Teaching Methods PDF

# Teaching Methods ## What are Teaching Methods? - To educate is to impact knowledge, positive judgment, and a well-developed wisdom to the learner through a learning process. Formal education is the application of pedagogy, a body of theoretical and applied research relating to teaching and learn...

# Teaching Methods ## What are Teaching Methods? - To educate is to impact knowledge, positive judgment, and a well-developed wisdom to the learner through a learning process. Formal education is the application of pedagogy, a body of theoretical and applied research relating to teaching and learning. - Teaching is a deliberate activity done in a professional manner to bring a positive change on the learner; in order to teach well. - Teachers are guided by certain principles of teaching and learning that have great implication for teaching. - The term Teaching method refers to the general principles, pedagogy, and management strategies used for classroom instruction. - Method of teaching denotes the strategy by which a teacher delivers his/her subject matter to the learners based on some predetermined instructional objectives in order to promote learning in the students. - The choice of teaching method depends on what fits one's educational philosophy, classroom demographic, subject area(s), and school mission statement. - It comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning by students. - For a teacher to effectively adopt any teaching method, some factors must be considered. - The effective implementation of any curriculum depends to a large extent on the availability of various methods of teaching. - Thus to teach is to impact knowledge, an attempt to help the learner have a change of attitude and acquire skills through a series of planned activities (Buseri & Dorgu, 2011). - Simply put, teaching method is any teaching scheme that can be used to facilitate students' learning and satisfaction. - Different teaching methods may elicit different types of changes in learning outcomes. - Teaching methods are many and varied and could be used in different ways, considering, among others, the age of the learners, body configuration or physique of learners (able or disabled learners), academic ability/intelligence of the learners, number of learners, and, of course, the type of curriculum discipline which recognizes the fact that certain teaching methods are much more suitable to some disciplines than others. - According to Vikoo (2003), the types of teaching methods could be presented under three main categories: - Cognitive development methods - Affective development methods - Psychomotor development methods ## Cognitive Development Methods - Here, if the focus of the instructional objectives is to develop intellectual skills in learners, then the cognitive development methods of teaching are recommended. - Some of the teaching methods in this category include: - Discussion Method - Questioning/Socratic Method - Team Teaching Method - Talk Chalk/Recitation Method - Field Trip Method ## Affective Development Method: - This domain includes objectives which describe changes in interest, attitudes, and values. - It further deals with the development of appreciation and adequate adjustment. - Some teaching methods under this category include: - Modelling Method - Simulation Method - Dramatic Method - Simulation Games - Role-Playing Method ## Psychomotor Development Methods - These are activity-based methods of teaching that aim at motor skills development in learners. - This method requires that learners are able to illustrate, demonstrate, or perform certain skills using their manual dexterity. - It is a more student activity-based method. - This method includes: - Inquiry Method - Discovery Method - Process Approach Method - Demonstration Method - Laboratory/Experimentation Method - Programmed Learning Method - Dalton Plan/Assignment Method - Project Method - Microteaching Method - Mastery Learning ## Specific Teaching Methods - As already mentioned, there are several methods of teaching; the following methods will be discussed in this lesson: ### Lecture Method - Teachers are the main authority figure in this model. - Students' primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. - It is the primary role of teachers to pass knowledge and information onto their students. - It is a teacher-centred approach to learning. - Here the teacher assumes the role of a master of the subject matter. - The teacher is looked upon by the learners as an expert or an authority. - Strengths - Providing new information to a large group in a short period of time. - Contains experience which inspires. - Stimulates thinking to open discussion. - Is useful for covering underlying concepts, principles, and systems. - May stimulate learner interest in future study. - May be recorded for future use. - Limitations - Places the burden of promoting learning fully on the teacher. - "Tell me" mind-set in learners, passive audience - May be presented at the teacher's level of understanding rather than at the learners'. - Offers limited opportunities for assessment and feedback. - Can lead to learner overload as it is common for teachers to include too much information in too short a time frame. ### Brainstorming Method - The purpose of a brainstorming method is to discover new ideas and responses very quickly. - It is particularly a good way of getting bright ideas. - Participants are encouraged to let ideas flow freely, building on and improving from previous ideas. - No idea, however crazy, should be rejected. - These ideas are listed exactly as they are expressed on a board or flipchart, or written on bits of paper. - After a brainstorm session, the ideas can be discussed further and evaluated. - For example, listing the best options in a systematic way. - Ideas can be grouped and analyzed so that they belong to the group rather than individual. - Strengths - It encourages creative thinking. - It brings about deep thinking. - New ideas are generated. - It boosts self-confidence. - It brings about self-discovery. - Limitations - It can take too much time if the group is not properly controlled. - Some ideas may not be relevant or used. ### Problem Solving Method - In a problem-solving method, students learn by working on problems. - This enables the students to learn new knowledge by facing the problems to be solved. - The students are expected to observe, understand, analyze, interpret find solutions, and perform applications that lead to a holistic understanding of the concept. - This method develops scientific process skills. - This method helps in developing brainstorming approaches to learning concepts. - Problem-solving method aims at presenting the knowledge to be learnt in the form of a problem. - It begins with a problematic situation and consists of continuous, meaningful, well-integrated activity. - The problems are tested to the students in a natural way, and it is ensured that the students are genuinely interested to solve them. - Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically. - Problem-solving is a process; an ongoing