TASK: Assess four teaching methods and strategies used in your school and discus innovations that should take place to make them more effective and learner centred.
ASSESSMENT OF TEACHING METHODS AND STRATEGIES
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide
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Students should be given an opportunity to criticise and evaluate the topic of discussion and also logical and meaningful criticism should be appreciated and accepted. While the discussion is in progress, the teacher should make sure that every student is actively participating. Sometimes, the more talkative learners would tend to monopolize the discussion. In such cases Nacino-Brown et al (1982) proposes that the teacher should be quick but subtle in directing the discussion to involve the less able
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
This paper aims to discuss the different learning styles that people use, and the way in which to apply new teaching methods, in which to expand the learning strategies of students. Here are two quotes from P Honey which explains the purpose of this paper
After examining my use of effective classroom practices through the self-evaluation of current teaching practice worksheet, I identified several areas of teaching that I could improve in. The area that I chose to focus on was “students are carefully orientated to lessons.” Within that broad area I focused on the question if I communicated the objectives of the lesson to all students and checked to see if the students understood the objective. I posed the research question: What will the effect of clearly communicated objectives and expected learning outcomes be on the student mastery of the lesson objective?” By posing this question I expected the students to learn the objective and show mastery of the lesson objective.
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
Ornstein, A. C., & Lasley, T. J. (2004).Strategies for Effective Teaching. (4th ed.) New York: McGraw-Hill.
As I stated in prior questions, the information I have learned have provided me with a understanding of how a teacher can be effective in their classroom by using the strategies suggested. There are some strategies that are beyond a teacher control, therefore, they will need to create a different technique, but keep in mind the information each theory to be successful.
This first part of this module, Effective classroom focus on instruction design. I have learnt various methods to plan, resource, implement, analyze and evaluate teaching. I also recognize the importance of planning in classroom teaching. Although a good planning is a necessary condition for effective teaching, it is not sufficient because students¡¯ responses and behaviours are always unpredictable. Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management. Lastly, I will summarize the knowledge, skills and attitudes I learnt in this module and their importance for my professional development as a teacher.
best learning style for each person, there does seem to be a best way to present different types of information. For most kinds of material there is an overwhelming better way to teach it” (Jacobs,
The third strategy is training strategies as proposed by Cross (1991) and Allen (1983). The purpose of strategy training is to teach students strategies for independent vocabulary learning (i.e. guessing meaning from context, word building, dictionary use and
Different approaches will be used to identify the cognitive processes that takes place in people when creative thoughts are involved. Experimental study will be used carry out the research. This will be essential since inferences will be drawn from the observations that will be made from the experiment. This will help in identifying the causative agents in places. The main area here the study will be carried out is a business organization. About ten employees will be randomly selected to answer out certain specific questions that will be asked to them. These will include questions such as what they would like to invent or improve in their current environment or whatever they have planned to do. This will involve a lot of brainstorming to the employees. A case study about the company will also be carried out. This will involve going through the history of the company to look at the improvements it has made since its inauguration. These will be based on the kinds of products that it has invented or improved and the names of individuals who carried out such improvement activities.
There is another group of teachers. They think that because there are so many different teachers, school subjects, learning levels, and students, it is impossible that one method could be suitable to all. On the other hand, considering that every method has its weakness and strength, these teachers argue that the best choice is to select different methods for teachers and learners in different contexts.
In the traditional teacher-centered classroom, teachers are expected to be the subject matter experts. They present the information in textbooks and when students asked questions, it is the job of the teacher to guide the students to think in such a way that they arrive at ‘correct’ answers (Carter, 1997). Students are also expected to learn factual-based knowledge and assessment is often based on the information they delivered from their rote skills. In the 21st century classroom, the role of teachers is to facilitate learning by coordinat...
Barry, K. & King, L. (1998). Beginning teaching and beyond (3rd Ed.). Katoomba, New South Wales: Social Science Press.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.