Teaching styles

TEACHING STYLES AND METHODS

1. Teaching styles BY JAVERIA AZAM ROLL NO 13144: M.PHIL EDUCATION SEMESTER 1ST To Dr Farkhanada Riphah international Faisalabad campus

2. Objectives Of Presentation: to learn common teaching styles? Why to choose teaching styles? Merits , demerits and key points of all styles. Which style is better?

3. Teaching & Teacher Teaching is defined as   “ a process in which students are prepared for learning by providing initial structure to clarify planned outcomes and indicate derived learning strategies. The teachers provide sufficient opportunities in the classroom for students to practice and apply what they are learning and give improvement-oriented feed-back (Good, T.; Brophy, J. 2000). The teachers provide assistance to enable the students to engage in learning activities productively ( Meichenbaum , D.; Biemiller , A. 1998 ) . Teacher is Subject matter expert Facilitator Mentor Excellent communicator.

4. Teaching Style & Teaching Method Style  is a manner of doing or presenting things, especially in a organized manner .  Method  is a process by which a task is completed; a way of doing something . Teaching style Is the way of using teaching methods, using general principles and strategies of teaching. Teaching method  The term  teaching methods refers to the general principles, pedagogy and management strategies used for classroom instruction.

5. Why To Use Different Teaching Styles? Individual differences .( students' background knowledge, environment, and their learning goals ) Differen t techniques and styles enhance students’ learning. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory—a self-evaluation—of the teacher’s strengths and weaknesses

6. TYPES OF TEACHING STYLES In common there are 1.Teacher centered teaching style The authority/lecture style Demonstrator/coach style 2.Student centered style The facilitator style The delegator style 3.Peer –partner style 4.Collaborative style/Hybrid style.

7. TEACHER-CENTERED TEACHING STYLE.   The Authority / (Lecture Style ) also called oral presentation approach. Teachers are the main authority figure Students are considered as “empty vessels”  who passively receive knowledge from their teachers through lectures and direct instruction , Merits Of Authority Style Suitable for large enrollment classes Suitable for higher secondary and university students for General subjects   De-Merits Student’s contribution is very little in real learning.so they may lose confidence and contribution. Not suitable for primary, Elementary, secondary classes. Not suitable for Science Subjects.

8. Key Points To Make Authority Style More Effective.   Begin s with something familiar and interesting to students (set induction). Start off slowly, students may not have much experience in active learning. Introduce change at the beginning of course, rather midway through. Don’t give up lecture completely. Avoid direct repetition of material in a textbook so that it remain a useful alternative source. Use slides, videos, films, and computer simulations to enhance presentation. Use paradoxes, puzzles and apparent contradictions to engage students. End each class by summarizing the main points you have made. Pay attention to delivery of content (content must be sequenced and organized ) Maintain eye contact with students Move around in class but not so much that it is distracting. Use board when needed.

9. Questioning session Questioning is must , questioning is part of learning process , when students ask questions , they are often seeking to shortcut the learning process by getting the right answer from an authority figure(and teacher is authority in this style). Questioning is process of arriving at most logical answer, the Socratic method – meeting a student’s question with another (perhaps leading) a question ,- forces a student to offer possible answers. Wait long enough to indicate students that you expect them to think before answering. Some students know that if they remain silent teacher will answer. Solicit the answer from a volunteer or selected student. Determine the student’s confidence level as you listen to answer.

10. THE DEMONSTRATOR, OR COACH STYLE Demonstrator is : a person who shows how a particular piece of equipment works or how a skill or craft is performed . Coaching  is a form of development in which an experienced person, called a coach , supports a learner or client in achieving a specific personal or professional goal by providing training and guidance . This style is also called “ coach style” and has many similarities with the Authority style . The demonstrator retains the formal authority role by showing students what they need to know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations . This style is perfect for subjects where you can provide a full understanding of a topic only through demonstration. For instance: teaching music, arts, science, etc

11. … contd Merits Of Demonstrator Style : This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations.   Demerits Of Demonstrator Style   Although it’s well-suited for teaching mathematics, music, physical education, or arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.  

