APPROACHES EXPLANATION SUGGESTED METHODS ADVANTAGES DISADVANTAGES EXAMPLES
Didactic This is presentation by a one-way communication in which either the teacher (i.e.
by means of chalk and talk) or some media (e.g. a film or a TV programme) pass on information to the students.
Teacher talks This is the verbal
presentation by teacher to the whole class about a topic.
- There will be a better control on class management.
- The message can be transmitted efficiently and systematically.
( A great deal of information or ideas can be passed on from
teacher to all students within a short period of time)
- There is only one-way communication, teacher may not know the queries of students.
- It assumes all students interested in the topic and can concentrate throughout the whole lesson, but it may not be a fact.
Secondary 1 To teach the factors leading to the development of industries in Hong Kong after 1949.
Questioning This is the teacher presentation supplemented by questioning.
- It can make students pay more attention in the lesson.
- It can enable teacher to judge whether students have understood the topic.
- It may lead to feeling of failure if the questions are too difficult to answer.
- It requires a good preparation on the setting of questions.
Secondary 1
To teach the different sources of water supply, then use questions to judge whether students really understand the topic.
APPROACHES EXPLANATION SUGGESTED METHODS ADVANTAGES DISADVANTAGES EXAMPLES
Socratic This is presentation by a pattern of two-way
communication in which the teacher and the students give reciprocal stimulation in the form of questioning and discussion.
Discussion
Students are divided into several groups and required to discuss on a topic, then, with the help of teacher, their ideas are summarised through whole-class discussion.
- It can arouse students ’ incentive to learn.
- It can develop students ’ organising skill.
- It can enforce the inter-flow of ideas between teacher and students.
- It requires close super-vision for some students may not participate in group discussion.
- It is time-consuming in teaching.
Secondary 2 Discuss on a current topic of educational issue that arouses public concern.
Heuristic This is chiefly a way of learning by self-discovery.
Students are organised to take part in learning activities in which
understanding and attitudes are developed as a result of simulation and direct experience in semi-authentic situations.
Note-making
Ask students to identify the main ideas in the textbook and copy down in an exercise book for future quick reference.
- It can develop students ’ comprehensive power.
- It can help students to prepare a set of systematic materials for future reference.
- It may become meaningless if students only copy the notes from the blackboard.
Secondary 1 Ask students to identify the danger of accidents when using electricity and other fuels, then write them down in their note-books for future reference.
APPROACHES EXPLANATION SUGGESTED METHODS ADVANTAGES DISADVANTAGES EXAMPLES
Heuristic Scrapbooks and record
books
Students are asked to collect and paste newspaper clippings, photos, pictures and other reference materials about a topic in a
scrapbook. Also, students can make note of the relevant TV and radio programmes which they have viewed or listened.
- It can arouse the students ’ interest of learning.
- It can develop students ’ skill of information collection.
- It is difficult to grade students ’ standard.
- It is difficult to identify the contribution of individual students if the work is done in group.
Secondary 2 Ask students to collect leaflets, newspaper cuttings, etc. on rights and duties of patients and paste them in the scrapbooks.
Debate
Select a topic in which controversial views can be found , ask students to collect information and conduct the debate in class.
- It can develop s tudents ’ initiative and organising skills.
- It can activate students ’ participation.
- It can teach students how to put questions on the deficiencies in other’s arguments.
- It can identify students ’ values and attitudes.
- Not all students can participate in the debate.
- It is difficult to summarise students ’ arguments for their non-mature presentations.
- It is time-consuming in teaching.
Secondary 2
Organise a debate on a current topic of social welfare issue that arouses public concern.
APPROACHES EXPLANATION SUGGESTED METHODS ADVANTAGES DISADVANTAGES EXAMPLES
Heuristic Role-playing
Provide sufficient background information of a social issue, then assume a meeting is held, students are assigned specific roles concerned and are required to express their own ideas to solve the problem.
- It can activate students ’ participation.
- It can arouse students ’ interest of learning through participation.
- It can identify students ’ values and attitudes.
- It is difficult to operate in a traditional classroom.
- Students may not be able to give practical suggestions due to insufficient information.
- It is time- consuming in teaching.
Secondary 2 Divide the class into groups receiving different types of social welfare assistance. Each group discusses how to write a petition to the Government stating their needs and requirements.
Presentation
Students are asked to collect information related to an issue (including newspaper cuttings, pictures, photos ...etc.) at home, in industry, commerce and community services, then they are asked to present their findings in class.
- It can activate students ’ participation.
- It can develop students ’ initiative and organising skills.
- It can lead to intuitive understanding and increase students ’ self-confidence and self-reliance.
- It requires provision of wide range of resources.
- It is time- consuming in teaching.
Secondary 3 Ask students to conduct a survey to compare the a. rent/ price;
b. living environment;
c. facilities; and d. others
between a public and a private housing estates. Then students are required to present their findings.
APPROACHES EXPLANATION SUGGESTED METHODS
ADVANTAGES DISADVANTAGES EXAMPLES
Heuristic Project work
Choose an appropriate topic, provide background information, then ask students to collect more information through observations, interviews or issuing questionnaire ...
etc. Finally students are required to write a report and exhibit their findings.
- It can arouse students ’ interest of learning.
- It can develop students ’ initiative and organising skills.
- Students can have in-depth understanding of the topic through information collection.
- It requires time in teaching the
‘methodology’ of carrying the project.
- It is difficult to identify the contribution of individual students.
- It is difficult to grade students’
standard.
Secondary 3
Ask students to visit a new town and collect information related to its history, facilities available and recent development, then they are asked to write a report and exhibit their findings.