Teaching methods for post graduate education diplomas

1. Ph.D (cost management)
MBA, (Accounting)
B.sc(B. Administration)
PGDE (Post Graduate Diploma in Education)
HNDA (Higher National Diploma in Accounting
B.com (General) ,
Dip in teaching
MAAT ,
CMAF

3. Teacher-Centered Approach to Learning
Teachers are the main authority figure in this model.
Students are viewed as “empty vessels” whose
primary role is to passively receive information (via
lectures and direct instruction) with an end goal of
testing and assessment. It is the primary role of
teachers to pass knowledge and information onto
their students. In this model, teaching and
assessment are viewed as two separate entities.
Student learning is measured through objectively
scored tests and assessments.

4. Student-Centered Approach to Learning
While teachers are an authority figure in this model,
teachers and students play an equally active role in
the learning process. The teacher’s primary role is to
coach and facilitate student learning and overall
comprehension of material. Student learning is
measured through both formal and informal forms of
assessment, including group projects, student
portfolios, and class participation. Teaching and
assessment are connected; student learning is
continuously measured during teacher instruction.

5. better understand these approaches, it is important
to discuss what is generally understood as the three
main teaching styles in educational pedagogy:
direct instruction,
inquiry-based learning and
cooperative learning.

6. Through these three teaching methods, teachers can
gain a better understanding of how to govern their
classroom, implement instruction and connect with
their students. Within each of these three main
teaching styles are teaching roles or “models

7. DIRECT INSTRUCTION
Direct instruction is the general term that refers to the
traditional teaching strategy that relies on explicit
teaching through lectures and teacher-led
demonstrations. Direct instruction is the primary
teaching strategy under the teacher-centered
approach, in that teachers and professors are the sole
supplier of knowledge and information. Direct
instruction is effective in teaching basic and
fundamental skills across all content areas.

9. INQUIRY-BASED LEARNING
Inquiry-based learning is a teaching method that
focuses on student investigation and hands-on
learning. In this method, the teacher’s primary role is
that of a facilitator, providing guidance and support
for students through the learning process. Inquiry-
based learning falls under the student-centered
approach, in that students play an active and
participatory role in their own learning process.

11. COOPERATIVE LEARNING
Cooperative Learning refers to a method of teaching
and classroom management that emphasizes group
work and a strong sense of community. This model
fosters students’ academic and social growth and
includes teaching techniques such as “Think-Pair-
Share” and reciprocal teaching. Cooperative learning
falls under the student-centered approach because
learners are placed in responsibility of their learning
and development. This method focuses on the belief
that students learn best when working with and
learning from their peers.

13. Cooperative Learning
Advantages
Helps foster mutual responsibility Supported by
research as an effective technique Students
learn to be patient, less critical and more
compassionate
Disadvantages
Some students don't work well this way Loners
find it hard to share answers Aggressive
students try to take over Bright students tend to
act superior

14. Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn
how to work in groups

15. In order to identify your personal teaching style, it is
important to acknowledge your personal values
toward education and how your students learn.
Understanding your teaching style early on will
prove effective for both you and your students,
creating and maintaining a balance between your
teaching preferences and your students’ learning
preferences.

19. A teaching method comprises the principles
and methods used for instruction to be
implemented by teachers to achieve the desired
learning in students. These strategies are
determined partly on subject matter to be taught
and partly by the nature of the learner.
Teaching method

20. Brainstorming
Advantages
Listening Listening exercise that allows creative
thinking for new ideas
Encourages full participation because all ideas
are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas

21. Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from
known reality
If not managed well, criticism and negative
evaluation may occur
Value to students depends in part on their
maturity

22. Preparation
Teacher selects issue
Teacher must be ready to intervene when the
process is hopelessly bogged down

23. Advantages
Very specific learning targets
Students are told reasons why content is
important - helps to clarify lesson objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Direct Teaching

24. Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and
good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking
skills, depending on the knowledge base and skill
of the teacher

25. Preparation
Content must be organized in advance
Teacher should have information about student
prerequisites for the lesson

26. Advantages
1.Factual material is presented in a direct, logical
manner
2.May provide experiences that inspire - useful
for large groups
3. Most efficient way to convey teacher spoken
information
Lecture

27. Disadvantages
1.Proficient oral skills are necessary
2.Audience is often passive
3.Learning is difficult to determine as the lecture
progresses
4.Communication is one-way
5.Not appropriate for children below grade

28. Preparation
1.There should be a clear introduction and
summary
2.Effectiveness is related to time and scope of
content
3.Is always audience specific; often includes
examples, anecdotes

