Dramatization Method

Dramatization has been described as a ‘synthetic art’, involving the purposive co-ordination and control of the delicate organs of speech and muscles of the body combined with a sense of rhythm, with a view to free and intelligent expression of emotions and ideas.

• Drama has its great social value.
• It is a co -operative enterprise and develops the qualities of co-operation and social understanding
• There are many activities in a drama, and as such students of diverse aptitudes get chance to choose items for which they are best suited and satisfy their urges, e.g.: self-expression through the various activities of a drama

Selection of play

• Plays chosen should depict the evils of the social customs
• A play should have a literary value also
• The students should be able to understand and appreciate the play
• It should also have entertainment value
• It should be free from objectionable subject matter
• There should be no vulgarity in the play

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Supervised Study Method Merits and Demerits

 

Supervised Study Method

Arthur C Binning and David H Binning describe that “by supervised study we mean the supervision by the teacher of a group or class of pupils as they work at their desk or around their tables”Visit

• teacher is always ready to direct and aid them
• supervised study emphasis individual attention
• supervised study emphasis individual attention
• provide better pupil teacher relation
• development of skills...See more

Main developed skills are……….

• Skill as to how to read social studies material
• Skill as to how to use encyclopedias
• Skill as to how to use dictionaries
• Skill as to how to use maps atlases, indexes and almanacs.
• Skill as to how to read graphs..See more

Limitations

• Destroys the supremacy of teachers
• As they play a secondary role in the teaching learning process
• It is a costly method
• bright people is not helped under this method and in some cases is even hindered by the method
• It requires the lengthened school day, which is not possible due to various pressures of co-curricular activities....See more

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PROJECT METHOD Merits And Demerits

 

PROJECT METHOD

Project method is based upon the ideas of the great American educationalist, Mr. John Dewey. The credit of developing these ideas into a method goes to Mr. William Kilpatrick. According to him ‘A project is a whole hearted purposeful activity, proceeding in a social environment’

According to Stevenson : “A project is a problematic act carried to completion in its natural setting”.

According to Dewey, Children should be given education to satisfy their needs of life and the school should function like a mini society in which and through the students would acquire education by engaging themselves in a variety of group projects nothing is forced upon children .The teacher acts only as a guide.

Steps in project method

• Providing a situation
• Choosing the project
• Planning the project
• Executing the project
• Evaluation of the project

Merits

• It gives freedom to children
• It enable the children to learn from their own experience
• It is free from the defects of the text book method
• It is a natural method of acquiring knowledge
• It gives training in social adjustment
• It gives training in democratic way of living
• It trains the children in solving problems
• It helps the teacher to understand his pupils

Demerits

• It hampers the completion of syllabus
• There is a possibility of giving more importance to less importance
• It may lead to unsystematic learning
• It may lead to monopolization by some students
• It may disturb the school working system
• It increases work load of teachers
• It is an expensive method

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PROBLEM SOLVING METHOD Merits and Demerits

 

PROBLEM SOLVING METHOD

• ‘How we think’ reflects this approach
• In this method the learner is required to solve a problem, making use of his previous knowledge.
• According to Dewey ‘the problem fixes the end of thought and the end controls the process of thinking’ For more info

Criteria for problem selection

• The problem should be intellectually challenging to children.
• The problem should not be entirely unfamiliar to the learners it should be related to their previous experience
• The problem should be related to a basic human activity
• The problem should have practical relevance
• The problem should have the potential to create interest among in the specific problem in particular and problem solving in general. For more info

MERITS

• It serves as a preparation for adult life
• It develops the power for critical thinking
• It makes pupil active recipient of knowledge
• It develops values of tolerance and open mindedness
• It helps for the easy assimilation of knowledge
• It helps to establish harmonious relations between teacher and pupils. For more

DEMERITS

• This method will become monotonous if used too frequently
• The problem solving method can easily lead to the selection of trivial and untimely topics
• This is appropriate for developing cognitive competencies, but not for bringing about affective changes. For more

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LECTURE METHOD Merits And Demerits

LECTURE METHOD

“simply means teaching through lecture”

• Teacher explains the matter in simple and understandable manner.
• The method is particularly used in the secondary classes and above.
• This method can be used to motivate students, to clarify, to review and to expand contents.
• Lecture method is for imparting authentic, systematic and effective information about some events and trends
• It gives the students training in listening
• It develops good audience habits
• It provides opportunities of correlating events and subjects
• It enables the linkage of previous knowledge with the new one 
• Merits
• A well prepared and a well delivered lecture can make social studies interesting
• Lecture gives the teacher an opportunity to come into immediate contact with the pupils
• Lecture gives the pupils training in in listening and taking rapid notes
• Lecture saves time and energy
• Good lectures stimulate brighter student
• It facilitate rapport between the teacher and the taught
• It is more useful for brilliant students
• It helps the implementation of others

Demerits

• Makes students inactive
• There is a very little scope for pupil activity
• May include irrelevant material
• Discourage self-effort by the students
• Every teacher is not expert enough to deliver lecture
• The pupil lose opportunity to make self-study
• Lecture can soon result in monotony
• Lecturing is against the principle of ‘learning by doing’
• An average students may not be able to fix up their attention to a lecture of 40-45 minutes

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Methods and Strategies of Teaching Social Science

 

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Methods and Strategies of teaching social science

A teacher has to make use of various kinds of methods, devices and techniques of teaching. A teacher has to make use of a suitable method for making his teaching meaningful, purposeful, interesting and effective. A good method of teaching can bring out good results even from a weak curriculum. On the other hand a bad method of teaching can make a mess of a good curriculum. Therefore, it can rightly be said that success or failure of teaching depends on its methods. The methods of teaching should be according to the needs and interests of learners.

Characteristics of a good teaching method

• It should provide a group of related experiences and activities, arranged on an individual as well as group basis.
• It should give scope for the creative expression of the child’s individuality.
• It should rouse a large range of interest in the minds of the students.
• It should shift emphasis from verbalism and memorization to learning through purposeful, concrete and realistic situations.
• It should train the students in the techniques of self-study and the methods of acquiring knowledge through personal effort or intuition.
• It should stimulate the desire for further study and explorations.
• It should awaken an interest in the materials and techniques used by social scientists.

Factors which determine the selection of a teaching method

• The nature of the child
• The objectives of instruction
• The nature of the subject matter
• Class room environment
• Expertise of the teacher who adopts a method

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