Expanding our Teaching Effectiveness - Essay Example

?Table of Contents Table of Contents Teaching Methods and Strategy 3 Gaming Quizzes 3 Lecture 4 Discussion 6 Story and Role Playing 7 Brainstorming 8 Active Learning 9 Distance Learning 10 Case Method 11 Recommendations 12 Conclusion 12 References 13 Adler, C.R. (2012) (Seven Strategies to Teach Students Text Comprehension, Reading Rockets, 13 Uconn Today, (2012) Learning to Teach Adult Students, Posted 6th Aug.2012 < http://today.uconn.edu/blog/2012/08/preparing-to-teach-adult-students/> 13 Uconn Today, (2012) Learning to Teach Adult Students, Posted 6th Aug.2012 < http://today.uconn.edu/blog/2012/08/preparing-to-teach-adult-students/> 13 Teaching Methods and Strategy Teaching is an art that has order, purpose, meaning, and function. It evolves and conforms according to the imagination and opinion of the teacher. The teacher is provided with numerous techniques that can be applied in ensuring that the learners comprehend and utilize the accumulated and assimilated knowledge. Such strategies and methods include gaming quizzes, lectures, class discussion, story and role playing, brainstorming, active learning, distance learning, and case method. The current society requires learners who are creative, proactive, and flexible in communicating ideas and thoughts, making decisions, and working effectively within groups and teams. Possessing knowledge is not enough to succeed or make a difference in the current ever-changing world; teachers have a crucial role in moulding learners to fit and be competitive through application of effective teaching methods and strategies. In this paper, the advantages and disadvantages of each of the stipulated methods is presented with a suggestion of the most effective level of applicability. Gaming Quizzes Games are used to enhance competition, participation, and feedback during teaching (Accardi, Drabinski and Kumbier, 2010). They serve as a motivator and entail practical application of learning concepts. The technique is efficiently applicable when teaching children and primary level learners. In gaming quizzes, the expatriates are actively involved in the exercise. This frustrates boredom and enhances motivation and positive attitudes towards learning. Gaming promotes team work and application of collaborative efforts towards solving educational problems. The trainers are able to obtain feedback on learning progress of the expatriate candidates instantly. Practical application of theoretical concepts in the form of games instils confidence among learners in acquiring education facts. However, gaming quizzes can discourage learners who are not competitive compared to their colleagues. Gaming may lead to rivalry and unhealthy relationship among competing groups. Most members would shun creativity and device short cuts or crude methods to secure victory as most of the games are focused towards winning. Another weakness is that team work may derail the application of individual efforts. Lecture Lecture method entails the teacher solely controlling the core focus of information transfer. The instructor normally positions him or herself in front of a class and presents educational facts to the students who are listening and taking notes. Occasionally, teachers use a board or overhead projector to provide visuals to the learners. The method is normally common at all levels of learning although the use of visuals is common with higher levels of learning. Minimal exchange exists between the instructors and students in this learning method. When preparing for a lecture, the instructor should have a clear introduction and summary of the topic of discussion (Lang and Evans, 2006). Lectures should also be presented in the form of summary with time utility. The message being relayed is made clearer through the use of examples and anecdotes. Lectures are advantageous in that the proceedings of a lecture session can be recorded for future reference. The method is a fast and straight forward way of relaying knowledge to a large, heterogeneous group of students. Instructors have a greater regulatory power of what is being taught in classrooms as they are the sole source of information. Lectures are more effective when applied by most teachers as they are familiar with the way they were taught in colleges. The lecture-based college teaching methods equips the instructors with the necessary experience for lecturing in classrooms. However, unless integrated with other learning techniques, the burden of promoting learning is squarely placed on the teacher. The method may also be challenging for teachers who are not thoroughly conversant with the topic of discussion. This requires comprehensive preparation to familiarize with the topic of study. The technique may create boredom due to lack of candidate participation through expression of their individual opinions. This provides limited opportunities for independent thinking among the learners. The method is only appealing to auditory learners while presenting difficulties to students strong in other learning styles. Those weak in note taking skills are also disadvantaged by this method; making them lose interest. Additionally, lack of ample opportunity for exchanges or discussions during lectures denies the teacher an opportunity to estimate the impact of the lecture on students. Most teachers administer lectures at their own level of thinking rather than simplifying it at the learners’ level. Lectures present too much information within a short time frame leading to learner overload and eventual lack of concentration. To make lectures more efficient, the instructor should identify the learning objectives that are best achieved through lectures, as opposed to other teaching strategies. Commenting on Uconn Today, Boynton posits that lecture session should also involve vivid examples related to the topic of study to make teaching more realistic (Kucsera et al., 2011: 597-610). Teachers should be conversant with the topic of discussion and even integrate the lectures with other learning techniques to make it more interactive. Time for question session should also be preserved to ensure that learners present their queries on any unclear information. Class Discussion According to Caulfield and Persell (2006:42), discussion can be characterized as a determined conversation among participants who examine and compare diverse and similar opinions to understand an issue. Typically, the instructor presents questions before the class. The learners participate in problem solving through presenting hypothesis, suggestions, answers, and examples. Discussions require careful preparation by the teacher who presents the discussion questions in an outline form. Class discussions