Teaching Methodologies

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Introduction

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.
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Teaching Methods

Teaching Methods

The term teaching method refers to the general


principles, pedagogy and management strategies
used for classroom instruction.

Your choice of teaching method depends on what


fits you your educational philosophy,
classroom demographic, subject area(s) and
school mission statement.

Teaching theories can be organized into four


categories based on two major parameters: a
teacher-centered approach versus a student-
centered approach, and high-tech material use
versus low-tech material use.

Teacher-Centered Approach to Learning

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.

Student-Centered Approach to Learning

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.

High Tech Approach to Learning

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.

Below are some tech tools used in classrooms today:


G Suite External link (Gmail, Docs, Drive, and Calendar)
Tablets/laptops
Gamification software (such as 3DGameLab External link and Classcraft External
link )
Education-focused social media platforms
Technology for accessibility External link for students with disabilities

FEATURED ONLINE TEACHING IN HIGHER EDUCATION SHORT COURSE

Harvards Bok Center for Teaching and Learning External link

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

Low Tech Approach to Learning

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.

Teacher-Centered Methods of Instruction

Direct Instruction (Low Tech)

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.

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Flipped Classrooms (High Tech)

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:

Teach100 Blog #697: Teaching with the iPad in a Flipped Classroom


Changing Classrooms with Flipped Learning
Educator Connection: Flipped Classroom Resources from the Teach100

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Kinesthetic Learning (Low Tech)

Sometimes known as tactile learning or hands-on learning, kinesthetic learning is


based on the idea of multiple intelligences External link , requiring students to do, make, or
create. In a kinesthetic learning environment, students perform physical activities rather than
listen to lectures or watch demonstrations. Hands-on experiences, drawing, role-play,
building, and the use of drama and sports are all examples of kinesthetic classroom activities.

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:

Using Classroom Debates to Engage Students


The Benefits of Puzzles in Early Childhood
5 Ways Learning Through Play Improves Early Development in STEM Subjects

Back to Top

Student-Centered Methods of Instruction

Differentiated Instruction (Low Tech)

Differentiated instruction is the teaching practice of tailoring instruction to meet


individual student needs. It initially grew popular with the 1975 Individuals with Disabilities
Education Act External link (IDEA), which ensured all children had equal access to public
education. The Individualized Education Programs External link (IEPs) that started under
IDEA helped classroom teachers differentiate for students with special needs. Today,
differentiated instruction is used to meet the needs of all types of learners.

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.

Though differentiation is focused on individual student needs, it is mostly planned and


implemented by the teacher. And technology, though a potential aid, is not a hallmark of the
differentiated teaching style, making it a fairly traditional, low-barrier method to adopt.

Read More:

Engaging Gifted and Talented Students


How to Engage a Classroom of Diverse Learners
Become a Gifted Education Teacher

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Inquiry-based Learning (High Tech)

Based on student investigation and hands-on projects, inquiry-based learning is a


teaching method that casts a teacher as a supportive figure who provides guidance and
support for students throughout their learning process, rather than a sole authority figure.

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:

Teach100 Blog #942: Inquiry-Based Learning


9 Maker Projects for Beginner Maker Ed Teachers

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Expeditionary Learning (High Tech)

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:

Teach100 Blog #153: I'm a teacher, get me OUTSIDE here!


Take it Outside: 6 Ways to Use Nature in Your Lessons
The Magic of a Field Trip

Back to Top

Personalized Learning (High Tech)

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

What Does Personalized Learning mean for Educational Design?


How Technology Changed the Way I Teach My Students

Back to Top

Game-based Learning (High Tech)

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.

In a game-based learning environment, students work on quests to accomplish a specific goal


(learning objective) by choosing actions and experimenting along the way. As students make
certain progress or achievements, they can earn badges and experience points, just like they
would in their favorite video games.

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

Wed, 12/04/2013 - 07:21 -- Umar Farooq

Simulated Teaching Definition

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.

following are some of the definitions of simulated teaching

1. Simulation can be defined as: "Mechanism of feedback devices to induce certain


desirable behaviour among pupil-teachers by role-playing of the teacher in their won
group as an artificial situation of classroom teaching".

2. According to Webster's Dictionary, "Simulation is defined as giving the appearance of


or effort of, to have characteristic".

