Teaching Methodologies
Teaching Methodologies
Teaching Methodologies
Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting
(Brent & Thomson, 1996). Microteaching can also defined as a teaching technique especially used in
teachers pre-service education to train them systematically by allowing them to experiment main
teacher behaviors. By the help of this technique, teacher candidates can experiment and learn each
of the teaching skills by breaking them into smaller parts and without encountering chaotic
environment of the crowded classes. While instilling teaching skills in students during microteaching,
reciprocal negotiation of the students actively presenting and watching about the performances can
make great contribution to the acquisition of the skills (Tademir, 2006). Wilkinson (1996),
emphasizes that teacher candidates can experience real teaching and teaching rules with the help of
this method. This method offers teachers opportunities for discovering and reflecting on both their
own and others teaching styles and enables them to learn about new teaching techniques (Wahba,
1999). Pre-service teacher can benefit to a great extent from microteaching applications. Firstly, they
reveal teaching facts; and roles of the teacher (Amobi, 2005; Hawkey, 1995; Kpanja, 2001; Wilkinson,
1996); help pre-service teachers to see the importance of planning and taking decisions (Gess-
Newsome & Lederman, 1990); enable them to develop and improve their teaching skills (Benton-
Kupper, 2001).
Microteaching technique is an application in which video recordings have been made possible as a
result of developing technology. Audio and visual technology is an effective and reflective tool in
preparing pre-service teachers to the profession of teaching. Video recordings provide pre-service
teachers with the chance of evaluating themselves by engaging them in more experiences and
configurations (Jensen et al., 1994). Sherin (2000) indicates that video recordings affect the
perspectives of teachers in education process. Cunningham & Benedetto (2002) emphasize that
video tools support the reflective learning, and Spurgeon & Bowen (2002) stress that by the help of
these tools, the problems that may occur in education process can be observed and defined. Farris
(1991) states that this method increases the confidence and raises the awareness of personal skills.
Seluk (2001) indicates that video recordings can not only be used for demonstrating model teacher
behaviours but can also be used for the analysis of microteaching. Using video recording method in
microteaching applications contributes to the professional development of pre-service teachers by
identifying strengths and weaknesses and improves their competencies (Tok, 2007).
When the relevant literature established on the use of microteaching technique in teacher
education is reviewed, it is seen that the studies mostly focus on the efficiency of microteaching
(Pauline, 1993), microteaching technique in different subject areas of teacher education (akr &
Aksan, 1992; Peker, 2003; Akaln, 2005; Karkay & Sanl, 2009); the effects of video recordings on
pre-service teachers microteaching performances (Ceyhun & Karaglge, 2002; Lee & Wu, 2006); the
efficiency of microteaching use for determining and solving the problems in teaching applications
(Grses et al., 2005; Erkten & Durkan, 2009); pre-service teachers views about lecturing in the class
(Grgen, 2003); microteaching applications in developing pre-service teachers presentation skills
(Higgins & Nicholl, 2003).
The literature review reveals that though microteaching applications are widely used in the courses
such as teaching practice, special teaching methods and teaching technologies and materials
development, they are not much drawn on in environment education courses. When the research
on environmental education is examined, it is seen that there is no application in which TV programs
are used to bring real life to the class.
In the prevention of environmental pollution not only at the local level but also at the global level
and rearing individuals with positive attitudes and behaviors towards environment, teachers should
assume an important role. To do so, during their pre-service education, teachers themselves should
be exposed to experiences to make them more environmentally conscious. Changing behaviors
about environment positively necessitates the alteration of attitudes, information, value judgments
and accordingly consciousness. In order to realize these changes in environmental education, during
the learning process different teaching methods and techniques should be used. Environment
education is important in terms of shaping the new generations environment-related attitudes,
beliefs and values. However, it is clear that we have some difficulties in combining theory with
practice. In this regard, microteaching seems to have great potential because it can provide pre-
service teachers with opportunities to try their theoretical information in practical settings, so their
confidence in their ability to teach environment-related topics can increase. Thus, the purpose of the
present study is to develop a sample model in the form of microteaching where a TV program is
used for environmental education purposes. Moreover, it aims to determine the effects of a TV
programs designed as a microteaching application on pre-service teachers perceptions of lecturing.
