teaching methodology essay

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[2023] What Is Your Teaching Methodology? A Comprehensive Guide

August 4, 2023
Instructional Coaching

Quick Answer: Your teaching methodology refers to the strategies and techniques you use to deliver instruction and facilitate learning in the classroom. It encompasses your approach to lesson planning, classroom management, assessment, and student engagement. The most effective teaching methodologies are those that are student-centered, promote critical thinking, and cater to diverse learning styles. Developing a well-rounded teaching methodology is essential for creating a positive and productive learning environment for your students.

Table of Contents

Quick Answer

Quick Tips and Facts

Definitions.

Direct Instruction
Inquiry-Based Learning
Cooperative Learning
Differentiated Instruction
Project-Based Learning
Flipped Classroom

The Role of Teaching Methodologies in Society

The role of institutions in shaping teaching methodologies, factors of educational success, education studies, history of teaching methodologies, what is your teaching methodology examples, what is your teaching methodology answer, which teaching methodology is best, what is your learning methodology, how do teaching methodologies impact student learning outcomes, recommended links, reference links.

Your teaching methodology plays a crucial role in student learning and engagement.
Effective teaching methodologies are student-centered and promote critical thinking.
It is important to adapt your teaching methodology to cater to diverse learning styles.
Incorporating various teaching methodologies can enhance student understanding and retention.
Continuous professional development can help you stay updated with the latest teaching methodologies.

Teaching Methodology: The strategies and techniques used by educators to deliver instruction and facilitate learning in the classroom.

Pedagogy: The theory and practice of teaching, including the principles, methods, and techniques used to educate students.

Andragogy: The theory and practice of teaching adult learners, focusing on self-directed learning and problem-solving.

Types of Teaching Methodologies

1. Direct Instruction

Direct instruction is a teacher-centered approach that involves explicit teaching of knowledge and skills. It typically includes lectures, demonstrations, and guided practice. This methodology is effective for introducing new concepts and building foundational knowledge.

Provides clear and structured instruction.
Allows for efficient delivery of content.
Suitable for large class sizes.
May not cater to individual learning styles.
Limited opportunities for student engagement.
Relies heavily on teacher-led activities.

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2. Inquiry-Based Learning

Inquiry-based learning encourages students to explore and discover knowledge through questioning, investigation, and problem-solving. It promotes critical thinking, collaboration, and independent learning.

Fosters curiosity and a love for learning.
Develops critical thinking and problem-solving skills.
Encourages student engagement and ownership of learning.
Requires careful planning and facilitation.
May take longer to cover content.
Students may need guidance in developing effective inquiry skills.

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3. Cooperative Learning

Cooperative learning involves students working together in small groups to achieve shared learning goals. It promotes collaboration, communication, and the development of social skills.

Encourages teamwork and cooperation.
Enhances communication and social skills.
Provides opportunities for peer learning and support.
Requires effective group management strategies.
Individual accountability may be a challenge.
May require additional time for group work.

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4. Differentiated Instruction

Differentiated instruction involves tailoring instruction to meet the diverse needs of students. It recognizes that learners have different learning styles, abilities, and interests, and aims to provide targeted support and challenge.

Addresses individual student needs and learning styles.
Promotes inclusivity and equity in the classroom.
Enhances student engagement and motivation.
Requires careful planning and preparation.
May require additional resources and materials.
Assessing and tracking individual progress can be challenging.

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5. Project-Based Learning

Project-based learning involves students working on extended projects that require them to apply knowledge and skills to real-world problems or challenges. It promotes collaboration, critical thinking, and creativity.

Engages students in authentic and meaningful learning experiences.
Encourages creativity and innovation.
Requires careful planning and scaffolding.
May require additional time for project completion.
Assessing individual contributions can be challenging.

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6. Flipped Classroom

The flipped classroom model involves students learning new content independently outside of class through videos or readings, and using class time for collaborative activities, discussions, and application of knowledge.

Allows for personalized and self-paced learning.
Maximizes class time for active learning and application.
Facilitates student-centered and inquiry-based approaches.
Requires access to technology and resources outside of class.
May require additional planning and preparation.
Students may need guidance in navigating self-directed learning.

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Teaching methodologies play a crucial role in shaping the future of society by equipping students with the knowledge, skills, and attitudes they need to succeed. They contribute to the development of critical thinking, problem-solving, creativity, and collaboration skills, which are essential for individuals to thrive in an ever-changing world.

Effective teaching methodologies also foster a love for learning, promote social and emotional development, and help students become responsible and engaged citizens. By incorporating student-centered approaches, teaching methodologies empower learners to take ownership of their education and become lifelong learners.

Educational institutions, such as schools and universities, play a significant role in shaping teaching methodologies. They establish guidelines, curricula, and assessment frameworks that influence teaching practices. Institutions also provide professional development opportunities for educators to enhance their teaching skills and stay updated with current research and best practices.

It is important for institutions to create a supportive and collaborative environment that encourages innovation and experimentation with teaching methodologies. By embracing diverse teaching approaches, institutions can cater to the unique needs of their students and promote inclusive and effective education.

Several factors contribute to educational success, and teaching methodologies are a crucial component. Here are some key factors that influence student learning outcomes:

Effective Instruction : Well-planned and engaging instruction that aligns with learning objectives and incorporates research-based teaching strategies.
Teacher-Student Relationship : Positive and supportive relationships between teachers and students that foster trust, motivation, and a sense of belonging.
Classroom Environment : A safe, inclusive, and well-managed classroom environment that promotes active engagement and collaboration.
Student Engagement : Active participation and involvement in learning activities that stimulate curiosity and promote deep understanding.
Assessment and Feedback : Regular and meaningful assessment practices that provide feedback to students and inform instructional decisions.
Parental Involvement : Collaborative partnerships between teachers, parents, and families that support student learning and well-being.

By considering these factors and implementing effective teaching methodologies, educators can create an optimal learning environment that maximizes student success.

Education studies encompass research and scholarly work on various aspects of teaching and learning. They explore the effectiveness of different teaching methodologies, the impact of educational policies, and the factors that influence student achievement.

Education studies provide valuable insights into the best practices and strategies for effective teaching. Educators can benefit from staying informed about current research in the field to continuously improve their teaching methodologies and enhance student learning outcomes.

Teaching methodologies have evolved over time in response to changing educational philosophies, societal needs, and advancements in technology. Here is a brief overview of the history of teaching methodologies:

Traditional Methods : In the early years of formal education, teaching was often based on rote memorization and direct instruction.
Progressive Education : In the late 19th and early 20th centuries, progressive educators like John Dewey advocated for student-centered approaches that focused on hands-on learning and real-world experiences.
Behaviorism : In the mid-20th century, behaviorism influenced teaching methodologies, emphasizing the use of rewards and punishments to shape student behavior.
Cognitive Revolution : In the 1960s and 1970s, cognitive psychology led to a shift towards constructivist approaches that emphasized active learning, problem-solving, and critical thinking.
21st Century Approaches : In recent years, teaching methodologies have embraced technology-enhanced learning, personalized instruction, and the integration of 21st-century skills.

Today, educators draw from a diverse range of teaching methodologies to meet the needs of their students and create engaging and effective learning experiences.

is your teaching methodology Teacher Strategies

Teaching methodologies can vary based on the subject, grade level, and individual teaching style. Here are some examples of teaching methodologies:

Direct Instruction : Lectures, demonstrations, and guided practice.
Inquiry-Based Learning : Questioning, investigation, and problem-solving.
Cooperative Learning : Group work and collaboration.
Differentiated Instruction : Tailoring instruction to meet individual student needs.
Project-Based Learning : Extended projects that apply knowledge to real-world problems.
Flipped Classroom : Independent learning outside of class and collaborative activities in class.

As educators, our teaching methodology is a combination of various approaches that cater to the diverse learning needs of our students. We believe in creating a student-centered learning environment that promotes critical thinking, collaboration, and active engagement. Our methodology includes elements of inquiry-based learning, cooperative learning, and differentiated instruction to foster a love for learning and empower students to become lifelong learners.

There is no one-size-fits-all answer to this question, as the best teaching methodology depends on various factors such as the subject, grade level, and individual student needs. However, effective teaching methodologies are those that are student-centered, promote critical thinking, and cater to diverse learning styles. It is important for educators to adapt their teaching methodologies based on the specific needs of their students and the learning outcomes they aim to achieve.

Our learning methodology is centered around active engagement, critical thinking, and collaboration. We believe in providing students with opportunities to explore, question, and discover knowledge through hands-on activities, discussions, and problem-solving. Our methodology encourages students to take ownership of their learning, develop 21st-century skills, and become lifelong learners.

Teaching methodologies have a significant impact on student learning outcomes. Effective teaching methodologies promote student engagement, critical thinking, and problem-solving skills, which are essential for deep understanding and knowledge retention. By catering to diverse learning styles and providing opportunities for active learning, teaching methodologies enhance student motivation, confidence, and overall academic achievement.

Developing a well-rounded teaching methodology is essential for creating a positive and productive learning environment for your students. By incorporating student-centered approaches, promoting critical thinking, and catering to diverse learning styles, you can enhance student engagement, foster a love for learning, and empower students to succeed academically and beyond. Remember to continuously explore and adapt your teaching methodologies to meet the evolving needs of your students and stay updated with the latest research and best practices.

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https://www.edutopia.org/
https://www.teachthought.com/
https://www.learning-theories.com/
https://www.researchgate.net/

Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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Teaching Methods and Strategies: The Complete Guide

You’ve completed your coursework. Student teaching has ended. You’ve donned the cap and gown, crossed the stage, smiled with your diploma and went home to fill out application after application.

Suddenly you are standing in what will be your classroom for the next year and after the excitement of decorating it wears off and you begin lesson planning, you start to notice all of your lessons are executed the same way, just with different material. But that is what you know and what you’ve been taught, so you go with it.

After a while, your students are bored, and so are you. There must be something wrong because this isn’t what you envisioned teaching to be like. There is.

Figuring out the best ways you can deliver information to students can sometimes be even harder than what students go through in discovering how they learn best. The reason is because every single teacher needs a variety of different teaching methods in their theoretical teaching bag to pull from depending on the lesson, the students, and things as seemingly minute as the time the class is and the subject.

Using these different teaching methods, which are rooted in theory of different teaching styles, will not only help teachers reach their full potential, but more importantly engage, motivate and reach the students in their classes, whether in person or online.

Teaching Methods

Teaching methods, or methodology, is a narrower topic because it’s founded in theories and educational psychology. If you have a degree in teaching, you most likely have heard of names like Skinner, Vygotsky , Gardner, Piaget , and Bloom . If their names don’t ring a bell, you should definitely recognize their theories that have become teaching methods. The following are the most common teaching theories.

Behaviorism

Behaviorism is the theory that every learner is essentially a “clean slate” to start off and shaped by emotions. People react to stimuli, reactions as well as positive and negative reinforcement, the site states.

Learning Theories names the most popular theorists who ascribed to this theory were Ivan Pavlov, who many people may know with his experiments with dogs. He performed an experiment with dogs that when he rang a bell, the dogs responded to the stimuli; then he applied the idea to humans.

Other popular educational theorists who were part of behaviorism was B.F. Skinner and Albert Bandura .

Social Cognitive Theory

Social Cognitive Theory is typically spoken about at the early childhood level because it has to do with critical thinking with the biggest concept being the idea of play, according to Edwin Peel writing for Encyclopedia Britannica . Though Bandura and Lev Vygotsky also contributed to cognitive theory, according to Dr. Norman Herr with California State University , the most popular and first theorist of cognitivism is Piaget.

There are four stages to Piaget’s Theory of Cognitive Development that he created in 1918. Each stage correlates with a child’s development from infancy to their teenage years.

