TEACHING METHOD

It is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is

more procedural.

5 EXAMPLES OF TEACHING METHOD

1. THE DISCUSSION METHOD

Discussion involves two-way communication between participants. In the classroom situation an instructor

and trainees all participate in discussion. During discussion, the instructor spends some time listening while

the trainees spend sometimes talking. The discussion is, therefore, a more active learning experience for

the trainees than the lecture.

A discussion is the means by which people share experiences, ideas and attitudes. As it helps to foster

trainees involvement in what they are learning, it may contribute to desired attitudinal changes. Discussion

may be used in the classroom for the purpose of lesson development, making trainees apply what they

have learnt or to monitor trainees learning by way of feedback.

2. BUZZ GROUPS

Another method of instruction is the buzz group. During a longer session, the plenary group can break into

sub-groups to discuss one or two specific questions or issues. The room soon fills with noise as each sub-

group ‘buzzes’ in discussion. If appropriate, after the discussion one member of each group can report its

findings back to the plenary. Buzz groups can be in pairs, trios, or more depending on the activity. People

turn to their neighbours for a quick buzz, or form larger groups of three or more. This allows almost every

one to express an opinion. While they are buzzing, participants are able to exchange ideas and draw on

their wide collective experience. It may provide a good opportunity for trainees to reflect on the content of a

lecture. A good buzz session will generate many ideas, comments and opinion, the most important of which

will be reported back.

3. DEMONSTRATION METHOD
As the name implies, in the demonstration method the teacher or an assigned student or group shows how

a process is done while the students become observers. The demonstrator is knowledgeable in preparing

the apparatus needed according to the steps followed. The rest of the class becomes focused on the

activity and concentration on the subject is assured.

4. BRAINSTORMING

The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is

particularly a good way of getting bright ideas. It differs from the buzz groups discussion in that the focus is

on generating as many ideas as possible without judging them. In this technique, all ideas are given equal

credence. 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. The combination of swiftly generated ideas usually leads to

a very animated and energising session. Even the more reserved participants should feel bold enough to

contribute. The purpose of listing responses is to collect existing experiences and thoughts. Unlike a buzz

session, a brainstorm session can work well with a large group and usually takes less time. It is best to limit

the time for plenary brainstorms, as you might lose the attention of some participants.

5. ROLE PLAYS

In role plays, participants use their own experiences to play a real life situation. When done well, role plays

increase the participants self-confidence, give 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

plays are useful for exploring and improving interviewing techniques and examining the complexities and

potential conflicts of group meetings. They help participants to consolidate different lessons in one setting

and are good energisers. However, role plays can be time-consuming and their success depends on the

willingness of participants to take active part. Some trainees may feel a role play is too exposing,

threatening or embarrassing. This reluctance may be overcome at the outset by careful explanation of the

objectives and the outcome. Some role plays can generate strong emotions amongst the participants. It is

therefore essential that a role play is followed by a thorough debriefing. This provides the opportunity for

the trainer and the participants to raise and assess new issues.

TEACHING APPROACH
 It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the

classroom.

5 EXAMPLES OF TEACHING APPROACHES

1. LEARNER-CENTERED APPROACH

In which it is premised on the belief that the learner is also an important resource because he/she too

knows something and is therefore capable of sharing something.

2. CONSTRUCTIVIST APPROACH

The students are expected to construct knowledge and meaning out for what they are taught by connecting

them to prior experiences.

3. INDIRECT OR GUIDED APPROACH

The teacher guides the learner to discover things for himself or herself. The teacher facilitates the learning

process by allowing the learner to be engaged in the learning process with his/her guidance.

4. INTEGRATED APPROACH

It makes the teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary)

or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and

multidisciplinary.

5. INTERACTIVE APPROACH

In this approach, an interactive classroom will have more student talk and less teacher talk. Students are

given the opportunity to interact with teacher and with other students.

TEACHING STRATEGY
 It is a long term plan of action designed to achieve a particular goal.

5 EXAMPLES OF TEACHING STRATEGIES

1. COOPERATIVE LEARNING

Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to

work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a

synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range

of group interactions such as developing learning communities, stimulating student/faculty discussions, and

encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and

student involvement in the learning process.