Menu
Become a Teacher
Why Teach
Who Teaches
Where Can I Teach
What Does a Teacher Do
Blog
Teach.com
What Does A Teacher Do?
Teachers Teach
Teaching Methods
Teaching Methods
Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-
centered instruction model. Students are viewed as empty vessels External link who
passively receive knowledge from their teachers through lectures and direct instruction, with
an end goal of positive results from testing and assessment. In this style, teaching and
assessment are viewed as two separate entities; student learning is measured through
objectively scored tests and assessments.
Learn more about the different teaching styles that use a teacher-centered approach.
While teachers are still an authority figure in a student-centered teaching model, teachers and
students play an equally active role in the learning process.
The teachers primary role is to coach and facilitate student learning and overall
comprehension of material, and to measure student learning through both formal and
informal forms of assessment, like group projects, student portfolios, and class participation.
In the student-centered classroom, teaching and assessment are connected because student
learning is continuously measured during teacher instruction.
Learn more about the different teaching styles that use a student-centered approach.
Advancements in technology have propelled the education sector in the last few decades. As
the name suggests, the high tech approach to learning utilizes different technology to aid
students in their classroom learning. Many educators use computers and tablets in the
classroom, and others may use the internet to assign homework. The internet is also
beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the
internet in order to connect their students with people from around the world.
The 8-week Harvard Bok Teaching Certificate online short course is delivered by Harvards
Bok Center for Teaching and Learning, in association with HarvardX. Students in this course
will engage deeply with the most relevant research on effective teaching methods in the
higher education context, while refining their own practices, portfolio, and teaching
philosophy.
Sponsored Program
While technology undoubtedly has changed education, many educators opt to use a more
traditional, low tech approach to learning. Some learning styles require a physical presence
and interaction between the educator and the student. Additionally, some research has shown
that low-tech classrooms may boost learning. For example, students who take handwritten
notes have better recall than students who take typed notes External link . Another downside
of technology in the classroom may be that students exposed to spell check and autocorrect
features at an earlier age may be weaker in spelling and writing skills External link .
Ultimately, tailoring the learning experience to different types of learners is incredibly
important, and sometimes students work better with a low-tech approach.
Here are some examples of low technology usage in different teaching methodologies:
Kinesthetic learners have a need for movement when learning. Teachers should allow
students to move around, speak with hands and gestures.
Expeditionary learning involves learning by doing and participating in a hands-on
experience. Students may participate in fieldwork, learning expeditions, projects or
case studies External link to be able to apply knowledge learned in the classroom to
the real world, rather than learning through the virtual world.
Many types of vocational or practical training cannot be learned virtually, whether it
be a laboratory experiment or woodworking.
Through these different approaches to teaching, educators can gain a better understanding of
how best to govern their classrooms, implement instruction, and connect with their students.
Within each category of teacher and student centeredness and tech usage, there are specific
teaching roles or methods of instructor behavior that feature their own unique mix of
learning and assessment practices. Learn more about each one to find the best fit for your
classroom.
Direct instruction is the general term that refers to the traditional teaching strategy
that relies on explicit teaching through lectures and teacher-led demonstrations.
In this method of instruction, the teacher might play one or all of the following roles:
As the primary teaching strategy under the teacher-centered approach, direct instruction
utilizes passive learning, or the idea that students can learn what they need to through
listening and watching very precise instruction. Teachers and professors act as the sole
supplier of knowledge, and under the direct instruction model, teachers often utilize
systematic, scripted lesson plans. Direct instruction programs include exactly what the
teacher should say, and activities that students should complete, for every minute of the
lesson.
Because it does not include student preferences or give them opportunities for hands-on or
alternative types of learning, direct instruction is extremely teacher-centered. its also fairly
low-tech, often relying on the use of textbooks and workbooks instead of computers and 1:1
devices.
Back to Top
The idea of the flipped classroom began in 2007 when two teachers began using
software that would let them record their live lectures External link . By the next school year,
they were implementing pre-recorded lectures and sharing the idea of what became known as
the flipped classroom.