The first stage is called the Sensorimotor Stage which occurs from birth to 18 months. The reason this is considered cognitive development is because the brain is literally growing through exploration, like squeaking horns, discovering themselves in mirrors or spinning things that click on their floor mats or walkers; creating habits like sleeping with a certain blanket; having reflexes like rubbing their eyes when tired or thumb sucking; and beginning to decipher vocal tones.

The second stage, or the Preoperational Stage, occurs from ages 2 to 7 when toddlers begin to understand and correlate symbols around them, ask a lot of questions, and start forming sentences and conversations, but they haven’t developed perspective yet so empathy does not quite exist yet, the website states. This is the stage when children tend to blurt out honest statements, usually embarrassing their parents, because they don’t understand censoring themselves either.

From ages 7 to 11, children are beginning to problem solve, can have conversations about things they are interested in, are more aware of logic and develop empathy during the Concrete Operational Stage.

The final stage, called the Formal Operational Stage, though by definition ends at age 16, can continue beyond. It involves deeper thinking and abstract thoughts as well as questioning not only what things are but why the way they are is popular, the site states. Many times people entering new stages of their lives like high school, college, or even marriage go through elements of Piaget’s theory, which is why the strategies that come from this method are applicable across all levels of education.

The Multiple Intelligences Theory

The Multiple Intelligences Theory states that people don’t need to be smart in every single discipline to be considered intelligent on paper tests, but that people excel in various disciplines, making them exceptional.

Created in 1983, the former principal in the Scranton School District in Scranton, PA, created eight different intelligences, though since then two others have been debated of whether to be added but have not yet officially, according to the site.

The original eight are musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal and naturalistic and most people have a predominant intelligence followed by others. For those who are musically-inclined either via instruments, vocals, has perfect pitch, can read sheet music or can easily create music has Musical Intelligence.

Being able to see something and rearrange it or imagine it differently is Spatial Intelligence, while being talented with language, writing or avid readers have Linguistic Intelligence. Kinesthetic Intelligence refers to understanding how the body works either anatomically or athletically and Naturalistic Intelligence is having an understanding of nature and elements of the ecosystem.

The final intelligences have to do with personal interactions. Intrapersonal Intelligence is a matter of knowing oneself, one’s limits, and their inner selves while Interpersonal Intelligence is knowing how to handle a variety of other people without conflict or knowing how to resolve it, the site states. There is still an elementary school in Scranton, PA named after their once-principal.

Constructivism

Constructivism is another theory created by Piaget which is used as a foundation for many other educational theories and strategies because constructivism is focused on how people learn. Piaget states in this theory that people learn from their experiences. They learn best through active learning , connect it to their prior knowledge and then digest this information their own way. This theory has created the ideas of student-centered learning in education versus teacher-centered learning.

Universal Design for Learning

The final method is the Universal Design for Learning which has redefined the educational community since its inception in the mid-1980s by David H. Rose. This theory focuses on how teachers need to design their curriculum for their students. This theory really gained traction in the United States in 2004 when it was presented at an international conference and he explained that this theory is based on neuroscience and how the brain processes information, perform tasks and get excited about education.

The theory, known as UDL, advocates for presenting information in multiple ways to enable a variety of learners to understand the information; presenting multiple assessments for students to show what they have learned; and learn and utilize a student’s own interests to motivate them to learn, the site states. This theory also discussed incorporating technology in the classroom and ways to educate students in the digital age.

Teaching Styles

From each of the educational theories, teachers extract and develop a plethora of different teaching styles, or strategies. Instructors must have a large and varied arsenal of strategies to use weekly and even daily in order to build rapport, keep students engaged and even keep instructors from getting bored with their own material. These can be applicable to all teaching levels, but adaptations must be made based on the student’s age and level of development.

Differentiated instruction is one of the most popular teaching strategies, which means that teachers adjust the curriculum for a lesson, unit or even entire term in a way that engages all learners in various ways, according to Chapter 2 of the book Instructional Process and Concepts in Theory and Practice by Celal Akdeniz . This means changing one’s teaching styles constantly to fit not only the material but more importantly, the students based on their learning styles.

Learning styles are the ways in which students learn best. The most popular types are visual, audio, kinesthetic and read/write , though others include global as another type of learner, according to Akdeniz . For some, they may seem self-explanatory. Visual learners learn best by watching the instruction or a demonstration; audio learners need to hear a lesson; kinesthetic learners learn by doing, or are hands-on learners; read/write learners to best by reading textbooks and writing notes; and global learners need material to be applied to their real lives, according to The Library of Congress .

There are many activities available to instructors that enable their students to find out what kind of learner they are. Typically students have a main style with a close runner-up, which enables them to learn best a certain way but they can also learn material in an additional way.

When an instructor knows their students and what types of learners are in their classroom, instructors are able to then differentiate their instruction and assignments to those learning types, according to Akdeniz and The Library of Congress. Learn more about different learning styles.

When teaching new material to any type of learner, is it important to utilize a strategy called scaffolding . Scaffolding is based on a student’s prior knowledge and building a lesson, unit or course from the most foundational pieces and with each step make the information more complicated, according to an article by Jerry Webster .

To scaffold well, a teacher must take a personal interest in their students to learn not only what their prior knowledge is but their strengths as well. This will enable an instructor to base new information around their strengths and use positive reinforcement when mistakes are made with the new material.

There is an unfortunate concept in teaching called “teach to the middle” where instructors target their lessons to the average ability of the students in their classroom, leaving slower students frustrated and confused, and above average students frustrated and bored. This often results in the lower- and higher-level students scoring poorly and a teacher with no idea why.

The remedy for this is a strategy called blended learning where differentiated instruction is occurring simultaneously in the classroom to target all learners, according to author and educator Juliana Finegan . In order to be successful at blended learning, teachers once again need to know their students, how they learn and their strengths and weaknesses, according to Finegan.

Blended learning can include combining several learning styles into one lesson like lecturing from a PowerPoint – not reading the information on the slides — that includes cartoons and music associations while the students have the print-outs. The lecture can include real-life examples and stories of what the instructor encountered and what the students may encounter. That example incorporates four learning styles and misses kinesthetic, but the activity afterwards can be solely kinesthetic.

A huge component of blended learning is technology. Technology enables students to set their own pace and access the resources they want and need based on their level of understanding, according to The Library of Congress . It can be used three different ways in education which include face-to-face, synchronously or asynchronously . Technology used with the student in the classroom where the teacher can answer questions while being in the student’s physical presence is known as face-to-face.

Synchronous learning is when students are learning information online and have a teacher live with them online at the same time, but through a live chat or video conferencing program, like Skype, or Zoom, according to The Library of Congress.

Finally, asynchronous learning is when students take a course or element of a course online, like a test or assignment, as it fits into their own schedule, but a teacher is not online with them at the time they are completing or submitting the work. Teachers are still accessible through asynchronous learning but typically via email or a scheduled chat meeting, states the Library of Congress.

The final strategy to be discussed actually incorporates a few teaching strategies, so it’s almost like blended teaching. It starts with a concept that has numerous labels such as student-centered learning, learner-centered pedagogy, and teacher-as-tutor but all mean that an instructor revolves lessons around the students and ensures that students take a participatory role in the learning process, known as active learning, according to the Learning Portal .

In this model, a teacher is just a facilitator, meaning that they have created the lesson as well as the structure for learning, but the students themselves become the teachers or create their own knowledge, the Learning Portal says. As this is occurring, the instructor is circulating the room working as a one-on-one resource, tutor or guide, according to author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. For this to work well and instructors be successful one-on-one and planning these lessons, it’s essential that they have taken the time to know their students’ history and prior knowledge, otherwise it can end up to be an exercise in futility, Alonso said.

Some activities teachers can use are by putting students in groups and assigning each student a role within the group, creating reading buddies or literature circles, making games out of the material with individual white boards, create different stations within the classroom for different skill levels or interest in a lesson or find ways to get students to get up out of their seats and moving, offers Fortheteachers.org .

There are so many different methodologies and strategies that go into becoming an effective instructor. A consistent theme throughout all of these is for a teacher to take the time to know their students because they care, not because they have to. When an instructor knows the stories behind the students, they are able to design lessons that are more fun, more meaningful, and more effective because they were designed with the students’ best interests in mind.

There are plenty of pre-made lessons, activities and tests available online and from textbook publishers that any teacher could use. But you need to decide if you want to be the original teacher who makes a significant impact on your students, or a pre-made teacher a student needs to get through.

Read Also: – Blended Learning Guide – Collaborative Learning Guide – Flipped Classroom Guide – Game Based Learning Guide – Gamification in Education Guide – Holistic Education Guide – Maker Education Guide – Personalized Learning Guide – Place-Based Education Guide – Project-Based Learning Guide – Scaffolding in Education Guide – Social-Emotional Learning Guide

Essay on Teaching Methods for Effective Learning Today

In what way are/were you taught and how will you teach? Teaching methods are vital for everyone – we all go or went to a school where teachers try to involve each student in the learning process. Namely, this learning process is identified as effective or ineffective by means of effective or ineffective methods of teaching accordingly. Methods of teaching are one of the primary topics any student undergoing pedagogic training has to deal with. It is no wonder that the majority of questions arising in this field are in this or that way connected with misconceptions or wrong assumptions concerning this topic. That is exactly what explains why a student willing to master knowledge or skills should pay special attention to grasping at least the basic theory of teaching methods and doing a lot of practice: for example, writing an essay about it.

In this article, you’ll learn how to write an essay on the topic “Teaching Methods”. Besides, you are given the list of references you can consult additionally. Make progress in essay writing right now!

3 ‘Teaching Methods’ Issues to Address in an Essay

You as a person who is receiving education don’t think about methods employed in this process. Education is something that just happens to you, and you don’t give extra thought to how it all is organized. Right? It is a common perception among students but the task to write an essay about teaching methods can’t remain unaddressed as it will influence your academic performance that is expressed in marks. You can do your best to get high marks for writing this particular essay. First and foremost, address the key points of the topic. Here you are:

1. Groups of Teaching Methods Differ in Outcomes, But All Are Aimed at Teaching

In reality, teaching methods are a complicated and multi-lateral issue, with many opposing schools of thought. When all’s said and done, however, most teaching methods can be roughly subdivided into two groups: teacher-centric and student-centric.

Teacher-centric learning approach is also often referred to as the traditional educational model because it is basically what we are all used to associate with teaching and studying. In this model, students are considered to be de-facto “empty vessels”, passive receivers of knowledge and skills. It is a teacher’s job to provide instructions and guidance for them, “filling up” these empty vessels in the process, and students are supposed to learn by listening to lectures, observing and copying the teacher’s actions and in general subjecting themselves to the teacher’s ultimate authority.
Student-centric learning approach to learning is a much more recent development, placing emphasis on students’ participation in the educational process. This approach considers students to be not just objects but subjects of education as well, and the teacher’s role is viewed as not as that of the instructor but facilitator and delegator. To simplify it a bit, a teacher doesn’t provide one or another method of doing things that are already set in stone but offers guidance and support so that students are capable to figure things out on their own, thus making them active participants of the process.
Another subtype of student-centric approach, the so-called cooperative learning, emphasizes teamwork: students are encouraged to work in groups and engage in reciprocal teaching. The teacher is not eliminated from the equation altogether, but his role, again, is that of facilitator and delegator rather than that of the one and only authority on every question. This method is based on the assumption that students learn best when they work and communicate with their peers.

It is important to understand that there are no good or bad methods of teaching. One can easily assume that a teacher-centric approach is outdated, anachronistic and generally “bad”, while the student-centric one is progressive and modern. However, they both have their areas of application. For example, teacher-centric methods far outpace student-centric ones in teaching fundamental skills. In other words, both groups of teaching methods have their areas of application and can be used to great effect – if used appropriately.

