The teaching method consists of principles and methods used by teachers to enable students to learn. These strategies are determined partly on the subject matter to be taught and partly by the nature of the learner. In order for a particular teaching method to be appropriate and efficient, it must be related to the characteristics of the learner and the type of learning that should be produced. The suggestions that exist for designing and choosing teaching methods should take into account not only the nature of the subject matter but also how the students learn. In school today, the trend is to encourage a lot of creativity. It is well known that human progress comes through reasoning. This original reason and thought enhances creativity.
The approach to teaching can be broadly classified into teacher-centered and student-centered. In the Master-Centered Approach to Learning, Master is the ultimate authority figure in this model. Students are seen as "empty vessels" whose primary role is to receive information passively (via lectures and direct instruction) with the ultimate goal of testing and assessment. It is the teacher's main role to convey knowledge and information to their students. In this model, teaching and assessment are seen as two separate entities. Student learning is measured through objective tests and assessments. In the Student-Centered to Learning Approach, while teachers are the authority figures in this model, teachers and students play an equally active role in the learning process. The teacher's main role is to train and facilitate student learning and overall material understanding. Student learning is measured through formal and informal appraisal forms, including group projects, student portfolios, and class participation. Connected teaching and assessment; student learning continues to be measured during teacher instruction. Commonly used teaching methods may include class participation, demonstration, recitation, recitation, or a combination of these.
Video Teaching method
Metode instruksi
Howard Gardner identifies various modalities in his Multiple Intelligence theory. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on Jung's works, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other in a learning environment.
Teaching
The lecture method is only one of several teaching methods, although in schools it is usually considered the main one. The lecture method is convenient for the institution and cost-effective, especially with larger class sizes. This is why teaching is the standard for most college programs, when there are several hundred students in the class at once; giving lectures allows professors to speak to the majority of people at once, in the most general way, while still delivering the information that he thinks is most important, in accordance with the lesson plan. While lecture methods provide instructors or teacher opportunities to expose students to materials that are not available or unavailable, students play a passive role that can hinder learning. While this method facilitates great classroom communication, the lecturer should make constant and conscious effort to become aware of the student's problems and involve students to provide verbal feedback. This can be used to generate interest in the subject provided the instructor has effective writing and speaking skills.
Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science teacher can teach ideas by doing experiments for students. Demonstrations can be used to prove facts through a combination of visual evidence and related reasons.
Demonstrations are similar to storytelling and written examples because it allows students to personally relate to the information presented. Memorizing fact lists is a separate and impersonal experience, while the same information, conveyed through demonstrations, becomes personally relevant. Demonstrations help increase student interest and strengthen memory retention as they provide connections between facts and real-world applications of these facts. Lectures, on the other hand, are often directed toward factual presentation rather than connective learning.
Collaborate
Collaboration allows students to participate actively in the learning process by talking to each other and listening to the opinions of others. Collaboration establishes personal relationships between students and learning topics and helps students think in a less personal way. Projects and group discussions are examples of this teaching method. Teachers can use collaboration to assess students' ability to work as a team, leadership skills, or presentation skills.
Collaborative discussions can take many forms, such as fishbowl discussions. After some preparation and with clearly defined roles, a discussion can shape most of the lessons, with teachers providing only brief feedback at the end or in the following lessons.
Class discussion
The most common type of collaborative teaching method in the classroom is classroom discussion. It is also a democratic way of handling the class, where each student is given equal opportunity to interact and express their views. Discussions taking place in the classroom can be facilitated by a teacher or by a student. Discussions can also follow presentations or demonstrations. Classroom discussion can improve students' understanding, add context to academic content, broaden student perspectives, highlight opposing points of view, strengthen knowledge, build confidence, and support the community in learning. Opportunities for meaningful and interesting class discussions can vary greatly, depending on course material and course format. Motivation for holding planned class discussions, however, remains consistent. Effective class discussions can be achieved by exploring more questions among students, paraphrasing information received, using questions to develop critical thinking with questions such as "Can we take one step further?" "What solution do you think might solve this problem?" "How does this relate to what we've learned about...?" "What is the difference between... Ã, ?;" "How does this relate to your own experience?" "What do you think the cause... Ã, ?;" "What are the implications.... Ã,?"
