1. 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.
• It is important that teachers learn to use a variety of
teaching methodologies in order to cater for the
range of learning needs and requirements that are
present within most class environments. Within this
section a variety of teaching methodologies will be
explored and their various advantages and
disadvantages outlined.
2. Teaching theories primarily fall into two categories or “approaches”
— teacher-centred and student-centred:
Teacher-Centred 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.
Student-Centred 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.
3. 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-
centred 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.
4. Teacher’s roles
Authority
Formal authority teachers are in a position of power
and authority because of their exemplary knowledge
and status over their students. Classroom
management styles are traditional and focus on rules
and expectations.
Expert
Expert teachers are in possession of all knowledge and
expertise within the classroom. Their primary role is to
guide and direct learners through the learning process.
Students are viewed solely as receptors of knowledge
and information.
5. 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-centred approach, in that students play
an active and participatory role in their own
learning process.
6. Teacher’s Roles
Facilitator
Facilitators place strong emphasis on teacher-
student relationships. Operating under an open
classroom model , there is a de-emphasis on
teacher instruction and both teacher learners
undergo the learning process together. Student
learning loosely guided by the teacher and is
focused on fostering independence, hands –on
learning and exploration.
7. Personal Model
• Teachers who operate under this model are
those who lead by example, demonstrating to
students how to access and comprehend
information. In this model students learn
through observing and copying the teacher’s
processes.
8. Personal Model
• Teachers who operate under this model are those
who lead by example, demonstrating to students
how to access and comprehend information. In
this model students learn through observing and
copying the teacher’s processes.
• Delegator
Teachers act as a ‘resource’ to students, answering
questions and reviewing their progress as needed.
Teachers play a passive role in students’ learning,
students are active and engaged participants in
their learning. The main goal of a delegator is foster
a sense of autonomy in the learning process.
9. 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-centred 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.
10. Teacher’s Roles
Facilitators place strong emphasis on teacher-
student relationships. Operating under an open
classroom model , there is a de-emphasis on
teacher instruction and both teacher learners
undergo the learning process together. Student
learning loosely guided by the teacher and is
focused on fostering independence, hands –on
learning and exploration.
11. Delegator
• Teacher act as a “ resource” to students,
answering questions, and reviewing their
progress as needed. Teacher play a passive
role in students’ learning; students are active
and engaged participants in their learning. The
sloe role of a delegator is to foster a sense of
autonomy in the learning process.
12. TEACHING BY TASK Analysis
•
The 'teaching by task' methodology was developed upon notions of personal
practice, independent learning and individual development. The task style of
teaching allows students to develop at their own rate and in their own direction.
This particular methodology empowers students to take responsibility for their own
learning and therefore fosters the possibility of 'deeper' learning across a range of
different areas. Mosston describes the nine decisions that are transferred from the
teacher to the learner within this style. These are: "Location, Order of tasks,
Starting time per task, Pace and rhythm, stopping time per task, Interval, Initiating
questions for clarification, Attire and appearance, and Posture" (Mosston &
Ashworth, 2002: p.96) As a result of such student empowerment a deeper
appreciation for education can be fostered, thus making ongoing participation
within all subject areas more likely.
13. Advantages
•
.
• The teacher maintains control over what is being learned and therefore can
ensure that the lesson meets the needs and requirements of the curriculum.
• " Within this methodology the teacher is able to move amongst the class and
supply individual feedback while providing extension activities as required.
• " This style of teaching increases social interaction between students and
therefore increases motivation levels, self-confidence as well as ones ability to
work both independently and as a member of a group (Harrison & Blakemore,
1983: p.325).
• " Allows the teacher to provide more individual feedback to members of the
class. Such feedback can improve student motivation either through positive
reinforcement or through the improvement gained as a result of technique
development.
• " This particular methodology allows students to experiment with a variety of
skills and techniques while still allowing the teacher to direct student learning.
• " This methodology allows students to develop at their own rate and in their
own direction. Individuals need to be provided with opportunities to refine their
skills, techniques and knowledge within a safe and non-threatening
environment.
14. Disadvantages
Little student input into the lesson, as the teacher essentially
remains in control.
This style does not allow for a definitive standard to be achieved.
The style is therefore not as useful when addressing skills or
knowledge areas where specific techniques, movements or
products are required
There is a greater possibility that students will be distracted from
the task when compared with the command style of teaching. The
activities of students are more difficult to supervise and therefore
distractions are more likely.