2. The Areas of Teaching Methods Application Differ as Well

If we start speaking about different areas of using specific teaching methods, it is logical to name them. Don’t omit this point in your essay as well. Today, the educational process differs from that existing several decades ago. Modern teachers have to not only explain a topic and provide the knowledge to students and mentor them, but also to:

Facilitate learning for students in a classroom encouraging active learning,
Develop mutual cooperation among students,
Give prompt feedback to guide students in the right direction to the progress,
Motivate students to learn new materials and develop essential skills like problem-solving, critical thinking, etc.

In general, a teacher is supposed to prepare a student to deal with the real world. It is possible only when a person is equipped with the relevant theory and practical skills necessary for successful communication in modern society and personal, professional development. Only this gives a competitive advantage in life. For each aim of teaching, there are particular methods. If a teacher needs to simply present the information, he or she uses a lecture method. It is true that sometimes it is boring to listen to a lecturer. For that reason, this way of teaching is extended by the others, for example, interactive and participative methods. It is important to encourage students’ participation and develop discussions that result in gaining hands-on experience.

3. The Effectiveness of Teaching Methods

More and more instructors develop their teaching approach depending on students’ learning needs . They are far from simply going to school, college or university to get knowledge. Unfortunately, the understanding of learning needs differently can cause various learning challenges and pitfalls and problems in the educational system. The result is that it reflects on the professional development of graduating students negatively. What is a doctor whose learning needs aren’t met at university? The medical system is impaired. So the assessment of learning needs should become part of government policy in relation to the continuing professional development of all professionals. Let’s observe what learning needs determine the appropriate use of teaching methods:

Know about phenomena occurring to various areas of study;
Finding answers to different questions;
Define problems that need to be solved;
Develop and use original ideas;
Plan and carry out systematic investigations;
Analyze and interpret data, a lot of data (due to the information overload);
Use critical thinking;
Construct solid explanations and design optimal solutions and many more.

All these needs, exactly their fulfillment, influence the effectiveness of using one or another teaching method. The most critical condition applicable to effective teaching in the 21st century is that all the teaching practices need to create personal and social relevance for students. They need to be intellectually and emotionally engaged in their own active learning, in other words, motivated to learn this world and solve some problems. In fact, teaching for success while taking a test is insufficient today. The current education policies that give priority to assessment need to be severely curtailed.

This idea and many other ideas can be mentioned in your essay about teaching methods. However, it is important to always back up all the research ideas. Look at the following references you can also use in your essay:

7 References to Use in the Essay about Teaching Methods

Arnold, J. (1998). Towards more humanistic English teaching. ELT Journal, 52(3), pp.235-242.
Bligh, D. (2000). What’s the use of lectures?. San Francisco: Jossey-Bass.
Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), pp.179-187.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Gibbons, M. (2002). The self-directed learning handbook. San Francisco, Calif.: Jossey-Bass.
Legge, K. and Harari, P. (2000). Psychology and education. Oxford: Heinemann.
Wiseman, A. and Anderson, E. (n.d.). Annual review of comparative and international education 2014.
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2 Sonal Purohit, University School of Business, Chandigarh University, Mohali, India
3 Meenakshi Verma, Symbiosis Center for Management Studies, Symbiosis International University, Nagpur, India

Following the outbreak of COVID 19 in February 2020, Indian universities were shut down and used digital platforms to teach their students since then. Drawing from Kolb’s Learning Theory, John Dewey’s theory, Jack Mezirows transformative learning theory, and Jean Piaget’s theory, the authors in this paper offer a viewpoint on some of the practical teaching practices which can be adapted in business schools in India to be successful in this emerging blended or phygital environment. Using a Community of Inquiry (CoI) framework, the authors reflect on the effective teaching practices based on their own experience, theoretical knowledge gained from an exhaustive web search of various databases of the period, particularly from February to August 2020. The authors performed a careful manual content analysis of the selected research papers. They concluded seven principal teaching methods to create an effective blended environment for students and faculties in Indian business schools: a) reframing virtual spaces in India through online knowledge repository and virtual labs b) using reflective thinking for andragogical and pedagogical Indian approach c) Indian teachers’ readiness to offer various genres of courses on demand d) reinforcing resilience in Indian schools through meaningful participation and conflict resolution e) purposeful learning and inquiry-based learning for Indian students f) experiential learning through an inclusive online pivot in India g) useful apps are discussed to reach out to Indian parents community. These initiatives can influence academicians, educationists, podcasters, and the entire teacher fraternity to design an efficient and adequate teaching plan for the student community in India.

Introduction

COVID 19 is an infectious disease caused by a newly discovered virus, “Novel Corona Virus” ( Dhawan, 2020 ). This virus has now become an unparalleled worldwide sensation due to three major reasons: widespread contamination of elevated mortality rate and considerable delay in the formulation of the vaccine. All this has led the government to implement mammoth measures ( Chaturvedi et al., 2020 ). Great efforts are in place to ensure social and physical distancing by convincing the public to stay at home. These endeavors are primarily directed to break the infection chain and ensure a reduced burden on the civic-health machinery. While the onus of all the trouble was laid on the medical facilities, the changes that have been adopted are massive. This has resulted in subsequent commercial and communal defeats. The consequential fiscal and communal exercise of social distancing has led to some major policy changes in the functioning of higher education guided towards “online pivot” ( George, 2020 ). For the first time in the history of the Indian education system, there has been a shift from a face-to-face teaching model to a completely online one ( Zimmerman, 2020 ). The extensive use of digital media is in place. Teachers across the section of the society variably or invariably have had to quickly get used to the online mode of teaching guided towards a digital mindset (Victoria, 2020). The student community is also deeply affected. They have had to let go of their campus life, stay indoors, and attend online classes (Chaturvedi and Pasipanodya, 2019; Govindarajan and Srivastava, 2020 ). Some researchers believe that students who adopt an online learning mode are slightly more receptive than those who “prefer to learn in a traditional face-to-face environment.” However, some other researchers proved that the blended teaching mode yields the best results ( Means et al., 2013 ). The teaching community remains cynical about the success of online teaching and learning pattern. A study conducted on complete reliance on online mode of teaching based on the Technology Acceptance Model ( Davis, 1989 ) has revealed that students and faculty share common concerns regarding the availability of the Internet, student-teacher engagement, and incessant workload ( Wingo et al., 2017 ). In line with this, the Unified Technology Acceptance and System Success (UTASS) model was proposed, which said that system quality, social influence, and facilitating conditions positively impact students’ behavioral intention towards e-learning systems ( Chaturvedi et al., 2018 ; Zhang et al., 2020 ). Fundamentally speaking, the entire student and teacher community must bridge a gap quickly from the offline mode of teaching to complete online mode. This is without a choice for either of them as large sums of money are involved. All this has taken a huge toll on the admissions of students in the Universities. The future of educational institutes remains erratic as the government is unable to arrive at any concrete decision. Despite all these uncertainties, university finances are further affected because of the unstable stock market, reduced or no grants from government bodies. Several small and medium-sized private institutions would be worst affected and eventually close due to the tumultuous finances. Higher education remains the most affected. Meanwhile, Business Schools are also not far from being affected by this pandemic. Some industries have immediately come under the spell of COVID 19, such as all the service sectors. Students who intend to make their careers in these sectors are now compelled to shift their focus to other sectors. The government is doing its best to help the economy, and people recover from this crisis ( Bolaran, 2020 ). However, the fact remains, organizations and sectors that can successfully transform themselves from a physical model of operations to online would be the only ones to survive this crisis. To serve all these needs, the organizations need to turn to a blended model of education, which has been referred to as phygital mode ( George, 2020 ) of education. However, it is challenging for organizations to implement the phygital model most effectively. The burning question here is what can be the effective teaching practices from a phygital perspective? Concerning all these challenges, the authors in this paper throw light on some of the effective teaching practices that could be followed in higher education regarding business schools (B schools) in India to achieve success during these uncertain times of the COVID 19 pandemic. It would be interesting to see the novel teaching practices in the phygital mode. There has been much research on education and teaching in the COVID pandemic. However, none of those have focused on the practices that can increase teaching effectiveness in a phygital mode, specifically in a B school context. Moreover, the empirical or qualitative studies are restricted to the study contexts and fail to present more generalized information. Thus, we collected information from secondary sources to present information that the education institutes can practically use. We use Kolb’s Learning Theory, John Dewey’s theory, Jack Mezirow’s transformative learning theory, and Jean Piaget’s theory to present a viewpoint on some effective teaching practices that can improve teaching effectiveness in a phygital mode. Thus, we intend to contribute to the extant literature on education and teaching practices through this study. We also present a framework based on the research findings that the education institutes can use for designing effective teaching pedagogies.

How Indian Business Schools Would Adapt to This Virtual Teaching?

The authorities may envision a bright future. The management may take this vision to the next level by putting it into practice. However, ultimately it is the teaching fraternity (Faculty members) who would have to work at the ground level to change ( Bates, 2000 ). When it comes to distance learning courses, the primary concern is regarding the infrastructure and internet support from the Institution, quality of lectures as they will be delivered online ( Bao, 2020 ). The research of the adoption of a complete online teaching mode is yet in its nascent stage to recommend anything. Hence institutions have a significant role in lending proper and timely support to adopt a complete online teaching mode. For instance, the exciting research in Computer Vision focuses on predicting the pose of the human head in an image. This describes the object’s rotation in 3D space. By predicting this, we can determine the direction a human head face. Having a computer able to figure out which direction a human head is facing provides many practical applications. For instance, it can be used to map a 3D object to match the direction of the students in the classroom to have the best visual effect on their minds for learning purposes ( Liu et al., 2021 ). Also, in a case study experimentation of Peking University’s online education during COVID 19, few specific instructional strategies were presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. For instance, online effective delivery mechanism, adequate support provided by faculty and teaching assistants to students, and high-quality participation for better student learning can be followed for better learning experiences ( Bao, 2020 ). The authors have highlighted some benchmarking teaching methods in the following sections of the paper to extract some learnings imparted in Indian business schools in India for the effective pedagogical methods amidst COVID 19. The research objectives of the paper are mentioned in the following section.

Research Objectives

The main objectives of the paper are as follows

1. To present some successful teaching practices that can be/are followed in Indian Business schools amidst COVID 19.

2. To understand the challenges that came with adopting technology by both students and faculties amidst COVID 19.

3. To conclude, some principal teaching methods based on existing theories of learning from literature to create an effective blended environment for students and faculties in Indian business schools amidst COVID 19.

Research Methodology

This study had reviewed several online research articles published, newspaper stories, conference papers, working papers, and books using manual content analysis. It was a cross-sectional analysis where the authors searched various electronic databases in March and then again in June 2020 with no language restrictions. The authors also searched the WHO research database on COVID-19 with the term “school,” which only resulted in one article that was not considered more general than specific to our topic. Therefore, the authors searched again using the keywords such as “teaching practices during COVID 19,” “adoption of technology in higher education during COVID 19,” “learning AND teaching pedagogy during COVID 19,” “Indian business schools AND COVID 19,” “digital learning during the lockdown,” “online teaching during a pandemic,” “education policy during COVID 19” and “phygital learning during the shutdown” and the combinations of these words. All authors performed data management and cleaning. All three authors triple screened (by S.C., S.P., and MV) the articles on title and abstract. The authors excluded viewpoint papers, systematic literature reviews, and studies on other viruses and other languages. The selected research papers were not limited only to India but also from the United States, United Kingdom, and Europe to gain an international view of the topic. As the authors analyzed the papers already written, there was no need to get the formal ethical clearance for citing them. The key themes identified and discussed included “online teaching practices during COVID-19,” “blended mode of teaching in higher education,” and the “shift towards online teaching during COVID 19.”