It is clear from the "impact of teaching strategies on learning strategies in first year higher education can not be ignored or over interpreted, because of the importance of student personality and academic motivation which also partly explains why students learn in their way." Donche agrees with the previous points made in the above title but he also believes that the students' personalities contribute to their learning styles.
Debriefing
The term "debriefing" refers to a conversation session that revolves around a share and checks the information after a certain event has occurred. Depending on the situation, debriefing can serve many purposes. It considers experience and facilitates reflection and feedback. Briefing may involve feedback to students or among students, but this is not the point. The goal is to enable students to "melt" and assess their experience and progress toward change or transformation. The goal is to help them understand their experiences. This process involves a cyclic awareness that students may have to be guided to fully question. Teachers should not be too critical of relapse in behavior. Once the experience is fully integrated, students will step out of this cycle and continue with the next one.
Classroom Action Research
Classroom Action Research is a method to find out what's best in your classroom so you can improve student learning. We know a lot about good teaching in general (eg McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills and learning styles, skills and teacher style teaching, and many other factors. To maximize student learning, a teacher must find out what is best in a particular situation. Every teaching and research method, model and family is essential for the practice of technology studies. Teachers have their strengths and weaknesses, and adopt special models to complement strength and conflict with weaknesses. Here, the teacher is well aware of the kind of knowledge to be built. At other times, teachers equip their students with research methods to challenge them to build new meaning and knowledge. At school, the research method is simplified, allowing students to access methods at their own level.
Maps Teaching method
Evolution of teaching methods
Ancient education
Around 3000 BC, with the advent of writing, education becomes more self-conscious or self-reflective, with specialized jobs such as scribes and astronomers requiring certain skills and knowledge. Philosophy in ancient Greece led to the question of educational methods entering the national discourse.
In his literary work The Republic, Plato describes the teaching system that he feels will lead to the ideal state. In his dialogue, Plato describes the Socratic method, a form of investigation and debate intended to stimulate critical thinking and illuminate ideas.
It has been the goal of many educators since, like Roman educator Quintilian, to find specific and interesting ways to encourage students to use their intelligence and help them learn.
Medieval education
Comenius, in Bohemia, wants all children to learn. In his book The World in Pictures , he makes picture books about things that children will know in everyday life and use them to teach children. Rabelais describes how the Gargantua disciples learn about the world, and what is in it.
Later, Jean-Jacques Rousseau in his book Emile , presented a methodology for teaching children the elements of science and other subjects. During the Napoleonic battle, the Johann Heinrich Pestalozzi teaching methodology from Switzerland enables refugee children, from classes believed to be inaccessible, to learn. He describes this in his explanation of an educational experiment at Stanz.
19th century - compulsory learning
The Prussian education system is a compulsory education system that began in the early nineteenth century. Part of the Prussian education system has served as a model for educational systems in a number of other countries, including Japan and the United States. The Prussian model requires classroom management skills to be incorporated into the teaching process.
20th century
Newer teaching methods can combine television, radio, internet, multi media, and other modern devices. Some educators believe that the use of technology, while facilitating learning to some extent, is not a substitute for educational methods that encourage critical thinking and the desire to learn. Inquiry learning is another modern method of teaching. The popular teaching method used by most teachers is direct activity. Direct activity is an activity that requires movement, speech, and listening, it activates several areas of the brain. "The more parts of the brain you use, the more likely you are to store information," says Judy Dodge, author of Rapid Formative Assessment for Differentiation Classes (Scholastic, 2009).
See also
- Active learning
- Business game
- Font methods
- Design-based learning
- Educational psychology
- Educational philosophy
- School is effective
- Sample Options
- Experimental learning
- Learn
- Lesson plans
- Passive learning
- Pedagogy
- Learning by phenomenon
- Master
References
Further reading
- Paul Monroe, Textbooks in the History of Education, Macmillan, 1915, OL1540509W
- Gilbert Highet, Teaching Arts , 1989, Antiquities Book, ISBN 978-0679723141
Source of the article : Wikipedia
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