are effective at all levels learning. Class discussions involve student participation thus promoting peer group learning and interactions. Discussions also promote the exchange of ideas and awareness of mutual learning, weaknesses, and issues. Discussions enhance simple memorization and facilitate critical thinking skills. The method presents the learners with an opportunity to explore the pre existing knowledge and relate to what they know. Participants acquire skills related to team work, leadership, collaboration and communication. However, the method is weak as it the method involves dominance of a few people while others may not be provided with ample opportunity for participation. The strategy may also transform into an unproductive off-topic conversation. It requires ample time for execution and normally unpredictable in terms of outcome. Ensuring participation by all individual members of the discussion groups is challenging especially when large groups are involved. Most discussions are unsuccessful when the variation on the level of knowledge and skill is significant among the participants. The instructor should handle individual opinions in a constructive and positive manner to avoid loss of interest among learners. The learning environment should be conducive for learners to ask questions, participate, and accommodate mistakes without sanctions. The sitting arrangement should facilitate discussion. Story and Role Playing The method entails involvement of students acting as characters in a predefined dramatic situation (Westwood, 2008). The students are given liberty to choose on the role they deem possible for them and try to emulate the original character of that role. The role play preparations can be difficult for the instructor, but they eventually pay off in terms of learner motivation and understanding of the content. This method is effective in high schools and higher levels of learning where participants possess a high degree of memorization and analytical skills. This strategy introduces the problem dramatically, attracting the interest of the audience as well as that of participants. The participants are actively involved in learning and are equipped with problem solving and verbal expression skills. Role play presents reality in learning with participants acquiring clarity in the various roles they play. The participants are provided with an opportunity to practice their skills and explore solutions to the presented problems. The learners are presented with an opportunity to relate the classroom experience to the real world. This enhances understanding of the story theme. However, the strategy is not appropriate for large groups as roles are normally limited while story telling is time consuming. The strategy pressurizes the participants to perform leading to increased resistance. Individual performance in role play and story telling is dependent on the learner’s willingness to participate. Consequently, the participant may lose focus unless the strategy is well planned, rehearsed and orchestrated. For the strategy to be effective, the teacher should clearly define the problem and individual roles. The instructions should be clear to all students and with specified time limits. The chosen situations should be realistic and related to the learning objectives. The teacher should conduct a debrief session after the role play to inform the participants of their performance. Brainstorming Brainstorming is a teaching strategy applied by teachers to generate many ideas whose options are suspended until the required number of solutions has been generated. The generated ideas are then weighted, and the most efficient solution is adopted. The final solution develops a plan of action. The teacher starts a brainstorming session by presenting a problem, or question, or introducing the topic of discussion. The students respond by suggesting the possible solutions to the problem which are accepted by the teacher without judgment or criticism. The solutions are then examined in an open class discussion to identify the most appropriate (Wheeler and McLeod, 2002: 693-716). This strategy is more effective in higher levels of learning as most of the problems presented require higher thinking. The method is used to enhance creative thinking, inquiry and teamwork. The strategy teaches respect and acceptance for individual opinions and personal ideas. This demonstrates to the learners that their opinions are being valued. The learner’s culture of critical thinking and problem solving is also enhanced through application of this method. Learners involved in brainstorming sessions actively engage in higher levels of thinking and analysis. Teamwork is enhanced and mutual synergy is established among the participants. This enables students to share ideas and enhance their existing knowledge on writing and solving problems. Respect of personal opinions instils confidence in learners and makes them more active. However, the strategy involves presentation of ideas without making prior judgments. This leads to expression of a wide range of opinions and ideas that presents complexity when singling out the final solution. The method is not effective when a large group of learners is involved. This is because numerous opinions and ideas will be presented, of which, isolating an effective solution will be difficult. The final solution is a summary of the general group opinion, implying that individual creativity will be ignored. For the method to be an effective learning tool, it should not be used when the problem being handled possesses a few possible solutions or correct responses. The instructor should also provide clear instructions on how the process should work and ensure that the rules of the strategy are followed. Active Learning Active learning entails active involvement of students in learning activities such as reading, writing, problem solving, and discussions to enhance synthesis and analysis of the information provided in the classroom (Bradshaw and Lowenstein, 2007). Active learning is a multi-directional learning strategy whereby learning can occur as student-to-teacher, teacher-to-student and student-to-student arrangement. Active learning is applicable at all levels of learning in enhancing understanding of the course content. Active engagement in learning activities promotes deeper and analytical thinking on the course content. The teacher is able to pinpoint weaknesses and strengths of individual students through analyzing their performance during participation. Active learning also brings additional energy in the classroom that eliminates boredom and attracts interest from the students. The method imparts positive interdependence, group processing, and enhancement of