Develop your own Teaching Method
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This document provides guidance for developing an effective teaching method. It recommends that lecturers understand student profiles, prepare presentations while updating their subject knowledge, and use a mix of teacher-centered and learner-centered methods. Teacher-centered methods allow control but are less engaging while learner-centered methods like group discussions make students more active. The document also discusses Bloom's taxonomy of learning objectives and evaluating teaching methods based on achieving objectives and student enjoyment. Overall it aims to help lecturers understand how students learn and devise engaging assessments.
Develop your own Teaching Method
- 1. Developing a Teaching Method Developing a Teaching Method to suit our student environment- Training Session for University lecturers By Maxwell Ranasinghe
- 2. Teachers Develop a good framework of mind to teach Should learn how to understand students Should know their subject very well Should update the with changes taking place in the subject area Prepare good power point presentations Get ready for teaching before you
- 3. First day Special On the first day, greet learners with enthusiasm You must show that you are so interested in teaching them Give them an idea of what you have been doing professionally and as well as academic ( do not brag) Create an environment that everyone including you are going to learn and be happy about it
- 4. Know your customer Lecturer should know the student profiles What qualifications they have? What subjects they have studied? What teaching methodology they have gone through- class teaching- tuition etc.. Where do they work? What is their work experience? What is their level of language proficiency What are their objectives of doing this course? Do they know each other in the class?
- 5. Lecturer should come to class in time and check the equipment such as multimedia, A/C, fans, chairs etc. are in order ( never blame the administration in front of students if any of them are not in order) Lecturer should prepare well and have confidence in conducting the class Lecturer should have a good introductory comment Lecturer should have few motivating statements
- 6. Methods There are many teaching methods a lecturer could adopt for teaching They could be broadly divided into two categories Teacher centered Learner centered We need to assess the pros and cons for both methods to select the best We could use a mix of both depending on the status of students, class, syllabus, time and facilities
- 7. Teacher Centered Method – pros and cons Advantages ◦ Allows maximum teacher control ◦ Presents minimal threats to students or teacher ◦ Able to enliven facts and ideas that seem tedious in the text
- 8. ◦ Able to clarify issues relating to confusing/intricate points ◦ Teacher knows what has been taught ◦ Able to accommodate larger numbers of students ◦ Cost effective ◦ Economy of time
- 9. ◦ Teacher controls pace of presentation ◦ Teacher becomes known as an expert in a specific area or topic ◦ Encourages and allows deductive reasoning
- 10. Disadvantages ◦ Attempt to cover too much material in given time ◦ An easy teaching method but a far less effective learning strategy ◦ 20% of lecture information forgotten one day later and 80% of remainder fades in one month
- 12. Classes tend to be too large for personalized instruction Presumes that all students are learning at the same pace Not suited to higher levels of learning Creates passive learners Provides little feedback to learners Student attention wavers in less than 30 minutes
- 13. Teacher attempts to teach all that he or she has learned in a lifetime about a subject in few hours Poorly delivered lecture acts as a disincentive for learning Affective learning rarely occurs
- 14. Learner centered non conventional Well structured- teacher guided – Student centered learning Lecturer is only a facilitator Students study in advance and present different parts of the content Students make seminars out of relevant parts Students asks questions formed by them from the rest of the class Lecturer sums up
- 15. Group Discussion Can we have learner centered teaching for Degree, Certificate Courses and Diploma Level ? If “No “why? Then what is the best option ? A Hybrid ? Or a different method and approach suites our own Sri Lankan environment ?