29. Advantages
1.Involves students, at least after the lecture
2.Students can question, clarify and challenge
3.Lecture can be interspersed with discussion or
breaks as the content and time permit
Lecture with Discussion

30. Disadvantages
1.Time constraints may affect discussion
opportunities
2.Effectiveness is connected to appropriate
questions and discussion; often requires
teacher to "shift gears" quickly
Preparation
1.Teacher should be prepared to allow questions
during lecture, as appropriate
2.Teacher should also anticipate difficult
questions and prepare appropriate responses

31. Advantages
1. Entertaining way of introducing content and
raising issues
2. Internet content easily updated
3. Usually keeps group's attention
4. Cost effective way to obtain and disseminate
content
Multimedia (computer, Internet, CD,
DVD, film)

32. 5. May provide opportunities for independent student
investigation in a wide range of topics
Disadvantages
1. Can raise too many issues to have a focused
discussion
2. Distractions happen all too easily
3. Students working independently can easily
lose focus of lesson topic
4. Most effective when followed by discussion
5. Discussion may not have full participation

33. Preparation
1. Teacher must formulate rules and
communicate them to students
2. Need to obtain and set up equipment
3. Computing skills required for some applications
4. Most effective when teacher prepares for
discussion after the presentation or activity

34. Role Playing
Advantages
1. Introduces problem situation dramatically
2. Provides opportunity for students to assume
roles of others and thus appreciate another
point of view
3. Allows for exploration of solutions
4. Provides opportunity to practice skills

35. Disadvantages
1. Some students may be too self-conscious
2. Not appropriate for large groups
3. Can be time consuming to set up and execute
Preparation
1.Teacher has to define problem situation and
roles clearly
2. Teacher must give very clear instructions
3. Teacher must have back up activities in case
of problems

36. Games
Advantages
1. Students are usually interested in and
challenged by games
2. Can provide opportunities for team member
building skills
3. 3. Feedback is usually easy to provide and is
quick
4. When used in direct relationship to a lesson
5. objective, can provide a stimulating experience
for all

37. Disadvantages
1. Can create in-group/out-group feelings
2. Can demotivate those who are not competitive by
nature
3. Can create feelings of inadequacy in those not as
skilled or forceful
4. Can discourage creativity if the format is
5. very rigid and the focus is strongly on winning

38. Preparation
1. Choose relevant games at an appropriate
level that can be reasonably expected to
achieve the learning objectives
2. Introduce the game and make the
objectives clear
3. Give clear and thorough directions
4. Create a friendly versus cut-throat
mentality; do not put down losers or allow
others to do so
5. Do not take sides or show partiality
6. Keep a handle on things

39. Small Group Discussion
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked

40. Case Studies
Advantages
1. Develops analytic and problem solving skills
2. Allows for exploration of solutions for
complex issues
3. Allows student to apply new knowledge and
skills

41. Disadvantages
1. Students may not see relevance to own situation
Insufficient information can lead to inappropriate
results
2. Not appropriate for elementary level students
Preparation
1.Teacher has to define problem situation and roles
clearly
4. Teacher must give very clear instruction

42. Discussion
Advantages
1. Pools ideas and experiences from group
2. Effective after a presentation, film or
experience that needs to be analyzed
3. Allows everyone to participate in an active
process

43. Disadvantages
1. practical Not practical with more that 20
students
2. A few students can dominate
3. Some students may not participate
Is time consuming
4. Can get off the track

44. Preparation
1. Requires careful planning by the teacher to
guide the discussion toward the lesson
objective
2. Requires preparation of a question outline

45. Worksheets and Surveys
Advantages
1. Allows students to think for themselves without
being influenced by others
2. Individual thoughts can then be shared in large
group
Disadvantages
Can be used only for short period of time
Preparation
Teacher has to prepare handouts

46. Computer Simulations
Advantages
1. Students can work independently
2. Abundant selection of simulation software in many
subjects, especially the sciences and social studies
3. Effects of decisions can be readily seen and
evaluated
4. Transfer of learning to different subjects may be
facilitated

47. Disadvantages
1. Computer software for simulations can be
expensive
2. Some students may be easily distracted by the
medium at the expense of the subject matter
3. Not suitable for some subject matter areas such as
mathematics
Preparation
1. Teacher must make sure the simulation relates to
a lesson or unit objective
2. 2. Teacher must have "plan B" ready in case the
simulation is not as expected

48. Independent Study
Advantages
1. Learning skills developed have impressive staying
power
2. Students can learn to increase the rate at which
they understand new material
3. There is a greater opportunity for transfer of
learning to other subjects
4. Increased opportunities for students to problem
solve what is needed to learn intended content
(prerequisites)
5. Students may learn how to pace learning and
thereby gain self-confidence

