Teaching Strategies Iv - Developmental Method

• Considered as one general method of wide application in the educative process. • Developmental method is the teachers application of some theory of educational experience and learning principles.

• When used to develop thinking which involves the manipulation of idea, data, or facts, developmental method is the best procedure. • This method is also valuable as a means of diagnosing class and pupils needs.

• It also provides for the psychological application of the principles and laws of learning. • A teaching method is good when it stimulate thinking and reasoning of the part of the pupils/students.

The developmental method will be effective insofar as the teacher provides the following steps: • Motivation – preparing the pupil for learning is the first step in a good teaching procedure. • Development - the purpose of this step is to realize the aims of the teacher and learners. • Application – this step refers to the application of the facts learned or principle, or rule through the cooperation of teacher and the learners.

The following points must be taken into consideration by the teacher in the use of the developmental method: 1. This method should be used only if the teacher has a thorough mastery of the subject- matter and when the pupils have the ability and experience necessary to understanding. This method is a reasoning procedure; hence, the teacher must be a master of the learning situation.

• 2. The teacher must bear in mind that effectiveness of the method depends upon the direction and guidance given by the teacher and the participation of the pupils in the learning process. This method must be employed under the careful guidance of the teacher.

• 3. The materials or activities to be experienced must be planned and organized psychologically. In other words, activities or subject-matter must be organized according to the interests and needs of the pupils. The teacher should select those activities essential and desirable for the particular learning situations. Likewise, the objective of the learning situation and the generalization to be developed must be taken into consideration.

• 4. The principles of apperception plays an important role in the operation of this method. First-hand experiences of the pupils must be utilized in the formulation or generalization. Conclusion and generalization must be the product of their own thinking.

• 5. The principle of belongingness must be utilized in developing the lesson. Only the experiences of the pupils belonging to the new lesson must be brought out in the discussion. They must belong to the content or learning that the pupils had already experienced. Knowledge and skills learned in the classroom could be of real use to the pupils if these are in some way related to past learning.

• 6. There should be judicial use of illustrative materials in developing the lesson. Illustration facilitate understanding and are a source of interest. Illustrative materials or devices must be made regular parts of the developmental method.

• 7. The principle of exercise plays an important part in the last step of this method. Exercise or use is a powerful aide to learning. Application must be planned to make maximum use of recall or exercise. Subject-matter is mastered by use, drill, and review. Practice in applying insight is the best test of the real mastery of understanding.

• 8. The use of this method varies from one learning situation to another. There is no one best procedure in developing lesson or organizing the activities. Both inductive and deductive procedures may be used in developing a lesson or subject-matter. Skillful questioning is essential in bringing out relationships sought.