teaching models, approach, strategy, and methods: an€¦ · • teaching method tend to be...

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Teaching models, approach, strategy, and methods: An

overview

By:

Assoc. Prof. Dr. Yeo Kee Jiar School of Education,

Faculty of Social Science and Humanities FSSH/FSSK 18 July 2018

Analogies…

• Teaching is like fishing…

– You use different lures for different fish

– You use different methods for different learners.

• Teaching is like beautiful music…

– Where, instructional methods are the instruments

– When played alone they make sound…

– When played together in tune, rhythm, and feeling, they become amazing music!

How learners interact in different instructional approaches

What is a “Method”?

a procedure or process for attaining an object: as

a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction

b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques

Objective oriented activities and flow of information between teachers and students

Methods, Strategy, Aid, Approach

• Teaching Method tend to be synonymous with technique according to Webster

• Teaching Strategy – “careful plan” that serves an important function in achieving a specific outcome.

• Instructional aids includes:

– Chalkboard, Flip chart, PowerPoint

– Overheads, VCR, Real Objects, etc.

• Teaching Approach is a “holistic process”

– Includes the teaching steps, problem-solving strategies, and teaching methods.

What Factors do we consider when selecting an instructional method?

The intended specific outcome or purpose

Size of group

Learners’ preference for learning

The content sometimes dictates the method

Required preparation

• Teaching approach

Teacher-centered & Student centered approaches

Teacher-centered

Deductive

Direct instruction

Student-centered

Inductive

Indirect instruction

DEDUCTIVE APPROACH

• It is based on the idea that a highly structured presentation of content creates optimal learning for students

• It starts with the introduction of formulas or principles and follows by their applications in specific examples

INDUCTIVE APPROACH

• The concept of inductive teaching :

It is based on the claim that knowledge is built primarily from a learner’s experiences and interactions with phenomena

The process in Inductive Approach

Specific examples

Observation

Research

Identify

Analyze

Making

generalization

Deductive Inductive

• Teacher Writes Rule on Board

• Teacher Explains All Words, Ensures Meaningfulness

• Teacher Asks Students For Examples

• Teacher Gives Students Materials and Magnets

• Students Predict Which Materials Will Be Attracted to Magnets

• Students Verify Predictions

• Teacher Gives Students Magnets

• Students Identify What Things Are Attracted to Magnets

• Students Generate a Rule/Generalization

• Teacher Gives Students Other Materials

• Students Predict Which Materials Will Be Attracted to Magnets

• Students Verify Predictions

Which is the best approach?

Best approach?

Teacher centered?

Student centered?

Teacher-Centered Instruction (Authoritarian Approach)

• Focus is on instructor

• Instructor talks, students listen

• Students work alone

• Instructor monitors and corrects students

• Instructor answers students’ questions

• Instructor chooses topics

• Instructor evaluates student learning

• Classroom is quiet

Learner-Centered Instruction (Democratic Approach)

• Focus is on both students and instructor • Instructor models; students interact with

instructor and one another • Students work in pairs, in groups, or alone

depending on the purpose of the activity • Instructor provides feedback/correction when

questions arise • Instructor is an information resource • Students have some choice of topics • Students and instructor evaluate learning • Classroom is often noisy and busy

Teacher centered approach: Direct Instruction

• More teacher-directed instruction, less seatwork

• Active presentation of information

• Clear organization of presentation.

• Step-by-step progression from subtopic to subtopic

• Use many examples, visual prompts, and demonstrations

• Constant assessment of student understanding

• Alter pace of instruction

• Effective use of time and maintaining students' attention

Teacher centered approach: Direct Instruction

• Direct teaching strategies are instructional approaches in which the teacher structures lessons in a straightforward, sequential manner

• Introduce new skills or concepts in a relatively short period of time

• Academically focused

• Clearly stating the goals of the lesson

• Monitors students understanding and provide feedback

• Teacher in control of:

the content or skill to be learned

the pace of the lesson

• Teaching strategy

19

Teaching Strategies

Effective instructors use an array

of teaching strategies because

there is no single, universal

approach that suits all situations.

different groups of students

Different skills and fields of knowledge

Different student backgrounds

Different learning styles

Different abilities

Selecting teaching strategy

In selecting methods of delivering instruction, give a consideration to the following:

Subject matter Group’s knowledge of the subject Learning objectives Available time Group size Kind of participation desired Equipment available Type of room. Cost Participant’s learning styles.

