TEACHING STRATEGIES

What is teaching?Qualities of an Effective

TeacherDifferent Styles

Different StrategiesIdeas and Discussion

Presentation Overview

TEACHING

The mind is not a vessel that needs filling, but wood that needs igniting.

Plutarch AD 46 – AD 120

EDUCATION IS NOT LEARNING OF FACTS, BUT THE TRAINING OF THE MIND TO THINK.

Albert Einstein 1879- 1955

WHAT IS TEACHING?

CsCommunication

Collaboration

Critical Thinking Creativity

Choice

Caring

QUALITIES OF EFFECTIVE TEACHERSINTEREST AND EXPLANATION:

ONLY WHEN OUR INTEREST IS AROUSED IN SOMETHING, WE ENJOY WORKING HARD AT IT.CONCERN AND RESPECT FOR STUDENTS AND STUDENT LEARNING:

MAKING A SUBJECT SEEM MORE DIFFICULT THAN IT ACTUALLY IS, IS A MASQUERADE. GOOD TEACHING IS NOT MAKING THINGS “HARD”.

QUALITIES OF EFFECTIVE TEACHERS

APPROPRIATE ASSESSMENT AND FEEDBACK:

USING A VARIETY OF ASSESSMENT TECHNIQUES AVOIDS MEMORIZING. FEEDBACK IS A POWERFUL MOTIVATOR.

CLEAR GOALS AND INTELLECTUAL CHALLENGE:

SETTING HIGH STANDARDS AND CLEAR GOALS ARE VERY MOTIVATING.

QUALITIES OF EFFECTIVE TEACHERSINDEPENDENCE, CONTROL, AND ACTIVE ENGAGEMENT:

CREATING A SENSE OF STUDENT CONTROL OVER LEARNING AND INTEREST IN THE SUBJECT MATTER BY PREPARING SUITABLE TASKS TO THEIR LEVEL OF UNDERSTANDING.LEARNING FROM STUDENTS:

GOOD TEACHING IS OPEN TO CHANGE, IT NEEDS MODIFICATIONS IN ACCORDANCE WITH THE EVIDENCE COLLECTED.

DIFFERENT STYLES

AUTHORITY / LECTURE STYLE

•TEACHER-CENTERED•LONG LECTURE SESSIONS•ONE WAY PRESENTATIONS / TRANSACTION•STUDENTS ARE EXPECTED TO TAKE NOTES/ABSORB INFORMATION

CERTAIN HIGHER EDUCATION DISCIPLINESAUDITORIUM SETTINGS WITH LARGE GROUPSSUBJECTS LIKE HISTORY THAT NECESSITATE MEMORIZING NAMES, DATES, ETC.

LITTLE / NO INTERACTION WITH THE TEACHER LITTLE / NO INTERACTION AMONG THE LEARNERS

DEMONSTRATOR/COACH STYLE

• FORMAL AUTHORITY ROLE• TEACHERS DEMONSTRATE THEIR EXPERTISE BY SHOWING STUDENTS WHAT

THEY NEED TO KNOWVARIETY OF FORMATS (LECTURES, PRESENTATIONS, ETC.)

DIFFICULT FOR INDIVIDUAL NEEDS IN LARGE GROUPS

FACILITATOR / ACTIVITY STYLE

• PROMOTE SELF-LEARNING• HELP DEVELOP CRITICAL THINKING SKILLS• SELF-ACTUALIZATION

ASK QUESTIONS AND FIND ANSWERS BY EXPLORATIONIDEAL FOR SCIENCE SUBJECTS

TEACHER MUST BE WELL PREPARED TO GUIDE STUDENTS TOWARDS DISCOVERY RATHER THAN LECTURING

NO TESTING KNOWLEDGE THROUGH MEMORIZATION

DELEGATOR / GROUP STYLE

• BEST FOR CURRICULUM THAT REQUIRES LAB ACTIVITIES (CHEMISTRY, BIOLOGY, DEBATE, CREATIVE WRITING)TEACHER IS AN OBSERVER INSPIRES STUDENTS BY WORKING TOWARDS