49. Disadvantages
1. Distractions are always a possibility -- requires self-
discipline
2. Appropriate materials may not be available or
accessible
3. Not appropriate for certain age groups such as
students below grade four, or for highly complex
subject matter such as physics, which require a
good deal of explanation

50. Preparation
1. Develop plan to monitor and collect feedback
about independent study activities for each
student
2. Provide appropriate resources that are connected
to the subject matter in question
3. Provide plan to provide feedback to students during
the course of independent study

51. Guest Speakers
Advantages
1. Can provide a dynamic and engaging presence
2. Can personalize a topic to make it more
interesting and/or challenging
3. Often breaks down an audience's stereotypes
Disadvantages
1. May not be a good speaker
2. Can inadvertently present information not
appropriate for the age and maturity of the
audience

52. Preparation
1. Contact speakers and coordinate
2. Interview speakers before making commitment
Inform students about the speaker before the
presentation
3. Make an appropriate introduction

53. Now that we have surveyed the broad range of
teaching/learning methods that are available, let us
end this section with some general guidance on how
to set about choosing which methods to use with
your own students in different situations. It is
suggested that you do this by working through the
algorithm shown in Figure 4, which can be thought of
as a sub-system of the overall systems approach to
course and curriculum design that is shown as
follows. The various stages of the process should be
tackled as follows.
Some hints on how to select appropriate
teaching/learning methods.

55. If you are satisfied that you know exactly what your
educational objectives are, whether these are
couched in traditional aims/learning outcomes form
or in terms of competence descriptors, proceed
directly to Stage 2. If not, refer to an appropriate
Course Module Descriptor (or the equivalent) and
find out what they are. If sufficiently detailed
objectives do not already exist, write your own in
whatever format is considered appropriate, using the
previous section on 'Specifying the Outcomes of
Student Learning' for guidance.
Stage 1 : Clarifying your educational objectives

56. If you are an experienced teacher, you will probably
be able to choose an appropriate method (or mix of
methods) for achieving a particular objective (or
group of objectives) on the basis of 'gut feeling', or
'instinct'. If so, proceed directly to Stage 2. If not, you
may find the following general pointers of some
assistance.
Stage 2 : Provisional selection of
teaching/learning method(s)

57. .Lower-cognitive objectives. Here, the most
obvious method is the lecture, and may well be the
best method if your object is to provide your students
with an introduction to or overview of a particular
area, or to deal with a key topic in your course. You
should, however, also consider using
an individualized-learning method of some sort,
eg directed study of a textbook, use of open-learning
materials, mediated self-study, CBL or multimedia, or
an assignment or project.

58. .Higher-cognitive objectives. Remember that it is
nearly always necessary to get your students actively
involved in the learning process if such objectives are
to be effectively achieved. You should therefore
consider backing up any initial teaching by setting the
students an individual assignment or project of some
sort, or by making use of an appropriate group-
learning activity (the seminar approach? a group
tutorial? a class discussion?
a simulation/game or case study? a mediated
feedback session? a group project?) You may also
consider backing up such initial teaching with
appropriate laboratory or studio work.

59. .Affective objectives These are probably the most
difficult type of all to achieve. Although you can
generally begin to achieve such objectives through
straight-forward lectures, these will probably need to
be backed up by more powerful 'attitude shapers'
such as the use of video, or use of an
appropriate group-learning method such as
a simulation/game, a role-playing exercise,
a mediated feedback session, a seminar or a class
discussion. A 'real life' experience of some sort can
also be highly effective.

60. .Psychomotor objectives The only way to achieve
such objectives effectively is to get your students
to perform and practise the activity (or group of
activities) that you wish them to learn. This will
generally require you to organise laboratory or studio
work of some type, or to provide work-based
experience of some sort. Students will, however,
often require to be prepared for such activities
through formal lectures and/or demonstrations, or by
getting them to watch a specially-
prepared video or multi-media presentation.

61. .Interpersonal objectives Again, the only way to
achieve such objectives effectively is to get your
students actively involved. Thus, if you want them to
develop written communication skills, give them a
task that involves writing (an essay?, producing
a seminar paper? producing a report?). Similarly, if
you want them to develop oral communication skills,
put them in a situation where they are required
to speak (making an oral presentation?
a simulation/game? a role-playing exercise?