All full-text downloaded articles identified were reviewed by S.C. The authors maintained to keep highly cited articles out of all downloaded articles for the present study. The authors did not try to rate the quality of studies included in this paper. The authors also included findings of some preprint articles and peer-reviewed articles. Most of the articles cited are from renowned publishers like Elsevier, Emerald, Sage, Springer, Taylor and Francis, and Wiley. The different database searches identified 100 articles, of which 30 full-text articles were assessed, and eighteen were included in this paper. No relevant articles were returned searching the WHO Global Research Database on COVID-19. The search on medRxiv resulted in 20 preprint articles, out of which one was included in the review. In total, 30 journal articles, ten books, eight conference papers, and one working paper were included in this review (see the flowchart Figure 1 below).

FIGURE 1 . Article Selection criteria Flowchart.

Emerging Teaching Practices Discussed

The word technology connotes different meanings to faculty members engaging in different subjects. For example, a teacher of mathematics and a philosophy teacher will have their ways to use technology for teaching their subjects. The word technology is often used in common parlance to digital devices, online and blended systems, scientific artifacts, tools, and other facilitating objects ( Brown and Sammut, 2012 ). At times, technology also refers to engineering procedures that assist in the creation of new gadgets. It is now commonly used even in the arena of teaching (Elen and Clarebout, 2006). Few members of the teaching fraternity who are comfortable using the latest technology for teaching can be termed as those set of individuals who are welcoming the change in the gamut of teaching ( Gershon, 2017 ).

Moreover, such individuals are the ones who are the pioneers in adopting this new digital teaching pedagogy across the globe. The theoretical framework which can be used to understand the online teaching and learning process is the Community of Inquiry (CoI) model (Refer to Figure 2 ), which consists of three critical factors: Social element, Cognitive element, and Teaching element ( Garrison et al., 2000 ). It is the interactions of all three elements of the model that facilitates the educational experience for participants, as illustrated in Figure 2 . Based on this model, Social Presence is understood as the ability of participants to project their characteristics and therefore presenting themselves as real people. Cognitive Presence is defined as the “extent to which the participants in any particular setting can make meaning through sustained communication” ( Garrison et al., 2000 ). Teaching Presence is composed of the design of the educational experience and the creation of sound knowledge to better society ( Garrison et al., 2000 ).

FIGURE 2 . The community of inquiry model ( Garrison et al., 2000 ).

Reframing Brick and Mortar Practices in Virtual Spaces: Reflections From India

In 2006, Chau and Lam talked about unique teaching ideas to suit the age-old “brick and mortar” universities shifting to the online mode of teaching. Currently, India is in the initial stage of adopting an online teaching mode, and we are marching ahead with small but firm footsteps. One such breakthrough in online teaching was achieved through MOOCs (Massive Open Online Courseware) in India. Because of its immense benefits, MOOC is now acknowledged across the globe. It can successfully substitute the face-to-face teaching mode with online teaching by enhancing the pool of wisdom and facilitating blended teaching and learning environment. These online classes can be categorically classified under two heads, synchronous and asynchronous, based on the conduction of the classes. Synchronous mode refers to the type of learning where students and teachers are present at the exact location and at the same time for teaching and learning. This comprises in-person classes (where teachers and students are present in the same classroom), online meetings and live streaming of classes or demonstrations on Zoom, MS Teams, Google meet, and other platforms ( Calongne, 2008 ). Precisely it is a “real-time” type of learning where a group of learners is engaged simultaneously. Hence, it enables collaborations amongst the students and teachers to ask doubts and get them resolved on the spot. For example, webinars, online classrooms, and video conferences are examples of synchronous classes. Asynchronous mode refers to the universal form of teaching and learning that does not happen simultaneously or in the same classroom. The students are not present in the class at a prescribed time. However, they have access to the previously recorded lecture videos of their teachers in addition to online study materials ( Hsiao, 2012 ). Students can respond through emails and any social media network. The teachers generally record their classes. This recording is made available to the students; it is a learner-centered approach, where the students can undertake any course without fulfilling the criteria of being present at the same time and exact location as the tutor. For instance, blogs, youtube videos, and online lectures are examples of synchronous classes. In line with this, the Indian institutes have also experimented with several experiential learning tools, e.g., uploading recorded videos of faculties, creating online discussion forums for students, asking students to upload their self-made videos, and embedding the research into the course curriculum ( Mishra et al., 2020 ). Kolb’s Learning Theory from the literature also emphasizes the “conversational learning” approach, which enabled learners to make meaning and convert experiences into knowledge through the exchange of conversations ( Kolb et al., 2002 ). The major challenge lies with the practical courses that are difficult to deliver online. One of the institutes in India created virtual labs where experiments were demonstrated through video conferencing ( FutureLearn, 2020 ). Another issue was the support for students in remote areas with limited access to high-quality teaching and less knowledge of the English language ( Flack et al., 2020 ). Several tech companies such as BYJU’s worked towards this digital divide and create apps that support live classes and localized language for such communities. However, more needs to be done to cover the digital divide for these communities ( Brundha and Chaturvedi, 2021 ).

Experiential Learning Approach in Creating Virtual Management “Sandbox” in India

The concept of sandbox technology in our paper denotes a cloud or a computer-generated space for teaching. However, the different methodology needs to be adopted for students’ different age groups (adults, middle school students, and kids). This implies the policies and procedures adopted for higher education must necessarily be different for school-level education ( Halupa, 2015 ). Thus, satisfying the needs and requirements of both sets of the audience. The teachers must adhere to an altogether new focus and degree of teaching in the classrooms. The tutor must curb all the obstacles that come his/her way during a teaching in an online platform. For this, the practices of “Experiential Learning” need to be embraced to gauge and then accentuate, strengthen, and communicate the experiences in activities. Experiential learning (E.L.) refers to the procedure that involves “learning by doing,” resulting in gaining specific experience. For instance, a student learns by working in a company during the internship or learning to ride a bike. In this learning, the outcome is based on the involvement in the experience. Prior researchers have contributed several definitions for the E.L., the scope of which is extended to the pedagogies, learning domains, and undertakings (Eyler, 2009; McClellan and Hyle, 2012 ; Morris, 2016 ; Beard and Wilson, 2018 ). The philosophy mentioned above of experiential learning has its roots in John Dewey’s theory. Dewey (1938) emphasized that experience is continuous, and the experiential learning process is of vital importance to adult education. Therefore, E.L. is a procedure that involves immersion and self-direction, resulting in a meaningful experience that helps gain knowledge that can be applied in future contexts. Given the issues of student engagement and impactful learning for the students at the online platform, the faculties have identified ways to implement the experiential learning model (ELM) effectively.

For example, at some universities, the courses were redesigned utilizing the experiential learning module to enable the MBA students to develop presentation skills to enhance their employability. One of the universities used iPads equipped with Panopto’s mobile app, creating an experiential learning opportunity for the physician students. Students made videos of their role-play interacting with patients uploaded on the video content management system of the university from where they were available to the professors who left feedback for the students. On the other hand, some universities are including Industrial Informatics into their master’s degree curriculum to address Industry 4.0. The pandemic has resulted in the growing importance of Cyber-Physical Systems (CPS) in the industry, resulting in great demand for CPS talent and know-how. The mission of academia is to address the needs of the industry for CPS engineers and develop a curriculum to fill the existing gaps in the qualification of the CPS workforce ( Colombo et al., 2020 ).

Offering À La Carte and On-Demand Online Courses in Indian Business Schools

The pandemic has compelled the education institutes to embrace virtual teaching and learning methodology. This has further pressed the institutes to offer an extensive menu of courses and those in great demand. For instance, mechatronic education and experimental systems have, for example, been developed to facilitate experiential education and enhance the learning process in order to encourage students to think. The Mechatronics systems are designed, implemented, programmed, tested, and used by the students successfully within designed Lab sessions. The developed systems have their learning indicators where students acquire knowledge and learn the target skills through engagement, hands-on experience, brainstorming, and interactive discussions ( Habib and Nagata, 2020 ). To provide such courses to the students, first teachers will have to learn these courses to further enhance their knowledge in the respective subject. This is in synchronization to Jean Piaget’s cognitive development of experiential learning. Piaget (2008) asserted that learning is a lifelong process of finding knowledge from experience. Some countries like Germany are surveying the teaching fraternity to understand their requirements, abilities, and career enhancement objectives. Subsequently, when the colleges reopened, they were given free tutoring on the curriculums they were keen on. This exercise is intended to meet the distinctive requirements of teachers. However, the primary motive was to provide skill-based courses to all teachers. Later, these teachers were summoned to teach the same skill-based course to the students. This was the practice followed by some countries like Germany. Taking cues from there, India can follow on these lines and offer professionally motivated courses in Indian B schools.

Strengthening Resilience in Indian Schools in Challenging Times

The word resilience means having the ability to have a successful outcome despite being in a challenging situation ( Masten et al., 1990 ). The school authorities and teachers are solely responsible for promoting resilience amongst the student community in these challenging situations. The authors in the present paper have arrived at specific recommendations to foster resilience amongst the student community towards online teaching with the help of studies conducted by Benard (2004) and Henderson and Milstein (1996) :

1. It is improving social skills by showing affection and concern towards adults (e.g., instituting absolute optimistic regard, establishing a philosophy of care and mutual admiration, constantly appreciating each-others work).

2. Establishing elevated and clear expectations for educational accomplishment and school room conduct (e.g., cooperation and dispute solution, constant enactment of policies and directions, conveying a belief that students are adept at increased academic performance).

3. Offering prospects for significant involvement in learning (e.g., forming the curriculum so that every child benefits, linking the syllabus to learners, supporting home dialect, offering practical learning, encouraging the use of group activities while teaching the course).

Improving Digital Pedagogical Methodology in India

The teaching pedagogies have been transformed with the information and communication technology (ICT) innovations ( Konig et al., 2020 ). For instance, ICT has facilitated the faculties adoption of student-centric practices such as learning through projects (Law, Pelgrum, and Plomp, 2009 ) that helped the promotion of purposeful learning ( Koh and Chai, 2014 ), inquiry-based learning ( Bell et al., 2013 ) and learning through problem-solution ( Walker et al., 2012 ). Prior researchers have presented strong arguments in favor of ICT as a catalyst for a metamorphosis of the teaching pedagogies ( Beauchamp and Kennewell, 2010 ). The model identifies the interaction between the knowledge of a faculty about the technology, pedagogy, and content for an efficacious utilization of ICT for delivery in a classroom ( Herring et al., 2016 ). There has been much research on the factors that affect the acceptance of technology in education. This includes the adoption of e-learning among the students, e.g., Boateng et al. (2016) , Sanchez et al. (2013), Zhou and Xu (2007) and teachers, e.g., Holzmann et al. (2020) , Salinaz et al. (2017) , Buckenmeyer (2010) , Nicolle and Lou (2008) , Kotrlik and Redmann (2009) . However, the COVID 19 pandemic created a situation wherein both the teachers and students had to adopt the technology not by choice but as an essential requirement for the education system’s smooth functioning. The adoption came with many challenges related to the lack of knowledge about the use of technology by both students and faculties, difficulty finding and selecting a suitable platform for online class delivery, cost of the license, and issues related to the infrastructure unavailability of the Internet in remote areas. This pivots the need for research from factors that affect the technology adoption to the factors that would affect the continued use of technology for blended learning and student benefit. Instead, research that can guide the behavioral change strategy for both students and faculties would be needed.

Moreover, the content delivery and examination pattern required a significant overhaul. The uncertainty of events posited a dilemma for the education institutes and policymakers about the pattern of examination. A need-based approach was followed at the school level. Some primary class students were promoted directly to the next class; an online examination was conducted for several higher semester classes and offline exams for those who appeared for the board (secondary and senior secondary) exams. The universities and Business schools majorly adopted online mode for conducting the examinations as the direct promotion could affect the career and placement. As far as higher education is concerned, it seems that the teaching pedagogies would adopt the blended learning and teaching mode for higher effectiveness.