3. According to Tansey, "Simulation in the all-inclusive term which contains these


activities which produce artificial environments or which provide artificial
experiences for the participants in the activity. It is reproduction of the reality."

4. According to Fink, "Simulation is the controlled representation of reality."

Characteristics of Simulated Teaching

There are three important characteristics of simulating teaching.

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.

3. It is dependent upon empathetic understanding of the reality content on the part of


participant, the practicing teacher.

Assumption of Simulated Teaching

1. Teacher behavior is modifiable by the use of feedback devices.

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

Procedure of Simulation in Teaching


Simulated teaching is usually used in teacher-education. It is employed before sending the
pupil-teachers to actual teaching. It helps in developing social-skills among pupil-
teachers. According to Cruick Shank, pupil-teacher has to play three roles:

1. The teacher,

2. The pupil and

3. The observer,

There are three elements in simulated training technique:

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

The Responsive Classroom External link approach is an innovative way of teaching


developed by the Northeast Foundation for Children (NEFC). Since the 1990s it has
emerged as a nationally renowned method of teaching. The NEFC is a nonprofit
organization founded in 1981 by a group of public school educators seeking to share
the knowledge, skills, and philosophies they had acquired through years of teaching.
The result of their combined experiences is the Responsive Classroom approach,
which emphasizes the social, emotional, and academic growth of elementary school
students in a strong and safe learning environment. The Responsive Classroom
approach incorporates the students social and emotional growth into their academic
learning, stemming from the notion that children learn best through social interaction
and when they are explicitly taught social and emotional skills along with their
academic lessons. The goal is to enable optimal student learning, and through the
implementation and refining of classroom and school-wide practices, the Responsive
Classroom approach has been shown to increase academic achievement in
elementary school students, decrease problem behaviors, improve social skills, and
raise the quality of instruction.

Inside The Responsive Classroom


Approach
What does the Responsive Classroom approach look like? Across the country, this
method of teaching is being incorporated into classrooms. Any elementary school
can incorporate these principles and practices into their curriculum, thus reaching the
widest range of students and transforming already existing classrooms into spaces
of optimal learning. The Responsive Classroom approach builds social and
emotional growth into an academic curriculum so that students education becomes
truly well rounded--shaping every aspect of their lives.

Teachers incorporate practices designed to make the classroom more stimulating,


challenging, safer, and happier. Some of these practices directly foster a sense of
community, such as Morning Meetings to start the day, or increased communication
with parents to involve the entire family in their childs education. The classroom is
also often physically rearranged to fit where children are developmentally and also to
be conducive to safe, challenging, and joyful learning.

Teachers incorporate practices designed to make the classroom more


stimulating, challenging, safer, and happier.

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.

A classroom where the teacher follows the Responsive Classroom approach is a


positive space where students voices are heard and where they play an active role
in their education. The teacher also becomes a facilitator, and through listening to
the students and helping them work together, the values of cooperation,
independence, responsibility, and accountability are further instilled.

FEATURED ONLINE TEACHING IN HIGHER


EDUCATION SHORT COURSE
Harvards Bok Center for Teaching and Learning External link

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.

For schools and school districts interested in implementing the Responsive


Classroom approach, NEFC offers avariety of services External link . Teachers (and
administrators) can attend one-day workshops that introduce them to the approach
or focus on particular aspects of it. They can also attend weeklong institutes that
enable them to interactively explore Responsive Classroom principles and practices
in depth. NEFC also offers contractual professional development services that can
be adapted to a schools or districts needs, assistance in developing Responsive
Classroom teacher leaders External link and national conferences External link .

The Effectiveness of The Responsive


Classroom Approach
So how well does it work? The Responsive Classroom approach has been
researched by the University of Virginias Curry School of Education, and the No
Child Left Behind Act of 2001 considers the Universitys findings External link from
its first study to meet its rigorous standards for evaluation. Dr. Sara E. Rimm-
Kaufman, who led the Social and Emotional Learning Study, or SALS, found that the
Responsive Classroom approach had a noticeable impact on the academic and
social skills of students. Specifically, she found that children in classrooms where
teachers were using the approach had higher test scores in reading and math, better
social skills, and a more positive outlook on school. Teachers also benefited. They
felt better about themselves and more positive about teaching because of the effect
they had on their students, and they collaborated with each other more. Both of
these outcomes resulted in teachers delivering more high-quality instruction that
ultimately benefited both students and teachers

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