEACHING LESSON 5

1. Introduction

In the PAFTE 2004 seminar, one of the speakers reported that majority of
the teachers still depend on traditional classroom methods in spite of the
emerging technology today. Instruction is still facilitated in conventional
ways: the use of textbook learning, rote learning, spoon feeding
technique, rote memorization, and learning which is limited to the two
covers of the books and the four walls of the room.

But what really makes classroom methods traditional or modern? Lesson

five will help you discern modern from traditional methods of teaching.
The particular characteristics of the two general categories of teaching
methods are differentiated here in Lesson 5.

Specifically, Lesson 5 contains:

Traditional vs. Modern Methods of Teaching
Characteristics of Traditional Teacher
Technologies of Learning as Part of Innovative Approach
Characteristics of Todays Learners

Objectives

At the end of Lesson 5, you should be able to characterize the

traditional and modern methods of teaching. And as you learn to
differentiate traditional and modern methods of teaching, you
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should be able to determine the significance of using modern

methods of teaching and eventually, evaluate the methods of
teaching being used by the teachers in todays classroom setting.

Learning the topics of Lesson 5 will also help you picture the new
face of teaching and learning process of the present world. The
world where teachers are more of a facilitator rather than of a
presentor.

The presentation part of the module is expected to finish after one

hour. You are expected to perform the enrichment activities. Your
supervising mentor will determine and decide which will be given.

Lesson 5 will necessitate you to do the suggested activity:

analyzing the story adopted from the book Little Prince by Antoine
De Saint Exapery. Dont worry, this part aims to take back some
thoughts you have after learning the significance of innovative ways
of teaching. Your encounter with your previous teachers in
elementary, high school, college or even in your graduate education
program can help you find the best thoughts to go over with the
analysis.

Are you ready now? (,)Enjoy reading!

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2. Presentation

Traditional vs. Modern Methods of Teaching

A typical class can be described as having one teacher who directs

all activities, and presents knowledge in discrete parts to be
passively ingested by students and to be recalled later on a test.

Cleary, these practices should already be a thing of the past since

they are obsolete and antiquated. While the traditional method
ranks last among the teaching methods in terms of the desirable
learning outcomes, it is still popular to a great member of teacher.

What makes the traditional method different from the innovative

one? Garcia (1997) differentiated them:

Traditional Method

1. This method calls for teachers monopoly of the teaching-

learning
process.
2. This usually limits the class activity within the four walls of the
classroom.
3. It opts for conformity, thus expecting each student to come up
with the predetermined learning results.
4. Stresses the what of learning, thus capitalizing on the use of
memory work, question and answer method, etc.
5. Problems seem to be insurmountable causing the teacher to bog
down in his teaching
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6. Stresses the acquisition of knowledge among other things;

hence, the instruction becomes subject-matter oriented

Innovative Method
1. Allows greater student participation in the activity
2. Explores different avenues for learning
3. Provides students with certain degree of freedom, giving them
chance to develop their creativity and resourcefulness
4. Emphasizes the why and the how of learning, thus
encouraging students to do investigatory and exploratory work
5. Requires teachers ingenuity in confronting problems in teaching,
involves the students and taps community resources as a
solution to these problems
6. Aims to develop the cognitive, the psychomotor and the affective
domains of learning; hence instruction is child-centered and
multi-faceted.

Likewise, Mario Fartini (1976) distinguished these two methods as:

Traditional Method:
1. Formal environment and human interaction
2. Activity time scheduled by teacher
3. Teacher directed
4. Teacher provides the sources of learning
5. Furniture type and arrangement follow a standard pattern
6. Whole class oriented activity predominates
7. Children and visitors are segregated
8. Teacher, dominant; Children, subordinates
9. Dominance of textbook
10. Teacher is disciplinarian
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11. Dichotomized work and play

12. Learning by being taught
13. Grouping for single age
14. Teacher decides who does, what does and when
15. Childs education, the teachers responsibility
16. Emphasis on cognitive domain
17. Evaluation as classification

Innovative Method (Open Method):

1. Informal environment and human interaction
2. Activity duration is child-controlled
3. Student- directed
4. Teacher provides guidance and facilitates learning
5. Furniture type and arrangement are based on childs workshop
pattern
6. Alteration of individuals, small group or whole class arrangement
7. Both are integrated
8. Teacher-pupil interaction
9. Emphasis on abundance of concrete materials to manipulate
10. Teacher is facilitator
11. No difference between work and play
12. Learning by discovery
13. Grouping for several ages
14. Teacher and children determine pattern for the day
15. Childs education, the childs responsibility
16. Emphasis on three domains of learning
17. Evaluation is diagnosis
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The Traditional Teacher

Aside from characterizing the traditional method of teaching as

presented earlier, the traditional teacher is characterized as:

1. The knowledge she has on the subject she teaches

is only good until the time he graduated
from college. He does not strive to update his
knowledge since then.