Transformative Learning for Inclusive Online Pivot in India

The introduction of digital tools has enabled educators towards a blended approach for learning; for instance, flipped classrooms providing room for the enhanced classroom experience. Educators are using the technology to develop videos that enrich the digital content, thus enabling them to utilize the free time for other innovations. According to Jack Mezirows (2003) , in transformative learning theory, learning begins with an experience called a disorienting dilemma (cognitive dissonance, which happens on realizing that your current understanding of the world does not fit with the current evidence). The abrupt, unplanned, and rapid transition into online learning triggered by COVID 19 has contributed to cognitive dissonance because our educational expectations are called into question. If we talk about India, the central issue was faced by the students who are supposed to undertake practical field training called summer internships, where they are supposed to be trained on the job while working with the corporation. The lockdown and closure of most offices resulted in a lack of opportunity for the student to go through this practical training. Several students got the work from a home internship, but they could not learn or get accustomed to the environment and system in which work is done in a corporate ( Srivastava and Chaturvedi, 2014 ). Some institutes facilitated the students by providing them projects that required in-depth study of the field or industry they wanted to cope with. This helped the students to get prepared for the jobs. However, the kind of “mindset change” a student goes through after and on-the-job training was absent. This posits the need to develop an education system of blended learning with an industry interface embedded within the course for a better experience. Here comes the role of a mentor who accelerates preliminary activities that enhance introspection, face challenges, and includes probes and mutual understandings ( Chaturvedi et al., 2019 ). However, it is ideal to understand the requirements of the students and the demands of the course curriculum and then adopt a suitable teaching methodology that is acceptable and understandable by the majority of the audience at large. In the end, the authors support the notion of Sharp and Marchetti (2020) , who said that the natural way should be to choose the correct teaching practice in the present phygital scenario of COVID 19.

The authors point out these examples to take lessons for Indian management schools ( Chaturvedi, 2020 ) where the whole idea of experiential learning through video observation is picking up fast. Moreover, given the difficulties with effective experiential learning with the existing platforms raises a need for the development of e-learning facilities that can be compatible with the extant infrastructure, thus pivoting towards blended learning/phygital learning.

Collaborating With Parents Through School-Wide Online Strategies in India: Apps discussed

As per recent research findings, there has been a substantial drop in the number of parents who believe in the effectiveness of the personalized methods of communication to get informed about student performance, e.g., face-to-face meetings. In India, parents take an interest in the education of students at the university level, and several universities communicate the performance to the parents through various modes such as phone calls. The findings indicate the increasing adoption of digital methods of communication for getting informed about student performance. This opened a door for a new opportunity and apps such as ClassDojo, Spotlight, Remind. Seesaw developed an interface that allows mobile messages, videos, and other alerts about its activities and student performance. For instance, a university used technology to send texts about grades, attendance, and assignment submission to the parents, resulting in an increase in student attendance by 18% and a decline in the course failures by 39% ( Bergman and Chan, 2017 ).

Another example is about a university that sent literacy tips along with text messages to the parents. The outcome was an increased parent-teacher interaction that increased the literacy scores for students. There is an increase in such apps that are parent engaging; a selected few are presented here with their success stories for learning purposes. B schools can adopt the same to enhance the learning experience for students.

ClassDojo is a popular tool that allows the instructors to provide feedback to the parents on students’ behavior. It allows communication in 35 languages. The parents can also obtain information about their child’s school experience and class through pictures and videos. The app is substantially popular among the K-8 schools and has successfully connected with 15 k new schools since 2019. This app can be helpful if implemented in Indian B schools to give parents community feedback about their children.

The Spotlight was developed by Oakland Unified School District (OUSD) in California while looking for means to reach the diverse families in a high-poverty urban district with just 28% of English speakers and above 50 languages spoken over. The video report card application of Spotlight was piloted in three schools in 2015 that 16 schools adopted till the year-end. Spotlight allows the texting of a link to the parents that land them to a personalized video that provides a detailed report on the student performance, including the performance summary in core subjects, areas of improvement, and guidance towards improved learning such as reference of library groups or open-source learning platforms.

Remind is used by Groton elementary school in rural New York to connect with the parents. The instructs can use the app to send personalized and class-wide and school-wide texts to the parents. The instructors send weekly texts about the learning and development of the students that can be translated into above 70 languages. The application also facilitates the sending of pictures of students in class and methods that parents can use to help the students with the homework. The instructors can identify the messages that are read and make decisions about follow-up through other means.

Seesaw was adopted by over 25,000 schools in the United States across 200,000 classrooms and in more than 150 countries for effective learning in the schools. Through this app, the students can describe their learning to the parents in live classroom settings. The student can document their project by video recording, pictures, and audio and show to parents. The text can be sent only after the approval of the instructor, and the parents can respond with questions. Several instructors use the app to communicate the student learning is to the parents. The authors share that these apps can be successfully launched in Indian Business schools to help the school make an inclusive and effective “online pivot” during COVID 19.

Taking cues from some established theories of learning, the authors furnish unique teaching initiatives in this paper to combat the challenges of online teaching put forth because of the novel COVID-19 pandemic (Refer to Figure 3 ). Covid-19 exerted several changes in the education system at a broad scale. The pandemic concurs with the increased potential of information technology. The outcome is likely to reconfigure the teaching pedagogies making use of the information technology. While one cannot deny the importance of the offline education system, the future would be directed towards blended learning guided towards online pivots and a digital mindset. When we move towards digital technology adoption for teaching, several issues need attention. First, the development of an appropriate interface for learning and engagement compatible with the extant infrastructure is required, given the financial concerns of institutes discussed in the opening sections. Second, the efforts must be guided towards the continued adoption of technology for education. Third, due to the limitations about the internships that enabled the B school students to learn in a natural working environment, the pathways for effective experiential learning that can also enhance the skillset and employability of students need to be determined. Lastly, techniques to fill the digital divide for all-inclusive learning need immediate attention. The COVID 19 pandemic has guided the education system towards a new paradigm that needs to be explored for effective blended learning. The authors firmly believe that B schools will rise to the occasion and adopt benchmarking teaching practices, leading to effective student-teacher virtual communication in India.

FIGURE 3 . A pictorial representation of the main findings of the paper.

Future Directions

The study provides valuable insights on effective teaching practices in the online mode in the COVID situation. However, there are several limitations of the study that can be covered in future research. The study is limited to higher education in the context of B Schools in India. Future research can be extended to the other courses in various regions to understand the online teaching practices. Moreover, qualitative data collected through interviews with the beneficiaries and participants can provide a comprehensive understanding of the various online teaching pedagogies ( Adedoyin and Soykan, 2020 ). The shift to online teaching is still in the nascent phase, and the long-term implications and effects are still unknown. Future studies can conduct cross-sectional surveys to analyze the potency of the various teaching practices in online mode. It would be interesting to understand what factors would govern the continued use of the blended learning approach even when the pandemic is over.

Limitations of the Study

The study cannot be generalized in the absence of empirical analysis. Hence there exists a scope for further research by including data collection. The inferences drawn from the study can vary depending upon the size and availability of resources with various universities. The study talks about the extended infrastructure required to adopt online teaching methodology but did not throw much light on the methods in which this infrastructure can be developed. The study focuses on the continued adoption of technology for education. However, given that India is a developing nation and not all institutes and Universities have access to the high technology required for the said purpose, it might take some time for the universities to absorb online learning and teaching.

Data Availability Statement

The original contributions presented in the study are included in the article/Supplementary Material, further inquiries can be directed to the corresponding author.

Author Contributions

SC and SP contributed to the conception, structure of the paper, and interpretation of available literature. SC contributed to the development of the initial draft. MV reviewed and critiqued the output for important intellectual content. All authors contributed to the article and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: digital learning, experiential learning, effective teaching methods, blended learning, phygital learning, reinforcing resilience, business schools, COVID 19 pandemic

Citation: Chaturvedi S, Purohit S and Verma M (2021) Effective Teaching Practices for Success During COVID 19 Pandemic: Towards Phygital Learning. Front. Educ. 6:646557. doi: 10.3389/feduc.2021.646557

Received: 27 December 2020; Accepted: 28 May 2021; Published: 10 June 2021.

Reviewed by:

Copyright © 2021 Chaturvedi, Purohit and Verma. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Shakti Chaturvedi, [email protected]

This article is part of the Research Topic

Covid-19 and Beyond: From (Forced) Remote Teaching and Learning to ‘The New Normal’ in Higher Education

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v.4(4); 2016 Oct

Effective Teaching Methods in Higher Education: Requirements and Barriers

Nahid shirani bidabadi.

1 Psychology and Educational Sciences School, University of Isfahan, Isfahan, Iran;

AHMMADREZA NASR ISFAHANI

Amir rouhollahi.

2 Department of English, Management and Information School, Isfahan University of Medical Science, Isfahan, Iran;

ROYA KHALILI

3 Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

Introduction:

Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology.

This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes.

According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors’ outlook. Also, there are some major barriers, some of which are associated with the professors’ operation and others are related to laws and regulations. Implications of these findings for teachers’ preparation in education are discussed.

Conclusion:

In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to improve teaching quality. The nationally and locally recognized professors are good leaders in providing ideas, insight, and the best strategies to educators who are passionate for effective teaching in the higher education. Finally, it is supposed that there is an important role for nationally and locally recognized professors in higher education to become more involved in the regulation of teaching rules.

Introduction

Rapid changes of modern world have caused the Higher Education System to face a great variety of challenges. Therefore, training more eager, thoughtful individuals in interdisciplinary fields is required ( 1 ). Thus, research and exploration to figure out useful and effective teaching and learning methods are one of the most important necessities of educational systems ( 2 ); Professors have a determining role in training such people in the mentioned field ( 3 ). A university is a place where new ideas germinate; roots strike and grow tall and sturdy. It is a unique space, which covers the entire universe of knowledge. It is a place where creative minds converge, interact with each other and construct visions of new realities. Established notions of truth are challenged in the pursuit of knowledge. To be able to do all this, getting help from experienced teachers can be very useful and effective.

Given the education quality, attention to students’ education as a main product that is expected from education quality system is of much greater demand in comparison to the past. There has always been emphasis on equal attention to research and teaching quality and establishing a bond between these two before making any decision; however, studies show that the already given attention to research in universities does not meet the educational quality requirements.

Attention to this task in higher education is considered as a major one, so in their instruction, educators must pay attention to learners and learning approach; along with these two factors, the educators should move forward to attain new teaching approaches. In the traditional system, instruction was teacher-centered and the students’ needs and interests were not considered. This is when students’ instruction must change into a method in which their needs are considered and as a result of the mentioned method active behavior change occurs in them ( 4 ). Moreover, a large number of graduated students especially bachelor holders do not feel ready enough to work in their related fields ( 5 ). Being dissatisfied with the status quo at any academic institution and then making decision to improve it require much research and assistance from the experts and pioneers of that institute. Giving the aforementioned are necessary, especially in present community of Iran; it seems that no qualitative study has ever been carried out in this area drawing on in-depth reports of recognized university faculties; therefore, in the present study the new global student-centered methods are firstly studied and to explore the ideas of experienced university faculties, some class observations and interviews were done. Then, efficient teaching method and its barriers and requirements were investigated because the faculty ideas about teaching method could be itemized just through a qualitative study.

The study was conducted with a qualitative method using content analysis approach. The design is appropriate for this study because it allows the participants to describe their experiences focusing on factors that may improve the quality of teaching in their own words. Key participants in purposeful sampling consist of three nationally recognized professors introduced based on the criteria of Ministry of Science, Research and Technology (based on education, research, executive and cultural qualifications) and seven other locally recognized professors according to Isfahan University of Technology standards and students votes. The purposive sampling continued until the saturation was reached, i.e. no further information was obtained for the given concept. All the participants had a teaching experience of above 10 years ( Table 1 ). They were first identified and after making appointments, they were briefed about the purpose of the study and they expressed their consent for the interview to be performed. The lack of female nationally recognized professors among respondents (due to lack of them) are restrictions of this research.