Instructional Strategies

Lecture

Demonstration

Questioning

Discussion

Guided Practice

Independent Practice

Grouping

Role Playing

Simulation

Reflective Inquiry/Thinking

Note: Movement along the continuum is possible and encouraged ..

Teacher

Centered

Student

Centered Handouts on T methods

for KJ - draft - iv.ppt

for KJ - draft - iv.ppt

Teacher-centered Methods

• Expository in nature.

• Easier to implement than student-centered activities.

Instructor’s role is to be primary information

giver and primary evaluator

Assessment to monitor learning.

Teaching & assessing are

separate.

Competitive and

individualistic

Knowledge is transmitted

from professor to student.

Focus on a single discipline.

Emphasis on right answer.

Student passively receive

information

Teaching methods

Example of Direct Instruction: Lecture

• traditional lecture can be an effective way to achieve instructional goals

• The advantages of the lecture approach:

to communicate a large amount of information to many listeners

maximizes instructor control

non-threatening to students

Example of Direct Instruction: Lecture

• The disadvantages :

lecturing minimizes feedback from students

assumes an unrealistic level of student understanding and comprehension

disengages students from the learning process causing information to be quickly forgotten

27

Basic Skills of Lecturing

• Explaining – using examples & illustrations • Orientation – opening a lecture, intro to a topic or

theme • Closure – summarize and linking topics • Liveliness – generate interest & hold attention • Teaching aids – use of technology • Giving directions – how to do things / solve

problems • Comparing – giving similarities/differences • Narrating – reading a book to illustrate or exemplify • Varying students activities

Group work

• How to make lecture approach more effective?

• Discussion

1. Fit the lecture to the audience

2. Focus your topic

3. Prepare an outline that includes 5-9 major points

4. Organize your points for clarity

5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to other perspectives

7. Repeat points when necessary

8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.

Source: Cashin, 1990, pp. 60-61

How to make lecture approach more effective?

Interactive Lectures

How can a didactic lecture

be “student-centered?”

• Breaks the lecture at least once per class

• Students participate in an activity that lets them work directly with material.

• Allows students to:

– Apply what they have learned earlier; or

– Gain a context for upcoming lecture material.

Interactive Lectures Toward a Student-Centered Classroom

Possible activities • Interpretation of graphs

• Making calculations and estimations

• Predictions of demonstrations

• Brainstorming

• Tying ideas together

• Applying what has just been learned in class or reading to solve a problem

• Collecting student responses

Interactive Lectures Toward a Student-Centered Classroom

• Newer approaches to lecture:

o Feedback lecture.

o Guided lecture.

o Responsive lecture.

o Demonstration lecture.

o Pause procedure lecture.

o Think/write/discuss.

o Lecture with graphic organizer.

o Socratic method lecture.

Improving Lecture

Questioning and discussion: creating a dialogue

Did you know?

• The two most common verbal interactions in the classroom between teachers and students are questioning and discussion

• Questioning is, by far, the most dominant teaching strategy after lectures in upper-elementary and secondary classrooms (Gall, 1984).

Discussion strategi

• Strategy 2 – discussion

• Hand out

• How to participate and contribute to the

discussion of ideas?

o Listen carefully in class

o Mark or make notes of the points you wish to answer or discuss or question

o Quick introduction of idea: ... "As I understand it....“

o Restating the discussion/author's main idea --shows that you are trying to understand, and shows where you are in understanding

o Clear summary and when giving opinion

o Keep comments to the point, refer to notes if required

o Making an arguments, begin with examples from the author

o After spoken, ask for feedback

How to participate and contribute to the discussion of ideas

Questioning Strategy


Why ask questions?