2. Threats and physical punishments are parts of

disciplining her students. She may also use any
of the following: keeping a long stick to whip
unruly students, pinching them for being
inattentive, letting misbehaved students to squat and placing
books on their hands, shouting on the top of his voice, and other
similar acts.

3. Threats students as if they are undergoing rigid military training.

They have to sit up straight, minimize movements, talk only
when asked, etc.

4. He is self-centered, allowing no idea coming from students

and no question arising from them either.

5. Opts for conformity, expecting each student to come up with the

preconceived learning results.
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6. Blames his teaching inefficiency to a lot of things including his

very own students; one thing sure though he does not and will
never blame himself for it.

7. He is subject-centered, expecting his

students to conform with the lesson.

8. He lacks creativity and resourcefulness in solving

common problems he encounters in his teaching.

9. When he is comfortable with one teaching method,

he will stick to it and will never depart from it like an
ever faithful and fanatic movie fan.

Technologies of Learning as Part of Innovative Approach

Millions of learners all over the world belong to the Net Generation.

These learners use computers and other digital media for

entertaining, learning, communicating and shopping. These learners

prefer interactive learning. This type of learning stresses the

innovative approach. Discovery learning, student-oriented,

materials are manipulated, videotapes, slides, computer aided

instruction, Internet these are all parts of the innovative

approach.
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The following are some distinguishing characteristics of the

innovative approach used in the technology of learning:

Discov ery

The scandal of education, says Seymour Papert,

is that every time that you teach

something, you deprive a child of the pleasure and benefit of

discovery. Educators believed that people learn best by doing

rather than by simply being told.

Hypermedia Learning

Members of todays Net Generation routinely

access information by going to the Internet.

Students prefer to use On-line services to search

a topic instead of laborious leafing through the pages of a book.

Having this case, teachers should shift from a linear type of learning

to hypermedia learning. Internet and the Web now define the highly

interactive learning environment.

Learner centered loom

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Learning-centered education begins with an evaluation of the

abilities, learning style, social context, and other important factors

that affect learning. It relies substantially on software programs

that can structure and tailor the learning experiences for the child.

Knowing the demands of the Net Generation in as far as their

learning fashion, teachers today play a more vital role in creating

and structuring learning experiences based on the available

learning resources. This role suggests that the teacher should re-

tool their teaching competencies to be able to suit and satisfy the

needs of the learners of the 21st century. The use of technology

enabled education and orienting with the rapid diffusion of

information communication technologies (ICT) are things that can

help teachers to feed the learners today.

Unlimited learning environment

And because of the rapid advances in information communication

technology, teachers should realize that education is not exempted

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to these advances. This ICT urges teachers to bring down the

classroom walls and libraries. Education programs employ a mode

of instructional delivery making almost all needed information

accessible on line (Internet). The situation of unlimited learning

environment push for a more competent teacher to design learning

activities where textbook is not the exclusive source of ideas.

Navigating to learn

Learners today do not just simply assess and analyze. More

importantly, they synthesize. They engage with information sources

and other people on the Internet and then build and construct

higher-level structure and mental images. This centurys learners

are more adept at doing it by themselves. The knowledge explosion

triggered by the Internet has changed the education landscape

dramatically.

Teachers in this point need to reinvent their knowledge constantly.

Richard Soderberg of the National Technological University puts it

very aptly: People mistakenly think that once theyve graduated

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from university they are good for the next decades when they are

really good for the next ten seconds.

Learning is Fun

An Innovative way of teaching the class is

make the learning fun and exciting. The

design goal of the New school is evidently to

make learning fun! Entertainment now is a part of progressive

learning environment. It keeps, holds or maintains in the mind of

the learners for them to receive and to take into consideration all

the knowledge being imparted. Indeed, entertainment has always

been a profound part of the learning process. That is why the best

teachers are entertainers.