The participants’ characteristics

The data were collected using semi-structured in-depth interviews. Interviews began with general topics, such as “Talk about your experiences in effective teaching” and then the participants were asked to describe their perceptions of their expertise. Probing questions were also used to deeply explore conditions, processes, and other factors that the participants recognized as significant. The interview process was largely dependent on the questions that arose in the interaction between the interviewer and interviewees.

In the process of the study, informed consent was obtained from all the participants and they were ensured of the anonymity of their responses and that the audio files will be removed after use; then, after obtaining permission from the participants, the interview was recorded and transcribed verbatim immediately. The interviews were conducted in a private and quiet place and in convenient time. Then, verification of documents and coordination for subsequent interviews were done. The interviews lasted for one hour on average and each interview was conducted in one session with the interviewer’s notes or memos and field notes. Another method of data collection in this study was an unstructured observation in the educational setting. The investigator observed the method of interactions among faculty members and students. The interviews were conducted from November 2014 to April 2015. Each participant was interviewed for one or two sessions. The mean duration of the interviews was 60 minutes. To analyze the data, we used MAXQDA software (version 10, package series) for indexing and charting. Also, we used qualitative content analysis with a conventional approach to analyze the data. The data of the study were directly collected from the experiences of the study participants. The codes, categories and themes were explored through an inductive process, in which the researchers moved from specific to general. The consequently formulated concepts or categories were representative of the participants’ experiences. In content analysis at first, semantic units should be specified, and then the related codes should be extracted and categorized based on their similarities. Finally, in the case of having a high degree of abstraction, the themes can be determined. In the conventional approach, the use of predetermined classes is avoided and classes and their names are allowed to directly come out of the data. To do so, we read the manuscripts and listened to the recorded data for several times until an overall sense was attained. Then, the manuscript was read word by word and the codes were extracted. At the same time, the interviews were continued with other participants and coding of the texts was continued and sub-codes were categorized within the general topics. Then, the codes were classified in categories based on their similarities ( 6 ). Finally, by providing a comprehensive description about the topics, participants, data collection and analysis procedures and limitations of the study, we intend to create transferability so that other researchers clearly follow the research process taken by the researchers.

To improve the accuracy and the rigor of the findings, Lincoln and Cuba’s criteria, including credibility, dependability, conformability, and transferability, were used ( 7 ). To ensure the accuracy of the data, peer review, the researchers’ acceptability, and the long and continuing evaluation through in-depth, prolonged, and repeated interviews and the colleague’s comments must be used ( 8 ). In addition, the findings were repeatedly assessed and checked by supervisors (expert checking) ( 9 ). In this research, the researcher tried to increase the credibility of the data by keeping prolonged engagement in the process of data collection. Then, the accuracy of data analysis was confirmed by one specialist in the field of qualitative research and original codes were checked by some participants to compare the findings with the participants’ experiences. To increase the dependability and conformability of data, maximum variation was observed in the sampling. In addition, to increase the power of data transferability, adequate description of the data was provided in the study for critical review of the findings by other researchers.

Ethical considerations

The aim of the research and interview method was explained to the participants and in the process of the study, informed consent was obtained from all the participants and they were ensured of the anonymity of their responses and that audio files were removed after use. Informed consent for interview and its recording was obtained.

The mean age of faculty members in this study was 54.8 years and all of them were married. According to the results of the study, the best teaching approach was the mixed method one (student-centered with teacher-centered) plus educational planning and previous readiness. Meaning units expressed by professors were divided into 19 codes, 4 categories and 2 themes. In the present study, regarding the Effective Teaching Method in Higher Education, Requirements and Barriers, the experiences and perceptions of general practitioners were explored. As presented in Table 2 , according to data analysis, two themes containing several major categories and codes were extracted. Each code and category is described in more details below.

Examples of extracting codes, categories and themes from raw data

New teaching methods and barriers to the use of these methods

Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage the students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. But students are not always equipped with this challenge, nor are all of them driven by a desire to understand and apply knowledge, but all too often aspire merely to survive the course, or to learn only procedurally in order to get the highest possible marks before rapidly moving on to the next subject. The best teaching helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which their existing model does not work and in which they come to see themselves as authors of answers, as agents of responsibility for change. That means, the students need to be faced with problems which they think are important. Also, they believed that most of the developed countries are attempting to use new teaching methods, such as student-centered active methods, problem-based and project-based approaches in education. For example, the faculty number 3 said:

“In a project called EPS (European Project Semester), students come together and work on interdisciplinary issues in international teams. It is a very interesting technique to arouse interest, motivate students, and enhance their skills (Faculty member No. 3).”

The faculty number 8 noted another project-based teaching method that is used nowadays especially to promote education in software engineering and informatics is FLOSS (Free/Liber Open Source Software). In recent years, this project was used to empower the students. They will be allowed to accept the roles in a project and, therefore, deeply engage in the process of software development.

In Iran, many studies have been conducted about new teaching methods. For example, studies by Momeni Danaie ( 10 ), Noroozi ( 11 ), and Zarshenas ( 12 ), have shown various required methods of teaching. They have also concluded that pure lecture, regardless of any feedback ensuring the students learning, have lost their effectiveness. The problem-oriented approach in addition to improving communication skills among students not only increased development of critical thinking but also promoted study skills and an interest in their learning ( 12 ).

In this study, the professors noted that there are some barriers to effective teaching that are mentioned below:

As to the use of new methods of training such as problem-based methods or project-based approach, faculty members No. 4 and 9 remarked that "The need for student-centered teaching is obvious but for some reasons, such as the requirement in the teaching curriculum and the large volume of materials and resources, using these methods is not feasible completely" (Faculty member No. 9).

"If at least in the form of teacher evaluation, some questions were allocated to the use of project-based and problem-based approaches, teachers would try to use them further" (Faculty member No. 2).

The faculty members No. 6 and 7 believed that the lack of motivation in students and the lack of access to educational assistants are considered the reasons for neglecting these methods.

"I think one of the ways that can make student-centered education possible is employing educational assistants (Faculty member No. 6).”

"If each professor could attend crowded classes with two or three assistants, they could divide the class into some groups and assign more practical teamwork while they were carefully supervised (Faculty member No. 7).”

Requirements related to faculty outlook in an effective teaching

Having a successful and effective teaching that creates long-term learning on the part of the students will require certain feelings and attitudes of the teachers. These attitudes and emotions strongly influence their behavior and teaching. In this section, the attitudes of successful teachers are discussed.

Coordination with the overall organizational strategies will allow the educational system to move toward special opportunities for innovation based on the guidelines ( 13 ). The participants, 4, 3, 5 and 8 know that teaching effectively makes sense if the efforts of the professors are aligned with the goals of university.

"If faculty members know themselves as an inseparable part of the university, and proud of their employment in the university and try to promote the aim of training educated people with a high level of scientific expertise of university, it will become their goal, too. Thus, they will try as much as possible to attain this goal" (Faculty member No.9).

When a person begins to learn, according to the value of hope theory, he must feel this is an important learning and believe that he will succeed. Since the feeling of being successful will encourage individuals to learn, you should know that teachers have an important role in this sense ( 14 ). The interviewees’ number 1, 2, 3 and 10 considered factors like interest in youth, trust in ability and respect, as motivating factors for students.

Masters 7 and 8 signified that a master had a holistic and systematic view, determined the position of the teaching subject in a field or in the entire course, know general application of issues and determines them for students, and try to teach interdisciplinary topics. Interviewee No. 5 believed that: "Masters should be aware of the fact that these students are the future of the country and in addition to knowledge, they should provide them with the right attitude and vision" (Faculty member No.5).

Participants No. 2, 4 and 8 considered the faculty members’ passion to teach a lesson as responsible and believed that: "If the a teacher is interested in his field, he/she devotes more time to study the scriptures of his field and regularly updates his information; this awareness in his teaching and its influence on students is also very effective" (Faculty member No. 8).

Requirements related to the behavior and performance of faculty members in effective teaching

Teachers have to focus on mental differences, interest, and sense of belonging, emotional stability, practical experience and scientific level of students in training. Class curriculum planning includes preparation, effective transition of content, and the use of learning and evaluating teaching ( 15 ).

Given the current study subjects’ ideas, the following functional requirements for successful teaching in higher education can be proposed.

According to Choi and Pucker, the most important role of teachers is planning and controlling the educational process for students to be able to achieve a comprehensive learning ( 16 ).

"The fact that many teachers don’t have a predetermined plan on how to teach, and just collect what they should teach in a meeting is one reason for the lack of creativity in teaching" Faculty member No.4).

Klug and colleagues in an article entitled “teaching and learning in education” raise some questions and want the faculty members to ask themselves these questions regularly.

1- How to increase the students' motivation.

2- How to help students feel confident in solving problems.

3- How to teach students to plan their learning activities.

4- How to help them to carry out self-assessment at the end of each lesson.

5- How to encourage the students to motivate them for future work.

6- How I can give feedback to the students and inform them about their individual learning ( 14 ).

Every five faculty members who were interviewed cited the need to explain the lessons in plain language, give feedback to students, and explain the causes and reasons of issues.

"I always pay attention to my role as a model with regular self-assessment; I'm trying to teach this main issue to my students" (Faculty member No. 9).

Improving the quality of learning through the promotion of education, using pre-organizers and conceptual map, emphasizing the student-centered learning and developing the skills needed for employment are the strategies outlined in lifelong learning, particularly in higher education ( 17 ).

"I always give a five to ten-minute summary of the last topic to students at first; if possible, I build up the new lesson upon the previous one" (Faculty member No. 4).

The belief that creative talent is universal and it will be strengthened with appropriate programs is a piece of evidence to prove that innovative features of the programs should be attended to continually ( 18 ). Certainly, in addition to the enumerated powers, appropriate fields should be provided to design new ideas with confidence and purposeful orientation. Otherwise, in the absence of favorable conditions and lack of proper motivations, it will be difficult to apply new ideas ( 19 ). Teacher’s No. 3, 5 and 7 emphasized encouraging the students for creativity: "I always encourage the students to be creative when I teach a topic; for example, after teaching, I express some vague hints and undiscovered issues and ask them what the second move is to improve that process" (Faculty member No.3).

Senior instructors try to engage in self-management and consultation, tracking their usage of classroom management skills and developing action plans to modify their practices based on data. Through consultation, instructors work with their colleagues to collect and implement data to gauge the students’ strengths and weaknesses, and then use protocols to turn the weaknesses into strengths. The most effective teachers monitor progress and assess how their changed practices have impacted the students’ outcomes ( 20 ).

"It is important that what is taught be relevant to the students' career; however, in the future with the same information they have learned in university, they want to work in the industry of their country" (Faculty member No.1).

Skills in documenting the results of the process of teaching-learning cannot only facilitate management in terms of studying the records, but also provides easier access to up to date information ( 21 ). Faculty members No. 7 and 3 stressed the need for documenting learning experiences by faculty.

"I have a notebook in my office that I usually refer to after each class. Then, I write down every successful strategy that was highly regarded by students that day" (Faculty member No.3).

Developing a satisfactory interaction with students

To connect with students and impact their lives personally and professionally, teachers must be student-centered and demonstrate respect for their background, ideologies, beliefs, and learning styles. The best instructors use differentiated instruction, display cultural sensitivity, accentuate open communication, offer positive feedback on the students’ academic performance ( 20 ), and foster student growth by allowing them to resubmit assignments prior to assigning a grade ( 22 ).

"I pay attention to every single student in my class and every time when I see a student in class is not focused on a few consecutive sessions, I ask about his lack of focus and I help him solve his problem" (Faculty member No. 5).