Broadly, the flipped classroom label describes the teaching structure that has students
watching pre-recorded lessons at home and completing in-class assignments, as opposed to
hearing lectures in class and doing homework at home. Teachers who implement the flipped
classroom model often film their own instructional videos, but many also use pre-made
videos from online sources.
A key benefit of the flipped classroom model is that it allows for students to work at their
own pace if that is how the teacher chooses to implement it. In some cases, teachers may
assign the same videos to all students, while in others, teachers may choose to allow students
to watch new videos as they master topics (taking on a more differentiated approach).
But despite this potential for more student-centeredness, flipped classroom models are still
mostly based on a teachers idea of how learning should happen and what information
students need, making it chiefly teacher-centered. From a technology perspective, the system
hinges on pre recorded lessons and online activities, meaning both students and teachers need
a good internet connection and devices that can access it.
Read More:
Back to Top
Though a great way to keep students engaged and, at times, simply awake, very few
classrooms employ kinesthetic learning activities exclusively. One reason is that, despite the
popularity of learning style theories, there is a lack of researched-based evidence that shows
that teaching to certain learning styles produces better academic results External link .
One upside is that kinesthetic learning is rarely based on technology, as the method values
movement and creativity over technological skills. That means its cheap and fairly low-
barrier to adopt, as well as a welcome break from students existing screen time. Kinesthetic
learning can be more student-centered than teacher-centered when students are given the
choice of how to use movement to learn new information or experience new skills, so its
also adaptable to a teachers particular classroom preferences.
Read More:
Back to Top
Teachers can differentiate in a number of ways: how students access content, the types of
activities students do to master a concept, what the end product of learning looks like, and
how the classroom is set up. Some examples of differentiation include: having students read
books at their own reading levels, offering different spelling lists to students, or meeting in
small groups to reteach topics.
Read More:
Back to Top
In this method of instruction, the teacher might play one or all of the following roles:
Teachers encourage students to ask questions and consider what they want to know about the
world around them. Students then research their questions, find information and sources that
explain key concepts and solve problems they may encounter along the way. Findings might
be presented as self-made videos, websites, or formal presentations of research results.
Inquiry-based learning falls under the student-centered approach, in that students play an
active and participatory role in their own learning. But teacher facilitation is also extremely
key to the process. Usually, during the inquiry cycle, every student is working on a different
question or topic. In this environment, teachers ask high-level questions and make research
suggestions about the process rather than the content. At the end of the inquiry cycle, students
reflect on the experience and what they learned. They also consider how it connects to other
topics of interest, as an inquiry on one topic often results in more questions and then an
inquiry into new fields External link .
Inquiry-based learning can make great use of technology through online research sites, social
media, and the possibility for global connections with people outside of the community. But
depending on the subject at hand, it doesnt necessarily require it.
Read More:
Back to Top
Expeditionary learning is based on the ideas of the educator who founded Outward
Bound External link , and is a form of project-based learning in which students go on
expeditions and engage in in-depth study of topics that impact their schools and communities.
The learning in this model includes multiple content areas so that students can see how
problem-solving can happen in the real world--ideally, their own worlds. A student in a big
city, for example, might study statistics about pollution, read information about its effects,
and travel to sites in their city that have been impacted by the problem. When they have a
good understanding of the circumstances, students and teachers work to find a solution they
can actively implement.
Technology-wise, G Suite (Google Docs, Sheets, and Drive) and internet access can aid
student research, presentation, and implementation of projects. But it's the hands-on work and
getting out into the community thats the cornerstone of this methodology.
Read More:
Back to Top
Personalized learning is such a new educational model that its definition is still
evolving External link . At the heart of the model, teachers have students follow personalized
learning plans that are specific to their interests and skills. Student self-direction and choice
in the curriculum are hallmarks of personalized learning.
Assessment is also tailored to the individual: schools and classrooms that implement
personalized learning use competency-based progression, so that students can move onto the
next standards or topics when theyve mastered what theyre currently working on. That way,
students in personalized learning classrooms can progress to work beyond their grade level as
they master topics, while students who need additional help have that time built into their
daily schedules as well.
