Method of Teaching

I. Trainer- Centered/ Passive/ Receptive

Learning

II. Student- Centered/ Active Learning

 PO N
W EA L D
N LY O R
E O H E W
S T H G E T
N I A N
AT I O C H
U C A N EL A
E I CH C
D M A N D
W H S O N
NEL
I. Trainer-centered classroom
I. Receptive Learning
 In the receptive mode of learning often
called teacher-centered education, the
teacher is the center of the classroom.
 The teacher is thought to be the source of
knowledge.
 Little or no time for practical activities,
discussions, group/pair works or
experiments are given.
 Cont’d
• “chalk” and “talk”
– The teacher is the authoritarian figure in
the workshop (maintains absolute control
over the class)
– Students are required to comply with the
commands of the teacher –”command”
style
– Learner makes only minimal decisions

5
 Cont’d
• Learners less likely to reason or learn for
themselves (teacher initiates all learning
responses)
• No student input; no deep learning
• Do not allow for creative thinking
• Assumes all individuals are of the same
abilities and motivations and therefore
restricts or hurries individual progressions.

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II.Student- Centered/ Active
Learning
2.1. Definition
 Active learning is any teaching/instructional
approach whereby all students are fully and
meaningfully engaged in the learning
process.
 Active learning / teaching by
tasks
• The teacher maintains control over what is
being learned and therefore can ensure that
the lesson meets the needs and
requirements of the curriculum.
• The teacher is able to move amongst the
class and supply individual feedback while
providing extension activities as required.

12
 Active learning / teaching by
tasks
• Allows trainees to experiment with a
variety of skills and techniques while
still allowing the teacher to direct student
learning.
• Allows trainees to develop at their own
rate and in their own direction.

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2.2. Purpose
 The intention of active learning methods is to
develop higher order levels of knowledge,
such as comprehension, application, critical
thinking, analytical skills and evaluation.
 Increases social interaction between
trainees.
 Cont’d
• Increases motivation levels & self-
confidence.
• Increases ones ability to work both
independently and as a member of a
group.
• Allows the teacher to provide more
individual feedback to members of the
class.

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 2.3.Common misconceptions about
active learning
 that lecture style / direct teaching / should be
completely abandoned. (Livingstone, 2001)

 It is simply group discussion and activities.

 Cont’d
 It is simply engaging only students’ brains.
 It is simply fashion without any research to
back it up.
 It does not fit the cultural context of
Ethiopian ATVET Colleges.
2.4.Challenges to using active
learning methods in Ethiopia

 Large classes
 Shortage of resources and facilities
 Course/Module content too large
 Student resistance
 Trainer’s resistance
 Trainer’s workload
 Lack of planning, ,preparation and time management
2.5.Strategies
• Be very systematic and organized;
• Prepare detailed session plans with group
activities;
• Establish ground rules for your students;
• Arrange seating in the rooms so that students
must sit in groups;
• move around the room in order to change the
dynamics and build a relationship with all
students.
 2.6. Features of active learners
Bentley and Watts (1995)
 Active learner is the one who actively listen,
read, write, discuss or be engaged in solving
problems.
 Initiate their own activities and take
responsibility for their own learning.
 Make decisions and solve problems.
2.7. Needs of active learning
 A non –threatening learning environments
 Active learners’ involvement in speculation,
experimentation and reformulation of ideas
is crucial.
 While doing so the students may make
mistakes.
2.8.Roles & Responsibilities of
Trainer’s
• Gives information;
• Organizes the activities through which students will
gather or use information;
• Guides them through the activities;
• Helps them to find additional sources of information;
• Makes sure they are thinking and analyzing;
• Check their progress regularly to make sure all
students are learning, and
• Gives remedial help when students do not understand
or falling behind.
• The six areas of activity(role) of the teacher can be
summarised as:
1 The teacher as information provider
2 The teacher as role model
3 The teacher as facilitator
4 The teacher as assessor
5 The teacher as planner
6 The teacher as resource developer.
Challenges of active learning

• Certain specific obstacles are associated with

active learning. These obstacles may come
from either the teachers themselves, the
students, education officials or the society as
a whole.
Challenges associated with teacher

• Some teachers do not like to practice active learning due

to various reasons; below are some of their reasons;
• To avoid chaos; some teachers think that when students
become physically active and move around, they make
more noise than in the teacher-centered classroom.
• Learners do not concentrate. There are teachers who feel
that students won’t be serious and do not concentrate on
learning if they practice active learning.
• Teachers like to teach the way they were taught. Here
there are teachers who are not accustomed to this mode
of teaching. So they prefer to teach the way they were
taught.
• Contents of the text books. The text books themselves, especially
of the old curriculum, in Ethiopian case, the textbooks consist of
long chapters full of information that encourage simple recall
questions (true/false, fill in the blank spaces, multiple choice etc).
With very little that requires students to use information in more
complex ways.
• Limited class time. If we take again the case of Ethiopian schools
one period lasts only for 40 minutes. So it seems difficult for the
teacher to set tasks, organize group, etc
• Covering the courses. Education and school officials demand
teachers to cover the courses with in the intended time.
Otherwise they will be criticized or even punished for not covering
the course in the intended period of time.
• Feeling an agent of transmitting knowledge.
Some teachers, for example, teachers of
mathematics believe that their subject
(course) is absolute. And they are there just
to pass the knowledge. (These teachers are
called Platonists)
•
Challenges associated with learners

• Learning, by its nature is an active process by

which learners individually and/or
collaboratively achieve understanding.
However, due to some barriers learners
themselves fail to take active involvement in
their learning. Some of the challenges could
be following.
• Learners prefer teachers to do all the work. Unless they are
provided with extended notes or much expectation, students do
not feel they are taught.
• Learners lack effort. This is becoming common in some of our high
schools that learners do not show much effort to develop their
skills of learning independently; unless they are told the tasks will
have marks.
• Learners become exam oriented. As the learners think that their
ultimate goal is to pass examinations and join colleges or
universities (high school students) they prefer rote memorization.
• Lack of confidence. Some students do not want to do or speak
before their friends or other people. Until they are sure that they
could do it. They feel, in case they make mistakes, friends or
teachers ridicule them.
BEST EXPERIENCES
OF
ACTIVE LEARNING
5C’s for authentic learning
1. Providing a menu of lessons for a
group of trainees
2. Interactive computer tutorials
3. Online website browsing
4. Trainees doing laboratory activities
5.Doing Scientific project work
6. Educational Game
7. Hands-on Simulations
8. Self-evaluation of efforts
9. Art & Entertainment
 Present project based work to the rest of the
group.
9.1. Project Model Examples
Model of Chlorophyll Molecules Genetics
 Conclusion
Student- Centered teaching
• Provides enormous opportunity for the
trainer to sit and coach small groups of
trainees so that:
• Allows the facilitator to respond to their
questions that they initiate as well as
• Listen their thinking
 6C’s – Caring
2LOVES- Trainer’s responsibility
1. The facilitator loves the subject and passion for the
subject- dedication
2. Provide trainees genuine and decisional love (not
emotional).

To motivate and inspire them in a powerful way.

 Free to teach , Inspire and push them to learn and

read a lot.
 Show up hard work- be a role model
To sum up
Air tight session plan / Well-organized &
disciplined / is important
Effective use of technologies is important
Standards vs creativity are also vital
Ask them about their co-curricular and part-
time jobs.
Cont’d
Help them to guide to their destiny/ future
Assist them to set –goals towards realizing
their dreams.
Let our country proud of us & them.
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