The limitation in this research was little access to other nationally recognized university faculty members; also their tight schedule was among other limitations in this study that kept us several times from interviewing such faculties. To overcome such a problem, they were briefed about the importance of this study and then some appointments were set with them.

This study revealed the effective teaching methods, requirements and barriers in Iranian Higher Education. Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage the students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. They believed that to grow successful people to deal with the challenges in evolving the society, most developed countries are attempting to use new teaching methods in higher education. All these methods are student-centered and are the result of pivotal projects. Research conducted by Momeni Danaei and colleagues also showed that using a combination of various teaching methods together will lead to more effective learning while implementing just one teaching model cannot effectively promote learning ( 10 ). However, based on the faculty member’s experiences, effective teaching methods in higher education have some requirements and barriers.

In this study, barriers according to codes were divided two major categories: professor-related barriers and regulation-related ones; for these reasons, the complete use of these methods is not possible. However, teachers who are aware of the necessity of engaging the student for a better understanding of their content try to use this method as a combination that is class speech presentation and involving students in teaching and learning. This result is consistent with the research findings of Momeni Danaei and colleagues ( 10 ), Zarshenas et al. ( 12 ) and Noroozi ( 11 ).

Using student-centered methods in higher education needs some requirements that according to faculty members who were interviewed, and according to the codes, such requirements for effective teaching can be divided into two categories: First, things to exist in the outlook of faculties about the students and faculties' responsibility towards them, to guide them towards effective teaching methods, the most important of which are adaptation to the organizational strategies, interest in the students and trust in their abilities, systemic approach in higher education, and interest in their discipline.

Second, the necessary requirements should exist in the faculties’ behavior to make their teaching methods more effective. This category emerged from some codes, including having lesson plan; using appropriate educational strategies and metacognition training and self-assessment of students during teaching; using concept and pre-organizer maps in training, knowledge; and explaining how to resolve problems in professional career through teaching discussion, documenting of experience and having satisfactory interaction with the students. This result is consistent with the findings of Klug et al., Byun et al., and Khanyfr et al. ( 14 , 17 , 18 ).

In addition and according to the results, we can conclude that a major challenge for universities, especially at a time of resource constraints, is to organize teaching so as to maximize learning effectiveness. As mentioned earlier, a major barrier to change is the fact that most faculty members are not trained for their teaching role and are largely ignorant of the research literature on effective pedagogy. These findings are in agreement with the research of Knapper, indicating that the best ideas for effective teaching include: Teaching methods that focus on the students’ activity and task performance rather than just acquisition of facts; Opportunities for meaningful personal interaction between the students and teachers; Opportunities for collaborative team learning; More authentic methods of assessment that stress task performance in naturalistic situations, preferably including elements of peer and self-assessment; Making learning processes more explicit, and encouraging the students to reflect on the way they learn; Learning tasks that encourage integration of information and skills from different fields ( 23 ).

In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers and the agents of responsibility for change. But whenever the teachers can teach by this method, they are faced with some barriers and requirements. Some of these requirements are prerequisite of the professors' behavior and some of these are prerequisite of the professors’ outlook. Also, there are some major barriers some of which are associated with the professors’ behavior and others are related to laws and regulations. Therefore, to have an effective teaching, the faculty members of universities should be aware of these barriers and requirements as a way to improve the teaching quality.

Effective teaching also requires structural changes that can only be brought about by academic leaders. These changes include hiring practices reward structures that recognize the importance of teaching expertise, quality assurance approaches that measure learning processes, outcomes in a much more sophisticated way than routine methods, and changing the way of attaining university accreditation.

The nationally and locally recognized professors are good leaders in providing ideas, insight, and the best strategies to educators who are passionate for effective teaching in the higher education. Finally, it is supposed that there is an important role for nationally and locally recognized professors in higher education to become more involved in the regulation of teaching rules. This will help other university teachers to be familiar with effective teaching and learning procedures. Therefore, curriculum planners and faculty members can improve their teaching methods.

Acknowledgement

The authors would like to thank all research participants of Isfahan University of Technology (faculties) who contributed to this study and spent their time to share their experiences through interviews.

Conflict of Interest: None declared.

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The Complete List of Teaching Methods

Teaching Methods: Not as Simple as ABC

Teaching methods [teacher-centered], teaching methods [student-centered], what about blended learning and udl, teaching methods: a to z, for the love of teaching.

Whether you’re a longtime educator, preparing to start your first teaching job or mapping out your dream of a career in the classroom, the topic of teaching methods is one that means many different things to different people.

Your individual approaches and strategies to imparting knowledge to your students and inspiring them to learn are probably built on your academic education as well as your instincts and intuition.

Whether you come by your preferred teaching methods organically or by actively studying educational theory and pedagogy, it can be helpful to have a comprehensive working knowledge of the various teaching methods at your disposal.

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The teacher-centered approach vs. the student-centered approach. High-tech vs. low-tech approaches to learning. Flipped classrooms, differentiated instruction, inquiry-based learning, personalized learning and more.

Not only are there dozens of teaching methods to explore, it is also important to have a sense for how they often overlap or interrelate. One extremely helpful look at this question is offered by the teacher-focused education website Teach.com.

“Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use,” according to the informative Teach.com article , which breaks down a variety of influential teaching methods as follows:

Teacher-Centered Approach to Learning Teachers serve as instructor/authority figures who deliver knowledge to their students through lectures and direct instruction, and aim to measure the results through testing and assessment. This method is sometimes referred to as “sage on the stage.”

Student-Centered Approach to Learning Teachers still serve as an authority figure, but may function more as a facilitator or “guide on the side,” as students assume a much more active role in the learning process. In this method, students learn from and are continually assessed on such activities as group projects, student portfolios and class participation.

High-Tech Approach to Learning From devices like laptops and tablets to using the internet to connect students with information and people from around the world, technology plays an ever-greater role in many of today’s classrooms. In the high-tech approach to learning, teachers utilize many different types of technology to aid students in their classroom learning.

Low-Tech Approach to Learning Technology obviously comes with pros and cons, and many teachers believe that a low-tech approach better enables them to tailor the educational experience to different types of learners. Additionally, while computer skills are undeniably necessary today, this must be balanced against potential downsides; for example, some would argue that over-reliance on spell check and autocorrect features can inhibit rather than strengthen student spelling and writing skills.

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Diving further into the overlap between different types of teaching methods, here is a closer look at three teacher-centered methods of instruction and five popular student-centered approaches.

Direct Instruction (Low Tech) Under the direct instruction model — sometimes described as the “traditional” approach to teaching — teachers convey knowledge to their students primarily through lectures and scripted lesson plans, without factoring in student preferences or opportunities for hands-on or other types of learning. This method is also customarily low-tech since it relies on texts and workbooks rather than computers or mobile devices.

Flipped Classrooms (High Tech) What if students did the “classroom” portion of their learning at home and their “homework” in the classroom? That’s an oversimplified description of the flipped classroom approach, in which students watch or read their lessons on computers at home and then complete assignments and do problem-solving exercises in class.

Kinesthetic Learning (Low Tech) In the kinesthetic learning model, students perform hands-on physical activities rather than listening to lectures or watching demonstrations. Kinesthetic learning, which values movement and creativity over technological skills, is most commonly used to augment traditional types of instruction — the theory being that requiring students to do, make or create something exercises different learning muscles.

Differentiated Instruction (Low Tech) Inspired by the 1975 Individuals with Disabilities Education Act (IDEA), enacted to ensure equal access to public education for all children, differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs.

In some instances, this means Individualized Education Programs (IEPs) for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.

Inquiry-Based Learning (High Tech) Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.

Expeditionary Learning (Low Tech) Expeditionary learning is based on the idea that there is considerable educational value in getting students out of the classroom and into the real world. Examples include trips to City Hall or Washington, D.C., to learn about the workings of government, or out into nature to engage in specific study related to the environment. Technology can be used to augment such expeditions, but the primary focus is on getting out into the community for real-world learning experiences.

Personalized Learning (High Tech) In personalized learning, teachers encourage students to follow personalized, self-directed learning plans that are inspired by their specific interests and skills. Since assessment is also tailored to the individual, students can advance at their own pace, moving forward or spending extra time as needed. Teachers offer some traditional instruction as well as online material, while also continually reviewing student progress and meeting with students to make any needed changes to their learning plans.

Game-Based Learning (High Tech) Students love games, and considerable progress has been made in the field of game-based learning, which requires students to be problem solvers as they work on quests to accomplish a specific goal. For students, this approach blends targeted learning objectives with the fun of earning points or badges, much like they would in a video game. For teachers, planning this type of activity requires additional time and effort, so many rely on software like Classcraft or 3DGameLab to help students maximize the educational value they receive from within the gamified learning environment.

Blended Learning Blended learning is another strategy for teachers looking to introduce flexibility into their classroom. This method relies heavily on technology, with part of the instruction taking place online and part in the classroom via a more traditional approach, often leveraging elements of the flipped classroom approach detailed above. At the heart of blended learning is a philosophy of taking the time to understand each student’s learning style and develop strategies to teach to every learner, by building flexibility and choice into your curriculum.

Universal Design for Learning (UDL) UDL incorporates both student-centered learning and the “multiple intelligences theory,” which holds that different learners are wired to learn most effectively in different ways (examples of these “intelligences” include visual-spatial, logical-mathematical, bodily-kinesthetic, linguistic, musical, etc.). In practice, this could mean that some students might be working on a writing project while others would be more engaged if they created a play or a movie. UDL emphasizes the idea of teaching to every student, special needs students included, in the general education classroom, creating community and building knowledge through multiple means.

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In addition to the many philosophical and pedagogical approaches to teaching, classroom educators today employ diverse and sometimes highly creative methods involving specific strategies, prompts and tools that require little explanation. These include:

Appointments with students
Art-based projects
Audio tutorials
Author’s chair
Book reports
Bulletin boards
Brainstorming
Case studies
Chalkboard instruction
Class projects
Classroom discussion
Classroom video diary
Collaborative learning spaces
Creating murals and montages
Current events quizzes
Designated quiet space
Discussion groups
DIY activities
Dramatization (plays, skits, etc.)
Educational games
Educational podcasts
Essays (Descriptive)
Essays (Expository)
Essays (Narrative)
Essays (Persuasive)
Exhibits and displays
Explore different cultures
Field trips
Flash cards
Flexible seating
Gamified learning plans
Genius hour
Group discussion
Guest speakers
Hands-on activities
Individual projects
Interviewing
Laboratory experiments
Learning contracts
Learning stations
Literature circles
Making posters
Mock conventions
Motivational posters
Music from other countries/cultures
Oral reports
Panel discussions
Peer partner learning
Photography
Problem solving activities
Reading aloud
Readers’ theater
Reflective discussion
Research projects
Rewards & recognition
Role playing
School newspapers
Science fairs
Sister city programs
Spelling bees
Storytelling
Student podcasts
Student portfolios
Student presentations
Student-conceived projects
Supplemental reading assignments
Team-building exercises
Term papers
Textbook assignments
Think-tac-toe
Time capsules
Use of community or local resources
Video creation
Video lessons
Vocabulary lists

So, is the teacher the center of the educational universe or the student? Does strong reliance on the wonders of technology offer a more productive educational experience or is a more traditional, lower-tech approach the best way to help students thrive?

Questions such as these are food for thought for educators everywhere, in part because they inspire ongoing reflection on how to make a meaningful difference in the lives of one’s students.

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In our free guide, you can learn about a variety of teaching methods to adopt in the classroom.

The Complete List of Teaching Methods eBook Cover

Master of Education

Office of Curriculum, Assessment and Teaching Transformation >
Teaching at UB >
Course Development >
Design Your Course >

Teaching Methods

Choosing optimal methods to support learning outcomes.