face to face interaction. It also enhances individual and group accountability as learners engage in teaching each other what they were taught. However, application of active learning methods such as simulations may divert the learner’s attention from the productive learning activities to other irrelevant issues such as social discussions. The application of many teaching methods concurrently may confuse the learner. This strategy requires the teacher be conversant with a wide range of teaching strategies. A combination of methods presents a state of unpredictability when assessing the outcome. Distance Learning The strategy is unique in that most teaching sessions are conducted by the teacher separated in time and space from the learner. This method includes the principles of openness and flexibility in the elements of education such as curriculum and access (Ziv and Frye, 2004: 457-477). Although most of the open learning practices targets adult population, it may be used to educate school-age children who cannot attend ordinary schools or support teaching in both primary and secondary educational levels. However, the strategy is flexible as students can complete their courses from any location provided they have access to computers and internet. This eliminates congestion in classrooms. The learners are presented with a wide range of school choices even if they inhabit communities with small number of schools. This strategy helps to eliminate the costs and time wastage involved in commuting. Most of distance learning courses are cheaper compared to those offered in the classroom. Learners can also undertake courses while working. This provides them with an opportunity to apply the theoretical concepts offered in the classroom in real work situations. However, the strategy lacks an aspect of social interaction in the classroom context. This strategy is also not appropriate for learners who require individual attention from their teachers. This method also requires adaptability to the new technologies and inventions. Some employment agencies do not accept online degrees when offering job opportunities. The method is not suitable for practical oriented courses such as medicine (Adler, 2012). For distance learning to be successful, teachers should improve planning and organization, ensure that the students’ needs are met, use effective teaching techniques and improve interaction and feedback. Case Method This method involves a detailed description and analysis of a single individual or group of issues. Case methods provide a systematic way of studying events, collecting data, information analysis and reporting results (Moreillon, 2007). The method is an effective method of studying rare phenomena or difficult concepts. Deeper understanding can be enhanced through applying the method in challenging unclear theoretical assumptions. Students are provided with an opportunity to apply new skills and knowledge. Case studies present practical references that allow exploration of solutions for difficult issues. It imparts analytic and problem solving skills to the participants. However, the learners may not connect the relevance of a certain case to the learning situation. Inappropriate results may be achieved if presented with insufficient information. The method presents difficulties when drawing cause-effect conclusions. To ensure effectiveness of this method, the teacher should clearly define the case scenario and prepare adequately. Recommendations The success of the stipulated teaching methods strategies depends on the teachers’ attitudes and approaches that determine the student’s interest and recipient mode. Teachers should develop interest in teaching to enable them work hard on their classroom roles. Clear explanations should be offered to students to promote understanding of learning contents. Teachers should portray concern and respect towards learners and their academic diversity. Establishments of clear goals and intellectual challenge by the teachers make learning more effective. Appropriate assessment and feedback enables students to test their mastery of a certain issue in several ways. Effective methods should cultivate independence, control and active engagement of the students in academic affairs. Effective teaching is also open to change. The teacher should be ready to learn from the students. Conclusion Teaching is an art that has order, purpose, meaning, and function. It evolves and conforms according to the imagination and opinion of the teacher. Effective teaching methods and strategies have nothing to do with making learning difficult for students or complicating issues. The applied method should assist the students feel that a certain concept can be mastered and encourage them solve problems by themselves. Humility and benevolence are two virtues necessary for a teacher to succeed in simplifying learning methods and making learning more effective. The paper has discussed the advantages and disadvantages of various strategies applied in effective learning. References Accardi, M. T., Drabinski, E. & Kumbier, A. (2010) Critical library instruction: theories and methods, Duluth, Minn., Library Juice Press. Adler, C.R. (2012) (Seven Strategies to Teach Students Text Comprehension, Reading Rockets, Uconn Today, (2012) Learning to Teach Adult Students, Posted 6th Aug.2012 < http://today.uconn.edu/blog/2012/08/preparing-to-teach-adult-students/> Bradshaw, M. J. & Lowenstein, A. J. (2007) Innovative teaching strategies in nursing and related health professions, Sudbury, Mass, Jones and Bartlett Publishers. Caulfield, S. & Persell, C. (2006) Teaching social science reasoning and quantitative literacy: the role of collaborative groups, Teaching Sociology, vol. 34, no. 1, pp. 39-53. Kucsera, J., Roberts, R., Walls, S., Walker, J. & Svinicki, M. (2011) Goal orientation towards teaching (GOTT) scale, Teachers and Teaching, vol. 17, no. 5, pp. 597-610. Lang, H. R. & Evans, D. N. (2006) Models, strategies, and methods for effective teaching, Boston: Pearson A and B. Moreillon, J. (2007) Collaborative strategies for teaching reading comprehension maximizing your impact, Chicago, American Library Association. Uconn Today, (2012) Learning to Teach Adult Students, Posted 6th Aug.2012 < http://today.uconn.edu/blog/2012/08/preparing-to-teach-adult-students/> Westwood, P. S. (2008) Teaching methods, Camberwell, Vic., ACER Press. Wheeler, J. & McLeod, P. (2002) Expanding our Teaching Effectiveness: Understanding our Responses to "In-The-Moment" Classroom Events, Journal of Management Education, vol. 26, no. 6, pp. 693-716. Ziv, M. & Frye, D. (2004) Children's understanding of teaching: The role of knowledge and belief, Cognitive Development, vol. 19, no. 4, pp. 457-477. Read More