Instructional Design Quiz

Tools and Methods of Teaching (NURP 4405)

• Teaching is a multifaceted process, not just about imparting knowledge, but also about stimulating learning and fostering critical thinking.
• Teaching is a business where profit is derived from student, parent, community and teacher themselves.
• Time is money in the teaching profession, teachers who don't see this waste a lot of time doing other things.
• A good teacher should understand teaching's purpose in order to make the correct classroom decisions.
• Teaching and learning are two sides of the same coin, learning must be the outcome.
• A teacher should act as a facilitator, leading learners to discover solutions, rather than imposing their wisdom.
• Effective teaching entails employing varied methods and strategies in order achieve the educational goal.
• Teaching needs to meet the learning needs of all students, including those struggling to keep up.
• Teaching can be considered as an art and a science. It's both a skill requiring inherent talent and a systematic approach to be effective.
• The nature of teaching involves mastering action system skills and subject matter knowledge.
• Effective teachers possess a multitude of skills, including communication, listening, leadership, and preparation.

Nature of Teaching

• Teaching is a dynamic activity, not simply a matter of repeating information, but about facilitating understanding.
• A teacher needs to understand the characteristics of a good learner and adapt teaching approaches.
• A good teaching environment is one where learners are motivated and feel comfortable participating.
• Effective teachers use a variety of teaching approaches to meet diverse learning needs.

Who Is a Teacher?

• A teacher is a person who facilitates learning, not just a dispenser of knowledge; rather a skilled facilitator, enabling students to develop skills.
• Effective teachers use different resources, like opportunities and materials, to transform student learning.
• Teaching is a skill gained from experience, not solely through innate ability.

What Then Is Teaching?

• Teaching is viewed as both an art and a science, reflecting its inherently human and skillful aspect as well as its underpinning in tested approaches and theories.

Teaching as an Art / Science

• Teaching is considered an art because some teachers possess natural talents and abilities to teach.
• Teaching is viewed as a science because it is based on scientifically tested theories and approaches.
• The ability to teach is a skill that needs to be developed and refined by any individual whether innate or not.
• Teaching is a complex process that involves skills, knowledge, planning, management of the classroom environment.

Characteristics of a Good Teacher

• Good leaders have expert communication skills.
• Excellent teachers possess excellent listening, subject matter knowledge and build positive relationships with students.
• Teachers require excellent preparation, strong work ethic, and community-building skills to foster a supportive learning environment.
• Effective teachers possess a high level of expectation for all their students to perform to the best of their abilities.

Learning

• Teaching and learning are actions that are necessary to achieve an educational goal.
• Effective teaching is seen as generating intended outcomes and a change in a student’s behavior.
• Learning is a relatively permanent change in behavior that is often intentional (e.g., attending a course).
• When we learn, we are changing an attitude, a skill, or an understanding of a scientific law.

Processes Involved in Teaching and Learning

• Learning and teaching involves continuous steps, Planning, Implementing, Evaluating as well as Assessment.
• Teaching-learning is a continuous processes, a set of actions carried out in a specific order. The steps often include planning, implementing, and evaluating. The cycle of these steps allows for improvement in teaching quality.

Planning Phase

• Planning is the initial step in the teaching-learning process, where teachers consider various factors before implementing the lesson.
• The planning phase includes deciding on the needs of the learner, content to be taught, the achievable goals, the motivation to achieve these goals, and suitable strategies to put things into action.
• Factors like learners' experience, material resources, relevant time needed, teacher-related considerations should be taken into account when planning.

Implementation Phase

• Implementation is putting the planning steps into action.
• Teachers use various teaching methods and strategies, including lecture method, discussion method, role play, and peer teaching, to achieve the educational goals.
• Teachers need to give a clear introduction, provide explanations, use relevant materials, and vary their teaching approach in the implementation phase to keep students engaged.

Assessment Phase

• Assessing learning outcomes involves measuring the results of the teaching-learning process.
• The assessment phase considers the learning outcome, diagnoses problems, improves the teaching methods, and provides feedback.
• Learners can be screened or certified for promotion, and their parents can be informed of their performance.

Conducive Learning Environment

• A conducive learning environment is one where all learners can learn more easily.
• The conducive environment is not solely about meeting academic needs; it also should integrate social-emotional, economic, and occupational requirements.
• A Conducive learning environment features sufficient classroom management and a harmonious interaction between both participants and the educator.

Instructional Objectives

• Instructional objectives specify what learners should be able to do after completing a lesson or a course of study.
• Well-formulated objectives guide the teaching-learning process and are the ultimate goals and destination of learners.
• They serve as a foundation upon which to evaluate achievements, provide direction for lessons, and determine educational outcomes.
• Instructional objectives help both teachers and learners to understand the desired learning outcomes, offering clarity to teaching objectives and aiding in effective teaching.
• Objectives are measurable and behavioral, reflecting observable actions or changes in learners' understanding.
• Well-defined instructional objectives are central to creating efficient, meaningful, and effective learning experiences for all involved.

Characteristics of Good Objectives

• Good objectives provide clarity, conciseness, and specificity, serving as a roadmap for effective teaching.
• Measurable outcomes are achievable through a structured approach and methods to assess learner outcomes.
• Objectives should have a behavioral component, focusing on measurable, performance-oriented changes in understanding or skills.

Objectives

• Objectives are vital to effective lessons and learning.
• A good lesson should have specific instructional objectives that set the limits of the content.
• Objectives can assist in determining suitable methods to employ.

Formulating Good Objectives

• Carefully defining objectives ensures the teaching process is targeted towards demonstrably achieving goals and expected learning outcomes.
• Effective objective statements use clear, action-oriented language to reflect the knowledge, skills, and understanding students are expected to gain by the lesson's end.

Categories of Objectives

• Learning objectives are categorized into cognitive, psychomotor, and affective domains.
• The cognitive domain focuses on intellectual skills and knowledge acquisition.
• The psychomotor domain concerns skills involving physical or motor movements.
• The affective domain focuses on changes in feelings, values, and attitudes.

Bloom's Taxonomy

• Bloom's Taxonomy outlines six levels of cognitive learning arranged hierarchically from lower-order to higher-order thinking skills.
• Students progress from recalling facts to applying conceptual knowledge, analyzing, synthesizing, and evaluating complex information.
• This framework provides a structured approach to understanding and achieving cognitive learning objectives.

Psychomotor Domain / Affective Domain

• Psychomotor domain encompasses behaviors relating to skill development, involving physical movements, manipulations, or handling of equipment.
• Affective domain deals with changes in attitudes, values, feelings, interest, and appreciations.