Revision Notes: Methods of Teaching | Teaching Aptitude for Teaching Exam - B.Ed Entrance PDF Download

Introduction

Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the course and their overall ratings of the teacher and the course.

There are different types of teaching methods that can be categorized into four broad types.

• Teacher-centered methods,
• Learner-centered methods,
• Content-focused methods; and
• Interactive/participative methods.

1. Instructor/Teacher Centred Methods

• Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners, on the other hand, are presumed to be passive and copious recipients of knowledge from the teacher.
• Examples of such methods are expository or lecture methods – which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such methods are called “closed-ended”.

2. Learner-Centred Methods

• In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom extends rather than constricts his intellectual horizons”.
• The teacher also learns new things every day which he/she didn’t know in the process of teaching. The teacher “becomes a resource rather than an authority”. Examples of learner-centered methods are the discussion method, the discovery or inquiry-based approach, and Hill’s model of learning through discussion (LTD).

3. Content-Focused Methods

• In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important.
• A lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content. An example of a method that subordinates the interests of the teacher and learners to the content is the programmed learning approach.

4. Interactive/Participative Methods

• This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content, or teacher. These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher.
• They require a participatory understanding of varied domains and factors.

The Lecture Method

• A formal or semi-formal discourse in which the instructor presents a series of events, facts, or principles, explores a problem or explains relationships
• It creates new ideas.
• It is good for a large class.
• The teacher is experienced and has mastery of the subject, explains all points, and can answer all questions raised by students.
• Students can ask if they need any clarification.
• Learn through listening
• The teacher explains all the points.
• Students give their input
• The teacher discusses the whole topic in the class in easy language students can easily understand the topic.
• It is good for a large class.
• The teacher provides all knowledge related to the topic.
• Time-saving as a teacher is supposed to finish the lecture on time.
• Students give their views at the end of the lecture.
• Students can ask the question if they have any problem understanding the lecture.
• Students attentively listen to a lecture and take notes as the teacher ask questions at the end of the lecture.
• Students know and understand basic concepts.
• The teacher knows all the students so he/she can use suitable strategies for the class to make them understand.
• The teacher is experienced and has mastery of a subject and can answer all questions by students.
• Teachers share information with students so it creates interest in students.
• Students are more involved and participate when the teacher asks the question.
• The teacher provides notes.
• Students easily understand every point.
• Students share knowledge with the teacher.
• The teacher is a role model for students.

Uses

• To orient students.
• To introduce a subject.
• To give directions on procedures.
• To present basic material.
• To introduce a demonstration, discussion, or performance.
• To illustrate the application of rules, principles, or concepts.
• To review, clarify, emphasize or summarise.

Advantages

• Saves time.
• Permits flexibility.
• Requires less rigid space requirement.
• Permits adaptability.
• Permits versatility.
• Permits better center over contact and sequence.

Disadvantages

• Involves one-way communication.
• Poses problems in skill teaching.
• Encourages student passiveness.
• Poses difficulty in gauging student reaction.
• Require highly skilled instructors.

The Discussion Method

A method in which group discussion techniques are used to reach instructional objectives.

• Students listen to other’s opinions & express their opinion.
• Discuss with teachers the points that were missed during the discussion.
• Students learn on their own & find out key points.
• Students exchange their ideas.
• Students get point of view of all and not only those who always speak.
• After discussion when students give their presentation, the teacher corrects their mistakes.
• Students can make their own notes.
• The learning is more effective.
• They don’t have to rely on rote learning.
• Develops creativity among students.
• It evokes thinking among students.
• Students have time for the preparation of the topic.
• Students should have material and knowledge before the discussion. 

Uses

• To develop imaginative solutions to problems.
• To stimulate thinking and interest and to secure student participation.
• To emphasize main teaching points.
• To supplement lectures, reading &  laboratory exercises.
• To determine how well the student understands concepts and principle

Advantages

• Increase students interest
• Increases student’s acceptance and commitments.
• Utilizes student knowledge and experience.
• Results in more permanent learning because of the high degree of student participation.

Disadvantages

• Require highly skilled instructor.
• Requires preparation by the student.
• Limits content.
• Consumes time.
• Restricts the size of groups.

The Programmed Instruction Method

A method of self-instruction

• To provide remedial instruction.
• To provide make-up instruction for late arrivals, absentees, or translents.
• To maintain previously learned skills that are not performed frequently enough.
• To provide retraining on equipment and procedures which have become obsolete.
• To upgrade production.
• To accelerate capable students.
• To provide enough common background among students.
• To provide the review and practice of knowledge and skills.