1. Checking for student understanding of instruction

2. Evaluating the effectiveness of the lesson

3. Increasing higher-level thinking

Questioning is one of the easiest ways to

convert instruction from a passive to active

learning experience, but it must be planned and

purposeful.

Levels of questions: convergent vs. divergent; Bloom’s taxonomy

• Convergent and divergent questions:

Convergent questions – focus on a correct

response

Divergent questions are more demanding of a student’s thought processes


Convergent questions

2.Convergent questions may also require students to recall and integrate or analyze information to provide one expected correct answer

• E.g.

Based on our definitions of war, can you name any countries that are now engaged in war?


Structuring Effective and Efficient Questions

1. Knowledge questions check only memory: – What is an amoeba, and what are some of its critical

attributes?

2. Comprehension questions check memory and comprehension: – Please give the class an example of supply and demand

and explain the difference?

3. Application questions student ability to apply knowledge – How do the concepts of protagonist and antagonist apply

to Macbeth?

Structuring Effective and Efficient Questions

4. Analysis questions require the student to scrutinize Knowledge – What conclusions did you draw from the evaporation of the water?

5. Synthesis questions require the student to combine Information Knowledge & draw conclusions – If you know the longitude and latitude of a place, what other things

can you hypothesize about its location?

6. Evaluation questions require the student to use a set of criteria to make a reasoned judgment. – What are the most important criteria for selecting a president of the

United States?

Divergent questions

1. Questions calling for opinions, hypotheses, or evaluations are divergent since there are many possible correct responses.

• E.g.

What would be a good name for this story?

Why is it important that we continue to explore space?


Questioning techniques

1. Redirecting -- ask several students to respond to a question.

E.g. “We have now studied the contributions of several great men and women

of science. Which scientist do you think made the greatest contributioni?” [Pause. Several hands go up.]

“Carol?”

“Albert Einstein.”

“Marie Curie.”

“Mike, your opinion?”

“Thomas Edison”


Questioning techniques 2. Wait Time -- Students need time to think and ponder the responses they will give to your questions -- Research (Rowe, 1974a, 1974b, 1978) has shown that teachers on the average wait only about 1 second for students to answer questions


Questioning techniques 2. Wait Time -- Research by Rowe revealed that when teachers learn to increase the time they wait following a question to between 3 and 5 seconds, the following things occur: i. The length of student responses increases ii. Failure to respond decreases iii. Questions from students increase. iv. Unsolicited responses increase. v. Student confidence increases. vi. Speculative thinking increases.


Questioning techniques 3. Halting Time

• Teacher pauses but no questions are asked. • Teacher presents some of the complex materials

or directions and then stop for students to think or carry out the directions.

• During the halt, teachers checks with the class to see whether they appear to understand.

• If students are confused, teacher may want to ask questions or redo the explanation or directions.


Questioning techniques 4. Listening

-- Listen to what your students have to say, and when they have finished, formulate further questions or comment on their answers -- Develop the use of silent time – the time taken after a student has finished speaking before you reply or continue. -- Increase silent time to between 3 and 5 seconds to prevent teacher from cutting off students and to allow time for other students to interject their comments


Reinforcement

• after an acceptable responses

has been given, you must react :

praise? Approval? accept the

answer without response or

comment?


Demonstration

Demonstration

• Demonstration is a methodology liked by students.

• Students are actively engaged in the learning activity.

• Demonstration are the best way to teach a process when procedures are difficult to explain, or visual cues are important.

Purposes of Demonstration

• Grabs attention of students.

• Student vicariously participates.

• Reduces safety hazards.

• Saves time and resources.

• Reviews theory.

• Illustrates or models.

Guidelines when Demonstrating

• Decide the most effective way to conduct the demo:

o Teacher.

o Teacher with student helper.

o Student.

o Entire class OR small groups.

o Teacher first, then small groups repeat.

Guidelines when Demonstrating

• Make sure the demonstration is visible to all students.

• Have a plan B.

• Model proper safety precautions.

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