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As
we embraced the 21st Century of the education system in our country we cannot
deny the fact that there are teachers still depend on the 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.

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.

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        Cleary, these practices should already
be a thing of the past since they are obsolete and antiquated. While the
traditional method arranges last among the teaching methods in terms of the
desired learning outcomes, it is still popular with a great member of the teacher.

What makes
the traditional method different from the innovative one? According to Garcia
(1997) differentiated them:

 

Traditional
Method

1.    This method calls for teacher’s monopoly of
the teaching-learning

 process.

2. This
usually restrains 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 invincible causing the teacher to bog down in his teaching

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.    Accentuates the “why” and the “how” of learning,
thus encouraging students to do investigatory and exploratory work

5.    Requires teacher’s creativity 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.

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