Theres also room for an emphasis on college and career readiness in personalized learning
environments. Students who dont require remediation or extension work can instead work
with teachers to nurture social skills and other or 21st-century skills lessons and receive
mentoring.
Personalized learning is extremely student centered, but teachers are required to lessons, look
at frequent assessment data, and meet with students to make any necessary changes to their
learning plans. Theyll also need to have a certain comfort level with technology: the
differentiated and personalized instruction that students receive often come in the form of
online lessons and programs, so teachers must be able to navigate virtual platforms with ease.
Read More
Back to Top
Game-based learning comes from the desire to engage students in more active
learning in the classroom External link . Because they require students to be problem solvers
and use soft skills that they will need as adults, games are a great way to encourage a
mastery mindset, rather than a focus on grades.
Game-based learning requires a lot of time and planning on the teachers part. Fortunately,
there is software that makes this process much easier, like 3DGameLab External
link and Classcraft External link . Teachers who use this software may be better at
differentiating quests for students because of the data the programs provide.
Because teachers play a big role in planning and creating content under this model, game-
based learning isnt completely student-centered. But it is still very much focused on the
student, who works at their own pace and makes independent choices in a gamified
environment
Simulated Teaching Definition, Characteristics and Assumptions
Simulation means role-playing or rehearsal in which the process of teaching is carried out
artificially. It is based on socio-drama. The main aspect of simulation in teaching is the
introduction of a student-teacher to teaching in a non-stressful conditions.
1. Simulated teaching implies an analysis of teaching act and of the teaching situation
from the point of view of the learner.
2. It is plotting of the real situation and capturing the essential which forms part of it.
2. There are certain social-communication skills of teacher behavior which are essential
for effective teaching. These social skills should be modified by feedback device.
3. Through role playing, the psychological appreciation of the classroom problems will
grow and develop in the pupil-teacher a basis for handling the problem in the class.
4. Teacher behavior has its taxonomy which is developed by Karl Openshaw by using
simulated teaching technique
1. The teacher,
3. The observer,
1. Diagnosis
2. Prescription
3. Evaluation
Every element has its own importance in the process. At first the teacher makes effort to
understand the learners. At this stage he becomes aware of the weakness, attitudes and
preferences etc. and suggest student to learn accordingly. At this stage the teacher has to
satisfy himself that the subject matter is useful for the student. After that he adopts the
appropriate method to impart education to the students. Finally, evaluation is made if reveals
the success or failure of the teachers and also the weakness and achievements of students.
The Responsive Classroom
Approach
Elements of this approach also offer students a level of autonomy that involves them
more in their own learning and helps them feel better about their classroom and their
place in it. Students partake in shaping the rules of the classroom, and teachers
engage children in discussions that help them understand what will happen when
they forget or choose not to follow classroom rules. No matter which of several
techniques teachers choose when responding to a childs misbehavior, their goal is
always to protect the childs dignity while quickly stopping the misbehavior and
restoring positive behavior so that all the children can continue learning.
To increase motivation and help get students excited about learning, teachers also
give them some structured, developmentally appropriate choices about what and
how they will learn. For example, for an insect study, third graders may be invited to
choose which insect they want to study and whether they will represent what they
learn by making a clay model or a poster.
The 8-week Harvard Bok Teaching Certificate online short course is delivered by
Harvards Bok Center for Teaching and Learning, in association with HarvardX.
Students in this course will engage deeply with the most relevant research on
effective teaching methods in the higher education context, while refining their own
practices, portfolio, and teaching philosophy.
Sponsored Program
Implementing The Responsive Classroom
Approach
Who uses the Responsive Classroom approach? How can you learn the Responsive
Classroom approach? Schools across the nation from every sort of environment
have experienced its benefits. The quality of education, the increased engagement
and performance of their students, and the decline in disciplinary problems all attest
to the fact that this approach works. The NEFC, together with its Midwest affiliate,
Origins, trains over 7,000 teachers each year. There are Responsive Classroom
consultants working in over half of all states in the country. Through the Responsive
Classroom Newsletter External link , a plethora of books and DVDs, and other
amazing resources External link , many more people each year are learning more
about it.