activity in which we take what we know to discover what we don't know. - It involves overcoming obstacles by generating hypotheses, testing those predictions, and arriving at satisfactory solutions. - Tips - Ask questions and make suggestions. - Do not fear group work. - Help students understand the problem. - If students are unable to articulate their concerns, determine where they are having trouble. - Link errors to misconceptions. - Model the problem-solving process rather than just giving students the answers. - Take enough time. - Teach within a specific context. - Work as a facilitator. - Merits - Knowledge Retention - Develops Competencies - Context Specific - Method is scientific in nature. - Develops qualities of initiative and self-dependence in the students. - Reduced bias. - Better solutions. - Limitations - It is difficult to teach all topics of curriculum. - Can encourage dirty competition. - Possible lack of effective direction. - Time and resource constraints. ### Role-Play Method - In role plays, participants use their own experiences to play a real-life situation. - When done well, role plays increase participants' self-confidence. - It gives them the opportunity to understand or even feel empathy for other people's viewpoints or roles, and usually, end with practical answers, solutions, or guidelines. - Role play is useful for exploring and improving interviewing techniques and examining the complexities and potential conflicts of group meetings. - It helps participants to consolidate different lessons in one setting and are good energizers. - Strengths - Good energizers. - Promotes empathy of trainees for other situations. - Encourages creativity in learning. - Limitations - Participants might be reluctant. - May not work with trainees who do not know each other well. ### Demonstration Method - The most effective way to teach an occupational skill is to demonstrate it. - One of the two most essential teaching skills is the ability to demonstrate; the other is the ability to explain. - Demonstration means any planned performance of an occupation skill, scientific principle, or experiment. - Steps - Rehearse your presentation in advance of the lesson. - Anticipate any difficult steps, possible interruptions, etc. - Obtain all materials, tools, equipment, visual, and teaching aids in advance and check their useful condition. - Have all materials within reach and conveniently arranged. - Time the demonstration NOT to exceed 15 minutes. - Remove all extraneous materials; check lighting, visibility, student grouping, and proximity to electric. - Plan to use a skill or method to advantage; work from simple to complex, one step at a time. - Strengths - Minimize damage and waste. - Saves time. - Can be presented to large groups. - Limitations - Require careful preparation and rehearsal. - Requires special classroom arrangements. ### Group Discussion Method - Discussion is usually at a higher cognitive level and it develops critical thinking. Student's participation is necessary for a successful classroom discussion. - It is a student-centered teaching technique but requires careful planning by the teacher to guide discussion. Successful discussions are guided by specific teaching goals. - It involves a process of free guided discussion and expression of views and ideas on a given topic, question, or problem by the teacher. - In the students attempt to solve the problem or answer the question, students pair up in smaller groups for about 5 minutes or more, discuss the issue on ground, and then they are brought back for a full group discussion. - Various students are able to participate and are exposed to other students' ideas. - In small group students can discuss a complex issue and when they are brought back to the larger groups, these students can discuss their reactions, share ideas, and build on each other's suggestions. - This method encourages students' participation, develops critical thinking, develops students' ability to communicate, and problem-solving skills. It allows all to participate. - Characteristics of group discussion - A group is an aggregation of people interacting in face-to-face situations. - Group size: 6-12 members. - The participants are seated in a circle, so that each is fully visible to all the others. - Group leader - initiates the subject, helps the discussion in the proper manner, prevents side-conversations, encourages everyone to participate, and sums up the discussion in the end. - Rules - Express ideas clearly and concisely. - Listen to what others say. - Do not interrupt when others are speaking. - Make only relevant remarks. - Accept criticism gracefully and. - Help to reach conclusions. - Strengths - Pools ideas and experiences from the group. - Allows everyone to participate in an active process. - Helps participants explore pre-existing knowledge and build on what they know. - Facilitates exchange of ideas and awareness of mutual concerns. - Promotes development of critical thinking skills. - Develops leadership, teamwork, communication, and collaboration skills. - Promotes higher levels of thinking versus simple memorization. - Limitations - Not practical with more than 20 people. - Time-consuming. - It can get off the track or go for social conversations. - Dominating / shy participants. - Can be a challenge to ensure participation by all, especially in larger groups. - Can be frustrating for participants when they are at significantly different levels of knowledge and skill. ### Games/Simulation Method - This method entails a real-life activity in a simple manner that communicates the idea to the learners. - Example, If the "use of money" is the topic in class; the teacher gets two students to act a trader and a customer scene, where the customer buys the items from the trader with the money, in this scene, the use of money is depicted in a real-life situation. - This kind of simulation is better than mere verbal description. - Omieibi-David (2001) conceptualizes simulations as an imitation of real-life situations that requires participants to play a role that involves them in interaction with other people or with elements of the environment concerned. - The use of stimulation methods in classroom situations is devised to help students learn how things operate in reality. - Students are encouraged to act out the same roles and make decisions likened to real-life situations. - Therefore, simulation helps students to practice and understand adult roles and also develop the skills necessary for a successful adult life. - Simulation and games are used at all levels of education and create both intrinsic and extrinsic motivation in the learner. - Strengths - While simulation methods present the students' realities of life in concrete and simple forms, they are innovative and a welcome change in the learning experiences as compared to the routine classroom learning. - Limitations - Simulation problems shooting areas lies in the fact that it is time-consuming, very expensive, especially in an attempt to purchase a reasonable number for class use. - It also requires great classroom management.