Characteristics of Todays Learners

The above learning scenarios call for characterizing as well the

learners today. They have:

1. free expression and strong views

2. fierce independence

3. emotional and intellectual openness

4. inclusion

5. inquisitiveness and curiosity

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6. a sense of immediacy and urgency

7. acceptance of diversity

8. assertiveness and self-reliance

9. trustworthiness

To give teachers an idea of how technology can be utilized in

designing learning activities, take into consideration the article
downloaded from the Internet:

Technology that Enhances Naturalist Intelligence

By Dee Dickinson

A symposium was held recently in Japan on the effects of multimedia technology

on human development. During the first day, presentations were given on
learning through new technologies, edutainment, designing and utilizing new
kinds of learning spaces to accommodate technology, using the Internet, virtual
reality projects, science education in the Internet Age, growing up in a
multimedia environment, and the future of cyber child research. At the end of
the day, a Japanese lady in the audience asked to speak. She said, Last week
we had a big snow in Tokyo, It was very beautiful, and I remembered as a child
being so excited about playing in the snow, feeling snowflakes on my face,
making snow people, and tossing snow balls. I looked out of my window, and
there were no footprints in the snow.

As electronic technologies become increasingly available and part of our lives, it

is essential to recognize that they do not replace human interaction and
experience in the natural world. They are, however, excellent tools that facilitate
scientific investigation, exploration, and other naturalist activities.
Telecommunications technologies help students to understand the world beyond
their own environments, and help them to see how their actions can actually
affect their world. As you will see in the examples that follow, these tools make it
possible for students to understand real experiences in greater detail and depth.

The Wireless Coyote, a joint project of Apple Classrooms of Tomorrow and the
Orange Grove Middle School in Tucson, Arizona involved middle school students
in using electronic technology to learn more about the ecology of Sabina Canyon
in Tucson. Twenty- one-sixth grade students used a variety of scientific
instruments to measure soil and water temperature, wind speed, and soil
composition. They also used mobile computers connected to a wireless local area
network and walkie- talkies to collaborate with each other and communicate the
data they collected.

The students, teachers, and technicians were divided into there groups to gather
data in different locations. They communicated the data to another base- camp
group that provided equipment, coordinated the activities, and transmitted the
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findings to yet another group in the school fifteen miles away where students
built a database of the results. A naturalist worked with this group to increase
their understanding and offer further information, which they communicated,
back to students in the field.

Often it is not possible for students to actually explore some sites such as the
depths of the Mediterranean ocean, the cones of active volcanoes, the Galapos
Islands, or Iceland. Through the JASON Project, students all over the United
States can actually interact with explorers at such sites. Founded by Dr. Robert
Ballard, who discovered the wreckage of the Titanic and who remains an active
participant in the project, the project brings real excitement to science classes.
Using technology, students participate in an Projects in other parts of the country
also engage students in contributing important information to their communities,
demonstrating the value of learning project, involves a global study of wildlife
migration. (See http://www.learner.org/jnorth). The Global Rivers Environmental
Education Network involves students in assessing the water quality of rivers
throughout the world, and offers software for processing data. (See
http://www.igc.apc.org/green). The Globe Program is an environmental science
and education project involving students and teacher in over 60 countries in
learning more about our planet. (See http://www.globe.gove/ghome.invite.html.)

Among the many organizations offering exciting on-line learning adventures and
explorations are:

the National Geographic Online at http://www.nationalgeographic.com allows

students to go on expeditions with famed geographic explorers and
photographers.
Odyssey In Egypt: the Interactive Archeological Dig takes students in grades 6-8
to the ruins of a Coptic Monastery to work virtually alongside archeologists
(http://www.scriptorium.org/oddessey)
Class Afloat, a virtual cruise for students in grades 3-9, follows the adventures
of a crew of students aboard the all ship Concordia as they circumnavigate the
globe (http://www.teachsp.com)
Microsofts Mungo Park, an online adventure magazine, offers chat sessions with
expedition parties who also report their experiences via the Internet, relaying on
satellite communications system, laptop computers, and digital cameras
(http://mungopark.msn.com)

Other organizations offer boundless resources not found in any textbooks. For
example, access Excellence, developed by Genentech, describes new
developments in biology for high school students and teachers and provides
classroom biology projects via their web site at http://www.gene.com/ae.
(http://www.microsoft.com/kids). Ask Asia, an extensive new resources about
Asia and Asian American studies designed for used by K- 12 students, includes
maps, current events, and links to other resources at http://www.askasia.org.

