Criteria forSelecting

Methodby: Rocelyn Joy R. Oxales

When considering method as a curriculum element, a knowledge of the principles of learning is valuable for teachers in their planning.

The following are theprinciples adapted from the works ofWheeler (1967)

1. Learning is active rather than passive, and the student should be involved actively.

2. Learning is more efficient if the student understands what he or she is learning.

3. Learning is affected by individual differences which are both innate and socially acquired.

4. Learning is strongly influenced by motives and values of the student.

5. The learners is more likely to generalize and discriminate if presented with a variety of learning experiences.

6. Learnings are multiple and simultaneous, even if only one outcome is the focus.

7. Learners react in different ways to the same learning situation.

8. Learning is more effective when immediate reinforcement is provided.

10. Learning is transferred when the similarity of different learning situations, and the possibility of transfer, are indicated

Teachers examine their selected spread of methods

in relation to the list of learning principles.

Raths (1971) presents criteria for identifying activities that has claims have inherent worth. These activities do not depend upon the prior stating of objectives.

They are simply value statements that might be

used to justify the selection of certain methods.

These other criteria are:• Variety• Scope• Validity• Appropriateness and•Relevance

VarietyThe importance of this

criterion has already been discussed, but the need for variety of method is also often linked to statements of objectives.

ScopeThis criterion is closely

related to that variety; it means that the range of methods must be broad enough to achieve all statements of objectives.

ValidityThe criterion of validity

means that the teacher must relate specific objectives to specific methods. A method is only valid if it helps achieve the objective.

AppropriatenessThe criterion of

appropriateness means that methods should be related to students’ interests, abilities and level of development.

RelevanceThe criterion of relevance

applies as much to the selection of method as it does to content. The selection of methods should relate to the lives of the students.