Learning outcome: Solve a complex math equation.
Learning environment: An in person, upper-level math course with 20 students.
Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and scaffolding. Students take time to ask questions and receive clarifications. Next, students practice applying these skills together and then independently. The instructor uses formative assessment to check for understanding.

This example demonstrates alignment of what the instructor wants students to do, and how they are supported in these tasks. If the instructor choses a different teaching method, such as a traditional lecture, students would need to process the lecture’s content and apply principles simultaneously. This is very difficult to do and would lead to less successful outcomes.

Choosing the appropriate teaching method brings instruction to life while encouraging students to actively engage with content and develop their knowledge and skills.

The chart below provides a number of teaching methods to choose from. Teaching methods vary in their approach, some are more student-centered while others are more instructor centered, and you will see this reflected in the chart. Choose methods that will best guide your students to achieve the learning outcomes you’ve set and remember that your teaching approach, teaching methods and activities all work together.

Table adapted from: Nilson (2016)

Choose Your Methods

Using the Course Design Template explore the aspects that will likely affect your course.

Step 1: Review your learning outcomes.
Step 2: Identify the teaching methods that best align to these learning outcomes and fill in the appropriate column.
Step 3: Consider possible activities which will next be examined in further detail.

Now that you’ve reviewed a variety of teaching methods and considered which ones align with your learning outcomes, the next step is to consider activities.

Nilson, L. B. (2016). Teaching at Its Best: A Research-Based Resource for College Instructors (Fourth). John Wiley & Sons.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below.

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Teaching Mathematics Methodology and Methods Essay

The article under consideration dwells upon the importance of the use of graphing calculators while math lessons.

Much is said about the integration of computer technologies into the math class, but scant attention is paid to graphing calculators. The main idea of the research presented in the article is the change in the methodology of teaching mathematics after acquiring knowledge about graphing calculators. Attention is paid to Linda Espinoza Edmonds and her experiment devoted to teaching students with graphing calculators. As the research results show, the use of graphing calculators is successful while math lessons. According to the research results, students understand the relations between different variables, graphs, and experimental design better when they use graphing calculators. This tool also helps teach students constructively.

The methodology of the research devoted to the use of graphing calculators in class consists of several interviews and observation of the teaching students during a year. A teacher, an above-average, an average and a student who suffers from deficit hyperactivity disorder were interviewed at the end of the year. Moreover, the questionnaire was provided to the whole class. All the data was recorded analyzed and described in the article.

All students have a positive opinion about the use of graphing calculators in class. The teacher has noticed the improvement in thinking abilities, information comprehension, and the increase in time which may be spent on experiments and research in class, not on information description as it has been before the use of graphing calculators.

The use of the innovative technologies

The main purpose of the article is to describe the research conducted in the sphere of the use of innovative technologies for teaching mathematics. Steps as the online computer algebra module have been used as the focus for research. Being a part of Xmath and dMath EU projects, Steplets is a perfect online module aimed at making students understand some specific mathematical processes. The use of the method in the class and a means of distance learning has been considered.

One of the main peculiarities of Steplets is that this model shows the algorithm for mathematical solutions. On-campus students were interrogated about the use of Steplets in class, and they identified it as a perfect learning tool that helped understand many issues. Students who participated in distance learning also managed to assess the use of Steplets in learning pointed to its usefulness. Staples uses the method of teaching one step at a time that increases students’ thinking abilities and helps them remember the information they get better.

Thus, the main result of the research is that Steplets is a good tool for teaching mathematics as it provides students with step by step guides in solving mathematical puzzles. Students better understand methods for solving mathematical models and increase the level of knowledge they get. The importance of innovative technology use and the desire to be guided by this tool is the best appreciation for Steplets and the confirmation of its effectiveness in the learning process.

Reference List

Bowman, JK, Koirala, HP, Edmonds, LE & Davis, M 2000, ‘Graphing Calculators: Critical Tools for Actively Teaching Math and Science’, Computers in the Schools , vol. 16, iss. 3/4, pp. 135-149.

Bringslid, O & Norstein, A 2008, ‘Teaching mathematics using Steplets’, International Journal of Mathematical Education in Science & Technology , vol. 39, no. 7, pp. 925-936.

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IvyPanda. (2021, March 20). Teaching Mathematics Methodology and Methods. https://ivypanda.com/essays/teaching-mathematics-methodology-and-methods/

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1. IvyPanda . "Teaching Mathematics Methodology and Methods." March 20, 2021. https://ivypanda.com/essays/teaching-mathematics-methodology-and-methods/.

Bibliography

IvyPanda . "Teaching Mathematics Methodology and Methods." March 20, 2021. https://ivypanda.com/essays/teaching-mathematics-methodology-and-methods/.

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Full article: Reviews of teaching methods
Since our interest is the claims made in each article about the teaching method under study, the analysis concerned the abstract, results, discussion, conclusion, and implication parts of each review. Three main issues, cutting across the reviews over time, were identified: 1) the abundance of moderating factors, 2) the need for highly ...
[2023] What Is Your Teaching Methodology? A Comprehensive Guide
Your teaching methodology refers to the strategies and techniques you use to deliver instruction and facilitate learning in the classroom. It encompasses your approach to lesson planning, classroom management, assessment, and student engagement. The most effective teaching methodologies are those that are student-centered, promote critical ...
Teaching Methods Essays: Examples, Topics, & Outlines
Teaching Methods In the field of education there are many aspects that teachers have to understand in order to be effective educators. The current essay will compare and contrast the terms philosophy, ideology, and theory applied to the teaching profession. Philosophy is defined as all learning exclusive of technical precepts and practical arts, the sciences and liberal arts exclusive of ...
PDF Teaching Methodology and its Effects on Quality Learning.
Keywords: Teaching Methodology, Competency, Strengths and Limitations, Quality of Teaching, Online Learning. 1. Introduction Teaching and learning are two activities that one reflects the other, so that it's preferable to use the term "Teaching and Learning Methods" rather than "Teaching Methods". As we all know the outcome of teaching is
Teaching Methods and Strategies: The Complete Guide
Teaching Methods. Teaching methods, or methodology, is a narrower topic because it's founded in theories and educational psychology. If you have a degree in teaching, you most likely have heard of names like Skinner, Vygotsky, Gardner, Piaget, and Bloom.If their names don't ring a bell, you should definitely recognize their theories that have become teaching methods.
Essay on Teaching Methods
In reality, teaching methods are a complicated and multi-lateral issue, with many opposing schools of thought. When all's said and done, however, most teaching methods can be roughly subdivided into two groups: teacher-centric and student-centric. Teacher-centric learning approach is also often referred to as the traditional educational model ...
(PDF) Choosing an appropriate teaching methodology
Teaching methodology or teaching method refers to the general principles, pedagogy (the method and. practice of teaching) and management strategies used for classroom instruction. The choice of ...
Teaching Methods and Their Determinants
Teaching Methods and Their Determinants Essay. Teaching methods can be described as learning activities that facilitate the flow of information from the teachers to the students whether verbally or through non-verbal communication. Teaching methods can widely be classified into direct and indirect instructions.
Teaching & Instructional Methodology
There exist two broad categories of Instructional Methodology. These include the teacher centered approach and student centered approach. We will write a custom essay on your topic. 809 writers online. Learn More. The teacher centered method involves teaching, demonstration and lecture discussions. In these methods the teacher only directs and ...
Teachings Methods in Modern Educational System Essay
In any modern educational system, the dominant issue is the types of methods used for instruction. The curriculum is usually designed to cater for the educational needs of all students. However, methods of presenting it to students are usually tabled in educational legislation. We will write a custom essay on your topic. 809 writers online.
Frontiers
The authors performed a careful manual content analysis of the selected research papers. They concluded seven principal teaching methods to create an effective blended environment for students and faculties in Indian business schools: a) reframing virtual spaces in India through online knowledge repository and virtual labs b) using reflective ...
PDF The Role of Teaching and Learning Aids/Methods in a Changing World
The diverse teaching methods used in today's world provide opportunities to enrich and develop teachers. A teaching method is an effective way to organise learning and unite both the teacher's and learner's efforts. It is important that teachers are creative and professionally developed to use and combine these teaching methods.
PDF Teaching Methodologies, Strategies and Approaches
Teaching Philosophy I believe that in order to be effective, learning must be active, collaborative and reflexive: that students learn ... Teaching Methodologies, Strategies and Approaches ... •During the 2016 Fall term, I delivered six optional hour-long learning sessions on research paper guidelines to a total of 104 students (of a total ...
My Teaching Methodology
My Teaching Methodology. Satisfactory Essays. 2027 Words. 8 Pages. Open Document. As a professional teacher I am caring, passionate, enthusiastic and excited about providing engaging and challenging learning experiences. My aim is to assist, encourage and support students to achieve their learning goals. In my classroom I believe that all ...
Effective Teaching Methods in Higher Education: Requirements and
New teaching methods and barriers to the use of these methods. Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage the students in questioning ...
Research-based teaching-learning method: a strategy to motivate and
METHODOLOGY. In the second semester of 2017 and the first semester of 2018, the research-based method of teaching-learning was implemented during the courses in human physiology provided to 36 second-year and third-year students of the Biological Sciences Department at the State University of Feira de Santana.
The Complete List of Teaching Methods
Teaching Methods: Not as Simple as ABC. The teacher-centered approach vs. the student-centered approach. High-tech vs. low-tech approaches to learning. Flipped classrooms, differentiated instruction, inquiry-based learning, personalized learning and more. Not only are there dozens of teaching methods to explore, it is also important to have a ...
Teaching Methods
Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. ... Create mind/concept maps, free writes, one-sentence summary, one minute papers. Guided Instruction. Direct and structure instruction that includes extensive instructor modeling ...
Four Strategies for Effective Writing Instruction
The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of ...
(PDF) Teaching Methods and Students' Academic Performance
The objective of this study was to investigate the differential effectiveness of teaching methods on students' academic performance. A sample of 109 undergraduate students from the College's ...
PDF The effect of teaching methods and learning styles on capabilities of
teaching method does not affect elementary school student's writing essays capability with "field dependent" learning style. Key words: Teaching methods, learning styles, writing essays capability. INTRODUCTION Language learning in the schools is often considered a lesson that is not quite important. This fact caused by the
9 Teaching Methods To Promote Success in the Classroom
6. Inquiry-based learning. Inquiry-based learning promotes the idea of learning by investigation, where students can complete projects, ask questions and find answers by themselves. While teachers act as resources in these times, the goal is for students to solve problems and discover information on their own.
Teaching Mathematics Methodology and Methods Essay
The methodology of the research devoted to the use of graphing calculators in class consists of several interviews and observation of the teaching students during a year. A teacher, an above-average, an average and a student who suffers from deficit hyperactivity disorder were interviewed at the end of the year.

[2023] What Is Your Teaching Methodology? A Comprehensive Guide

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The Role of Teaching Methodologies in Society

Types of Teaching Methodologies

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2. Inquiry-Based Learning

3. Cooperative Learning

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5. Project-Based Learning

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Essay on Teaching Methods for Effective Learning Today

3 ‘Teaching Methods’ Issues to Address in an Essay

1. Groups of Teaching Methods Differ in Outcomes, But All Are Aimed at Teaching

2. The Areas of Teaching Methods Application Differ as Well

3. The Effectiveness of Teaching Methods

7 References to Use in the Essay about Teaching Methods

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Research Objectives

Research Methodology

Emerging Teaching Practices Discussed

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Effective Teaching Methods in Higher Education: Requirements and Barriers

AHMMADREZA NASR ISFAHANI

ROYA KHALILI

Introduction:

Conclusion:

Introduction

Ethical considerations

New teaching methods and barriers to the use of these methods

Requirements related to faculty outlook in an effective teaching

Requirements related to the behavior and performance of faculty members in effective teaching

Developing a satisfactory interaction with students

Acknowledgement

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Teaching Methods: Not as Simple as ABC

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