12. Key Point To Make Demonstration Style Teaching Effective Consider following number of issues when planning a demonstration Clearly understand concepts to illustrate in demonstration. Select best demonstration of selected topic which enhance student’s learning. Select appropriate spot in class where demonstration will be more effective. Design a set of appropriate questions to support your topic and to motivate and direct student’s observations. Ask follow-up questions to test and stretch student’s understanding of the new concepts . Use Tabs for students to show relevant video, audio or clips

13. 2. Student-Centered Teaching Style: This style involves 2 roles of teachers The facilitator & The delegator FACILITATOR :   Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking.   DELEGATOR Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives . And teaching style Group discussion/ group activity

14. GROUP DISCUSSION /ACTIVITY BASED TEACHING STYLE Teachers as delegator promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization. Also called group discussion style often are used in large enrolment courses to complement the lecture. In small enrollment groups this style is used in both activity and discussion format. Discussion sections are more productive because different point of views are considered and students prepare in advance. 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. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction. The delegator style is best suited for curricula that require lab activities , such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.

15. Group Discussion /Activity Based Teaching Style Merits : This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects. Students’ participation is maximum. Best when Lab Equipment is limited.   De-Merits Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization. So it’s a bit harder to measure success in tangible terms .

16. Key Points To Make Student-Centered Teaching Style Effective . Decide goal of class discussion/activity. What you want the students to get from discussion? Explain to the students how discussions/activity will be structured. Will the discussion will involve whole class or students will work in small groups. Make clear what you expect students to do before coming to each class session: read the chapter, think about questions at the end. Try to do the problems. Etc. Do not allow the few students to dominate the discussion . Some students will naturally respond quickly, but encourage them to give a chance to others and let them participate. Give student s chance to prepare a mini demonstration about important point to that day’s topic . Keep an eye on worth of objectives deriving from discussion . Always summarize the purpose and what student’s learnt from discussion at the end of session.

17. 3.PEER-PARTNER TEACHING STYLE Peer-Partner  is one of the choices available to students in  Student-Directed Teaching , a progressive teaching technology. Along with  Student-Teacher Contract  and  Self-Directed , Peer-Partner is a teaching style that requires a different level of independence from  Command  and  Task . It is, to some extent, a self-directed teaching style that allows the student to learn in his or her own fashion.

18. Under Peer-Partner, the teacher will… Provide a unit plan consisting of the objectives for several days, written in a language that the students can understand Determine the appropriateness of the style selected by each student. Use good questioning techniques and negotiation to help steer the students to becoming more independent Provide perception checks and final tests as indicated in the unit plan Provide a second evaluative activity if required by an individual student

19. The student will… Choose a partner very carefully, considering each other's learning characteristics when making the choice Study each objective and jointly decide how the learning will take place. Discussion is an important component of this style Listen to the instruction the teacher is providing for the Command and Task students, if the objective is beyond the experience of both students Consider what they know and what they don't know when selecting the amount and type of practice Check each other's work Declare the mark expected on each perception check Do more than one perception check is the declared mark is not within the flexibility factor Prepare a plan which will indicate how they are going to use their Earned Time.

20. COLLABORATIVE STYLE / COLLABORATIVE LEARNING; Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

21. KEY POINTS TO MAKE COLLABORATIVE STYLE LEARNING EFFECTIVE Catch-Up Stop at a transition point in your lecture. Have students turn to a partner or work in small groups to compare notes and ask clarifying questions. After a few minutes, open the floor to a few questions.

22. … contd Fishbowl Debate Ask students to sit in groups of three. Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice. Debrief by calling on a few groups to summarize their discussions . Case Study Create four to five case studies of similar difficulty. Have students work in groups of four or five to work through and analyze their case study. Provide 10-15 minutes (or adequate time) to work through the cases. Walk around and address any questions. Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed .

23. Team-Based Learning Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class. Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit their answers. Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz. Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade). Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal . Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.

24. Group Problem-Solving There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve: Presenting students with a problem. Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role. Reaching a final outcome or solution.

25. Which style is better? Depends upon topic material . Teacher’s abilities to cleverly choose best style . Teacher’s professional plus teaching skills . Teacher’s way of communication.

26. RETENTION:

27. Questions or comments.? Thank you

28. A MESSAGE