COMMON GOALS TEACHER IS NOT A TRADITIONAL AUTHORITY FIGURE

HYBRID/BLENDED STYLE

• INTEGRATED APPROACH TO TEACHING THAT BLENDS TEACHERS’ PERSONALITY AND INTEREST WITH STUDENTS’ NEEDS AND CURRICULUM-APPROPRIATE METHODS.TEACHERS CAN TAILOR THEIR STYLES TO STUDENTS NEEDS AND SUBJECT

MATTER TRYING TO BE TOO MANY THINGS TO ALL STUDENTS CAN BE TIRING

WHATEVER STYLE

ENGAGE YOUR STUDENTS IN THE LEARNING PROCESSDEVELOP EFFECTIVE CLASSROOM MANAGEMENT SKILLSIMPOSE LESSON MASTERYCOMMUNICATE HIGH EXPECTATIONS CLEARLY

DIFFERENT TEACHING

STRATEGIES

LECTURE• TOP 1 PASSIVE METHOD• NEARLY 80%

EASY TO COMMUNICATE LARGE CHUNKS OF INFORMATION TO LARGE AMOUNT OF LISTENERS

MAXIMIZES INSTRUCTOR CONTROLNON-THREATENING TO STUDENTS

MINIMIZES FEEDBACK FROM STUDENTASSUMES UNREALISTIC LEVEL OF STUDENT UNDERSTANDINGDETACHES STUDENTS FROM THE LEARNING PROCESS

CASE METHOD• CLASSROOM LEARNING IS APPLIED TO REAL LIFE EXPERIENCES• EFFECTIVE WAY OF DISSEMINATING AND INTEGRATING KNOWLEDGE• STUDENTS ARE ENGAGED IN ACTIVE DISCUSSIONS ABOUT ISSUES IN PRACTICAL APPLICATIONTHERE ARE VARIETY OF SOURCES INCLUDING CURRENT EVENTS EXPOSING THE COMPLEXITY OF SOLVING CRITICAL SOCIAL PROBLEMS

DISCUSSION• A SUCCESSFUL PARTICIPATORY TEACHING

STRATEGY• BEGINNING A LESSON WITH A DISCUSSION

WILL REFRESH MEMORIES ABOUT THE ASSIGNMENT• USE DISCUSSIONS TO GENERATE IDEAS

TEACHER MUST PLAN CAREFULLYSTUDENT MUST PREPARE

ACTIVE LEARNING• STUDENTS APPLY WHAT THEY ARE LEARNING• THEY TALK, LISTEN, READ, WRITE AND REFLECT AS THEY APPROACH COURSE

CONTENT THROUGH • PROBLEM SOLVING EXERCISES• SMALL GROUPS• SIMULATIONS• CASE STUDIES• ROLE PLAYING

Grading contributions can be problematic

Teaching strategies should match the teaching objective of the particular lesson.

COOPERATIVE/GROUP LEARNING• ENCOURAGES SMALL GROUPS TO WORK TOGETHER TO ACHIEVE A COMMON GOAL.• FACULTY AND STUDENT INVOLVEMENT IN THE LEARNING PROCESS IS EMPHASIZED.

CAREFUL PLANNING AND PREPARATION IS MANDATORYGROUP FORMINGENSURING POSITIVE INTERDEPENDENCEMAINTAINING INDIVIDUAL ACCOUNTABILITYRESOLVING GROUP CONFLICTDEVELOPING APPROPRIATE ASSIGNMENTS AND RUBRICSMANAGING LEARNING ENVIRONMENTS

AUTONOMOUS LEARNING

AN AUTONOMOUS LEARNER• CAN ACCESS AND MANAGE INFORMATION TO FIND SOLUTIONS TO PROBLEMS• CAN USE EXPERIENCES TO MAKE DECISIONS• CAN UNDERSTAND HIS/HER OWN LEARNING STYLE• CAN HELP OTHERS LEARN• CAN BRING SOLUTIONS TO COMPLEX PROBLEMS

HOW CAN WE ACHIEVE THIS?