- 16. Most important first 10 minutes of the Presentation ◦ Teacher outlines the objectives, outcomes, and expectations held for the participants Identify what learner should gain Make a connection between what the lecture material is and real life Outline the key concepts to be addressed Describe rules of operation and establish open atmosphere ◦ The above will let students decide whether to trust you to do what
- 17. During the presentation Have a simple discussion session for each topic if time permits Listen to students well and understand them Asks students comment on other students questions
- 18. Do not react negatively to any dumb/ stupid question ask by students Use multimedia, boards etc. effectively to explain Do not read your presentation Have a good eye contact with the whole class
- 19. How to take boredom out from students First day - have a standing session for students to meet each other for at least 15 minutes. May be during the tea time and ask them to meet as much as they can Have small groups of students and ask them to study part of the next lesson Ask them to brand their team. Ask them to wear a name tag with their teams brand and individual name
- 20. Some other teaching techniques that lecturers use Ask a question from a identified student “ How do you relate this concept to your company” Show a short video of a practical aspects and relate it to the theory Ask students to write the important points learned on the white board and summarize the session
- 21. Role-play – Give students a pre written script and ask them to play the role Ask questions from previous lecture Play a competitive game Use- kahoot.it ,Sli.do, Google Forms and Zeetings for digital format ( good for games) Provide prepared slides in advance to groups of students and let them do a
- 22. Develop teams to learning interesting Ideal team would be about 5 to 7 members Ask students to nominate their leaders Ask the team leaders nominated to select one if their best buddies to the team
- 23. Ask them to select one knows about IT stuff for presentations if presentations are part of the team Ask them to select a person who knows more about language Consider their location of living, jobs etc also when selecting team members
- 24. Create a competitive environment among the groups Give them simple assignments like doing a simple presentation about a topic in the class ( Max 5 minutes) Asking questions based on the last class, do a simple seminar on today’s topic Give marks to teams and carry on it till the end Have intermittent celebrations
- 25. Create a whatsapp group for monitoring purposes Send few messages to them to show that you are with them Ask students to collect some money and bring some food to share in the tea time. Teams can sponsor each day
- 26. Provide Lecture breaks – 1 or 2 minutes after every 20 minutes. Let them talk anything they like. Not your subject matter.
- 27. Write a simple postmortem on your class experience after every class Your overall grading for achieving teaching objectives Mark the areas that students enjoyed Mark the areas that students did not enjoy
- 28. Mark the areas that you found difficult to get the attention of students Mark areas that should be improved Mark areas that should be dropped if any Make a note on any difficult situation you had with students.
- 29. Evaluation? Do not let authorities evaluate your teaching only ( by students) on the traditional evaluation forms used by many universities and professional bodies There are many elements on such forms does not suit for all the situations of teaching Send your own feedback about your experience of teaching the class to the authorities
- 30. Understand the cognitive behavior of learning Bloom's taxonomy is a set of hierarchical models used to classify educational learning objectives into levels of complexity and specificity. ... (The models were named after Benjamin Bloom, who chaired the committee of educators in 1956 that devised the taxonomy) Initially the taxonomy was based on hierarchical model that describes the levels such as knowledge, comprehension, application, analysis, synthesis and evaluation. However, it was revised in 2001Blooms taxonomy focuses on learning and assessment more than on how to teach
- 31. Blooms Taxonomy- Order of cognitive behavior ( revised version 2001)
- 32. Blooms Taxonomy can be used to used to Create assessments Evaluate the complexity of assignments Increase the rigor of a lesson Simplify an activity to help personalize learning
- 33. Design a summative assessment Plan project-based learning Frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything.
- 34. Critiques of Blooms Taxonomy Learning is not sequential – Bloom’s Hierarchy seems too artificially constructed. It is a very linear, straightforward view of how humans comprehend information. Researchers are beginning to see the mind as more of a web. A person might skip from knowledge to application then analyze the application, come to a conclusion (evaluation) and then re-analyze the conclusion all working toward a greater synthesis of information
- 35. It is incomplete, so precise and individualistic etc. But we do not wish to go into detail about it as it is beyond this topic.
- 36. Group Discussion Discussion on how students learn ( in Sri Lanka) and how their knowledge and skills could be assessed. Share your own experience Devise ways and means of testing them . ( Do not restrict it to Bloom’s model)
- 37. I share this presentation for benefit of all lecturers. I appreciate your own comments to further develop this presentation Thank you email maxran1@yahoo.com