Numerous CD-ROMs are also available, such as Scholastics Magic School Bus
series, which takes students on electronic field trips to the Costa Rican rain
forest, the ocean, the solar system, and the age of the dinosaurs. The SIM series
(http://www.maxis.com) includes Sim Life, which lets you design your own
ecosystem, and Sim Ant Classic, which lets you, set up an ant world. I Spy and
Digital Field Trip to Wetlands are other excellent examples of this kind of tool.
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For teachers, New Horizons for Learning offers extensive resources on ways to
apply the naturalist intelligence on its Web site in the form a virtual Building. See
the rounds and Gardens: Environmental Education floor.
(http://www.newhorizons.org)

In concluding this discussion of how electronic technologies can enhance the

development of Naturalist intelligence, let us turn to the most basic of nature
studies, i.e. annual scientific expeditions over a two- week period tied to a
yearlong curriculum. Each year, about 30 students and 6 teachers are chosen by
application to accompany the JASON scientists at the expedition site and serve as
peer role models during the live broadcast and online. At the primary interactive
sites, (PINS) students can access a network of museums, educational
institutions, research organizations where students communicate via satellite
links with scientists, operate robots and scientific equipment of expedition
activities. Through the last eight expeditions, more than 2 million students at the
PINS sites have been part of this program, and countless others are finding a
virtual window on the world through a web site using emerging Web
technologies. (http://www.jasonproject.org).

Many school are breaking down the walls of the classroom in still other ways. For
example, at Clear View Chapter School in Chula Vista, California, fourth and fifth
grade students participate in on- line sessions with the Electron Microscope
Facility at San Diego State University. Students who have been collecting,
reading about, classifying and studying bugs can see their tiny subjects in great
detail, ask questions, and discuss their observations with an entomologist at the
university. You may see this class in action, as well as other examples of ways to
activate learning through technology on the Learn and Live videotape produced
by the George Lucas Educational Foundation. The accompanying book and
continually added examples of school utilizing new technologies are on their Web
site at (http://glef.org)

In New Hampshire students in grades 2 through 8 participate in three unusual

science projects called Batnet, Birdnet, and Treenet. The projects were devised
by a group of teachers under the auspices of Project Rise, funded by the National
Science Foundation Teacher Enhancement Grant. Students count bats that fly by
within a certain amount of time, record their count, air temperature and
estimated wind speed, then report their findings on an electronic network that
links students in the southeastern part of the state. Other students make records
of bird migration, and still others measure the diameter of trees in order to help
determine the age of New Hampshires forests. All of these projects combine the
use of technology and real life experiences in ways that not only vitalize learning
but also contribute to the adult knowledge base of the environment.

Enrichment Activities

The following activities can further enhance your knowledge on the

topics presented in lesson 5.
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1. Cut clippings or news items featuring the integration of

technology in the field of education.

2. You may also surf the Internet and download related articles on
how technology is (can be)integrated in education.

Other Suggested Activity

Analyze the story below adopted from the book Little Prince by
Antoine De Saint Exapery.
A journey with The Little Prince to the fifth planet, the smallest of all those that he visited.

When he arrived on the planet, he respectfully saluted the lamplighter.

Good morning. Why have you just put out your lamp?
These are the instructions, replied the lamplighter.
I do not understand, said the little prince.
There is nothing to understand, said the lamplighter. Instructions are instructions. Good morning.
And he put out his lamp. Then he mopped his forehead with a handkerchief decorated with red squares.
I follow a terrible profession. In the old days it was reasonable. I put the lamp out in the morning and in
the evening I lighted it again. I had the rest of the day for relaxation and the rest of the night for sleep.
And the instructions have been changed since that time. Asked the little prince.
The instructions have not been changed. said the lamplighter.
That is the tragedy, remarked the little prince. From year to year the planet has turned more rapidly and
the orders have not been changed.

3. Summary

Traditional methods are turning to be obsolete nowadays. The

present situation of the world tremendously brought new faces of
teaching and learning. It is high time for us teachers to be open
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with the new definitions of teaching and learning. Learners are

different today. They are active and prefer to go for interactive
learning environment. All these ask teachers to keep abreast on the
new concepts of handling them (learners), and consequently ask
teachers to retool her teaching competencies to suit the current
learning environment.

4. Exercise
Discuss the outputs of the enrichment activities. Talk about the
possibilities of adopting the technology if it has not been utilized in
the Philippine setting (or in your country). Come up with the list of
problems and concerns in adopting.

Consider the guide questions:

a. What is the technology that can be adopted?
b. How it can be adopted/used in teaching/classroom?
c. What are the problems/concerns that can possibly hinder
the adoption?