62. a mediated feedback session? A class discussion?) If
you want them to develop interpersonal or leadership
skills, put them in a situation where they have to work
as part of (or lead) a team (a group project?
a simulation/game?) or use an appropriate role-
playing exercise or mediated-feedback session.

63. With multi-faceted objectives or competences that
transcend conventional domain boundaries, it may, of
course, be necessary to employ a battery of
teaching/learning methods, or to make use of an
integrating activity such as work-based
experience or placement.

64. Stage 3 : Determining whether your
students will be comfortable with the
chosen method(s)
There is no point in using methods which your
students will not be able to handle - because they
are not sufficiently mature, for example, or
because they lack vital pre-requisite skills or do
not have access to essential equipment or
facilities. This is a particularly important
consideration when planning things like distance-
learning courses, where it is absolutely essential
to make your teaching/learning methods as 'user-
friendly' as possible.

65. It is just as important that you yourself feel
comfortable with the teaching/learning method(s)
that you are using, for, if you do not, you are very
unlikely to use the method(s) properly. Remember
that students are very quick to spot a lecturer who is
clearly not fully competent in what he or she is trying
to do - and quite ruthless in making you aware of this
fact. Thus, only use methods that you are confident
you can use effectively.
Stage 4 : Determining whether you will be
comfortable with the chosen method(s)

66. If you do not feel happy with a particular method,
choose something else, or, take appropriate steps to
ensure that you willfeel comfortable with the method
when you use it (eg by undertaking colleague
observation or staff development of some sort).

67. Here, it is necessary to ask yourself such
questions as:
- Will I be able to carry out the instruction on my
own, or will I need help?
- If so, will such help be available internally?
externally?
- Is suitable accommodation available internally?
externally?
- Is there sufficient time available?
Stage 5 : Determining whether the
method(s) will be practicable

68. - Are any vital items of equipment/facilities
available internally? externally?
- Are any special resource materials available
internally? externally?
If there are any problems that you do not think
you will be able to overcome, think again.

69. This is such an obvious question that it is often not
even asked, but it is very important. Make sure that
what you are proposing to do is culturally appropriate
and consistent with the Course Regulations and
the Course Module Descriptor, If necessary find out
whether your colleagues/subject leader/year leader/
course leader/Head of School will be happy with your
plans. If not, either persuade them or think again.
Stage 6 : Determining whether you will be
allowed to use the method(s)

70. Stage 7 : Using the chosen method(s) with your
students
If your ideas have come through Stages 3-6
unscathed, carry out any preparatory work needed to
put them into practice.

72. Assessment
Look beyond high-stakes testing to learn about
different ways of assessing the full range of
student ability -- social, emotional, and
academic achievement.

73. Why Is Assessment Important?
When assessment works best, it does the following:
Provides diagnostic feedback What is the student's
knowledge base?
What is the student's performance base?
What are the student's needs?
What has to be taught?
Helps educators set standards What performance
demonstrates understanding?
What performance demonstrates knowledge?
What performance demonstrates mastery?

74. Relates to a student's progress What has the student
learned?
Can the student talk about the new knowledge?
Can the student demonstrate and use the new skills in
other projects?
Evaluates progress How is the student doing?
What teaching methods or approaches are most
effective?
What changes or modifications to a lesson are needed
to help the student?

75. Motivates performance
For student self-evaluation: Now that I'm in charge of
my learning, how am I doing?
Now that I know how I'm doing, how can I do better?
What else would I like to learn?
For teacher self-evaluation: What is working for the
students?
What can I do to help the students more?
In what direction should we go next?

76. What Are Some Types of Assessment?
Observation
Essays
Interviews
Performance tasks
Exhibitions and demonstrations
Portfolios
Journals
Teacher-created tests
Rubrics
Self- and peer-evaluation

77. The main characteristics of good teaching are
as following:
1. It gives desirable information.
2. It creates self-motivation for learning.
3. Effective planning is essential for good teaching.
4. The students remain active in good teaching.
5. It focuses on selected information.
6. It is based on democratic ideals.
7. It is sympathetic and full of pity.
8. It is directional in nature.
9. It is based on the co-operation of teacher and
students.

78. 10. It is based on previous knowledge of teacher.
11. It is progressive.
12. It includes all sorts of teachers' performances and
teaching methods.
13. It produces emotional stability.
14. It attempts to adjust the students with the
environment.
15. It is diagnostic and therapeutic in nature.
16. It is the best medium for preparing the next
generation for the changing world order.
17. It enhances the potentialities of the students.
18. The teacher works as a philosopher, friend and a
direction.

79. 19. The teacher's class room behavior includes both
direct and indirect behavior.
20. It reflects harmony between teacher and the
students.