Uses/Advantages

• Reduce failure rate.
• Improves end-of-course proficiency.
• Saves time.
• Provides for self-instruction.

Disadvantages

• Require local or commercial preparation.
• Requires lengthy programmer training.
• Increases expenses.
• Requires considerable lead time.

The Study Assignment Method

A method in which the instructor assigns reading to books, periodicals, project,s or research papers or exercises for the practice.

• To orient students to a topic prior to classroom or Laboratory work.
• It enhances the ability of research on any topic as the student’s search topic from different books, websites, etc.
• Active learning
• To set the stage for a lecture-demonstration or discussion.
• To provide for or capitalize on individual differences in ability, background, or experience through differentiated assignments.
• To provide for the review of material covered in class or to give practice.
• To provide enrichment material.

Uses/Advantages

• Increase coverage of material.
• Reduce classroom time.
• Permits individual attention.

Disadvantages

• Require careful planning and follow-up.
• Poses an evaluation problem.
• Produce non-standard results.

The Tutorial Method

• To reach highly complicated skills operations or operations involving danger or expensive equipment.
• To provide individualized remedial assistance

Uses/Advantages

• Permits adaptive instruction.
• Stimulates active participation.
• Promotes safety.

Disadvantages

• Requires a highly competent instructor.
• Demands time and money.

The Seminar Method

A tutorial arrangement involving the instructor and groups, rather than instructor and individual.

• To provide general guidance for a group working on an advanced study or research project.
• To exchange information on techniques and approaches being explored by members of a study or research group.
• To develop new and imaginative solutions to problems under study by the group.

Uses/Advantages

• Provides motivation and report.
• Stimulates active participation.
• Permits adaptive instruction.

Disadvantages

• Requires a highly competent instructor.
• Poses evaluation problems.
• Is more costly than most other methods.

The Demonstration Method

A method of instruction where the instructor by actually performing an operation or doing a job shows the students what to do, how to do it, and through explanations brings out why, where, and when it is done.

• To teach manipulative operations or procedures.
• To teach troubleshooting.
• To illustrate principles.
• To teach operation or functioning of equipment.
• To teach teamwork.
• To set standards of workmanship.
• To teach safety procedures.

Uses/Advantages

• Minimize damage and waste
• Saves time
• Can be presented to large groups.
• Enable learning evaluation.

Disadvantages

• Require careful preparation and rehearsal.
• Requires special classroom arrangements.
• Requires tools and equipment.
• Requires more instructors.

Few Other Teaching Technique

Brainstorming

• More interesting
• More informative
• Gain knowledge
• Learning is effective
• More participation of students
• Students give their opinion
• Active learning
• Creative thinking is encouraged.
• Students think beyond their knowledge.
• Everyone gets the chance to express their thoughts.
• Simple topics can be learned from different angles.

Roleplay

• Interesting method
• Creative thinking is encouraged.
• Students think beyond their knowledge.
• Students enjoy the situation
• Active learning
• Easy to learn

Case study

• Active learning
• Creative thinking is encouraged.
• Students think beyond their knowledge.

Off-line vs. On-line methods
Differences Between Online Learning and Offline Learning

• The main difference between online and offline learning is location. With offline learning, participants are required to travel to the training location, typically a lecture hall, college, or classroom. With online learning, on the other hand, the training can be conducted from practically anywhere in the world. Participants simply need to log on to the internet from their home, work or even their local coffee shop.
• Another difference is the flexibility offered. Online learning usually has a more flexible timescale. As a trainer, you can offer your support via email or through an online chat system. With offline learning, it is typically carried out between office hours and doesn’t offer as much flexibility to the learner or the trainer.

What are the benefits of online vs offline learning?
Although online learning has become the preferred method for the majority of learners, it’s important not to dismiss the benefits of offline training too.

• With online training courses, you and the course attendees benefit from a more casual, flexible approach. Being unrestricted in regard to location and times means every learner can benefit from the courses.
• With offline learning, it’s easier to ensure attendees are paying attention to the training. Some learners also find it easier to retain the knowledge and skills they’ve learned through offline training than they do with online training.
• As there are benefits to both learning options, it makes sense to offer a combined online and offline learning approach as a trainer.