2. ACTIVE LEARNING

Meyers and Jones (1993) define active learning as learning environments that allow students to talk and

listen, read, write, and reflect as they approach course content through problem-solving exercises, informal

small groups, simulations, case studies, role playing, and other activities -- all of which require students to

apply what they are learning. Many studies show that learning is enhanced when students become actively

involved in the learning process. Instructional strategies that engage students in the learning process

stimulate critical thinking and a greater awareness of other perspectives. Although there are times when

lecturing is the most appropriate method for disseminating information, current thinking in college teaching

and learning suggests that the use of a variety of instructional strategies can positively enhance student

learning.

3. CASE METHOD

Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has

proven to be an effective way of both disseminating and integrating knowledge. The case method is an

instructional strategy that engages students in active discussion about issues and problems inherent in

practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role

playing ambiguous or controversial scenarios. Course content cases can come from a variety of sources.

Many faculty have transformed current events or problems reported through print or broadcast media into

critical learning experiences that illuminate the complexity of finding solutions to critical social problems.
The case study approach works well in cooperative learning or role playing environments to stimulate

critical thinking and awareness of multiple perspectives.

4. DISCUSSION STRATEGY

There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole

group discussion to refresh students memories about the assigned reading(s). Other faculty find it helpful to

have students list critical points or emerging issues, or generate a set of questions stemming from the

assigned reading(s). These strategies can also be used to help focus large and small group discussions.

Obviously, a successful class discussion involves planning on the part of the instructor and preparation on

the part of the students. Instructors should communicate this commitment to the students on the first day of

class by clearly articulating course expectations. Just as the instructor carefully plans the learning

experience, the students must comprehend the assigned reading and show up for class on time, ready to

learn.

5. DISTANCE LEARNING

Distance learning is not a new concept. We have all experienced learning outside of a structured classroom

setting through television, correspondence courses, etc. Distance learning or distance education as a

teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance

learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the

same place at the same time' (Gilbert, 1995).

TEACHING TECHNIQUE

It is a well-defined procedure used to accomplish a specific activity or task.

5 EXAMPLES OF TEACHING TECHNIQUES

1. GAMIFICATION

Learning through the use of games is a method that has already been explored by some teachers,

especially in elementary and preschool education. By using games, students learn without even realizing.

Therefore, learning through play or ‘Gamification‘ is a learning technique that can be very effective at any

age. It is also a very useful technique to keep students motivated. The teacher should design projects that

are appropriate for their students, taking into account their age and knowledge, while making them
attractive enough to provide extra motivation. One idea may be to encourage students to create quizzes

online on a certain topic. Students can challenge their peers to test themselves and see who gets a higher

score. In this way, students can enjoy the competition with peers while also having fun and learning.

2. FREE ONLINE LEARNING TOOLS

There is an array of free online learning tools available which teachers can use to encourage engagement,

participation and a sense of fun into the classroom. Teachers can create an interactive and dynamic

classroom environment using, for example, online quizzes to test student’s knowledge.

3. SELF-LEARNING

Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to force

students to memorize large reams of text that they will either begrudgingly recall or instantly forget. The key

is to let students focus on exploring an area which interests them and learn about it for themselves.

4. DESIGN THINKING

This technique is based on resolving real-life cases through group analysis, brainstorming, innovation and

creative ideas. Although “Design Thinking” is a structured method, in practice it can be quite messy as

some cases may have no possible solution. However, the Case Method prepares students for the real

world and arouses their curiosity, analytical skills and creativity. This technique is often used in popular

MBA or Masters classes to analyze real cases experienced by companies in the past.

5. FLIPPED CLASSROOM

The Flipped Classroom Model basically involves encouraging students to prepare for the lesson before

class. Thus, the class becomes a dynamic environment in which students elaborate on what they have

already studied. Students prepare a topic at home so that the class the next day can be devoted to

answering any questions they have about the topic. This allows students to go beyond their normal

boundaries and explore their natural curiosity.