While students are able to experiment with the knowledge and
skills presented creative thinking is not promoted. This particular
style therefore promotes motor development more so than
cognitive development.
15. INDIVIDUAL PROGRESSION
• According to Mosston and Ashworth, the defining characteristic of the 'individual
progression' methodology is that "learners with varying degrees of knowledge and skill
can participate in the same task by selecting a level of difficulty at which they can
perform" (2002: p.156). This particular methodology is therefore "a design of subject
mater manipulated in such a manner as to provide the learner with full opportunity for
self motivated learning, self-assessment, and decision making over a relatively prolonged
period of time" (Mosston, 1966:p. 97).
• The 'individual progression' methodology allows students to participate within activities
regardless of their individual skill levels, understanding and levels of motivation
(Harrison & Blakemore, 1983: p.327). Due to the nature of the methodology students
are able to participate within a non-threatening environment, therefore gaining
subsequent experiences of success. The structure of activities utilising this methodology
incorporate only minimal competition and therefore allow students to remain
unthreatened, thus further fostering the development of positive attitudes towards all
areas of the curriculum. This particular style of teaching allows students to challenge
their own knowledge and skill levels and therefore set their own goals with regard to
their future development. Mosston & Ashworth support such a notions as they state,
"establishing a performance goal for each level reinforces acquisition of the content
(skill) and prevents learners from haphazardly 'doing' the levels, checking answers, and
moving on" (2002: p.163).
16. Advantages
Students who are experienced in a given area and therefore already competent
are not required to complete activities at the same level as beginners. This
means that individuals with higher knowledge and skill levels can be extended
with advanced activities.
Beginner students or individuals with lesser skills are able to develop at their
own rate and in their own direction. This allows for a positive and non-
threatening environment to be created and therefore fosters ongoing
participation within all curriculum areas.
The 'Individual progression' methodology emanates from the social justice
policy, as it provides equal opportunity for all individuals to participate and
experience success. The Framework states that a commitment to social justice
underpins all education learning areas, and therefore all individuals have the
right to experience positive and meaningful education experiences. This means
that individuals of all abilities, skill levels and knowledge must be catered for
within all educational lessons .
This method can be very satisfying for the teacher as individuals are more likely
to experience success and the lessons are easy to control.
This method has the greatest potential to build self-esteem and therefore
increase student enjoyment. This will occur as a result of increases in
performance coupled with the ongoing experience of success (Harrison &
Blakemore, 1983: p.327
17. Disadvantages
Students may not take the ability grouping seriously or may
overestimate their ability in a particular area.
There may be feelings of inferiority by students in the lower
group, causing concern as 'students that feel their abilities
are inferior to those of their classmates and therefore will
not achieve success; nor will they be motivated towards
accomplishment' (Singer & Dick, 1980: p.64).
Teacher contact time may not be divided equally as
individuals with poorer skill and knowledge levels often
require greater levels of feedback from the teacher
whereas individuals of advanced skill and knowledge levels
often require more extension activities. This methodology
is therefore very labour intensive for the teacher to
administer.
18. GUIDED DISCOVERY
• Allowing individuals to discover the solutions to their own
problems allows them to develop the skills and abilities
needed to enquire, compare, invent, discover, reflect and
draw subsequent conclusions regarding a variety of issues
pertinent to that particular individual within that
particular environment (Mosston, 1966).
• The intention of the guided discovery method is for
teachers to formulate the underlying structure and
content of their lessons in a manner that forces students
to discover the answers to a range of problems for
themselves (Mosston & Ashworth, 2002: p.212).
• Within this particular methodology it is the role of the
teacher to guide and facilitate student learning in order to
allow student discovery as well as promote ongoing
experimentation and participation.
19. ADVANTAGES
Increases student critical awareness.
Empowering students to discover their own
answers allows them to control their learning,
and therefore they will be more likely to retain
information.
Good for game play and tactical aspects of sports.
The structure of drills force students to use
teamwork and therefore fosters the development
of student abilities to "work flexibly and develop
cooperation with others as part of the team"
20. Disadvantages
Students have little input into the planning and
development of their lesson and therefore only
the requirements of the teacher and the
curriculum are addressed.
Students can become dependent on guidance
and direction to find answers
