Teaching Courses: Methods and Modalities Flashcards
Methods and Modities
While teaching is indeed an interactive process, it is the teacher who is responsible for shaping the student-teacher relationship in a way that will enable the student to learn.
Intellectual excitement
Effective teaching must create Intellectual excitement and establish interpersonal rapport (Lowman, 1995).
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Conveying knowledge to others requires developing a new level of command of the content.
Modes of teaching
Different modes of teaching tend to be best for learning different things and for different parts of the learning process (Friedman, 2008)
Teaching philosophy
A teaching philosophy reflects the teachers view of how students learn best, the most important goals for student learning, the most desirable or important classroom, climate for learning, ethical principles, and teaching, and teachers roles and behaviors
Contextual influences
Another major influence on teaching is organizational context. Colleges and universities diverge in their missions in the importance, that they place on research, teaching, and service.
Lecturing and explaining
Lecturing is still the most common teaching method employed in higher education today (Bligh, 2000).
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Research suggest that how material is organized and delivered can make a big difference in the formation that listeners retain and in how they rate their satisfaction with the teaching.
Most of all, a lecture’s effectiveness seems to depend on the overall framework that the lecturer provides for its content.
Continued: Lecturing and explaining
Nothing reaches long-term memory until it is noticed, enter short term, memory, and then is mentally filtered further, an active process
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All the suggestions listed for lecturing in this chapter are designed to enhance the cognitive processes, in addition to making the framework for the class, or lecture clear at the outset, these include:
Varying your delivery
Encouraging students to take notes
Not writing out the lecture
Using visual aides
Stimulating, thinking, rather than emphasizing facts and conclusions
Asking questions instead of making statements
Not trying to cover too much.
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Leading a discussion
When leading a discussion, teachers should draw out the participants and move towards the main learning goals for the class
Just as students critical thinking requires creativity- making and remaking ideas and perspectives- sodas, leading a discussion
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A skilled discussion leader, answers students’ questions and response to what they say in ways that guides the conversation productively.
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The following principles help me, classroom, discussion, productive, and effective (Davis, 1993):
Set some ground rules for classroom interactions at the beginning of the course
Pose specific questions or problems to shape the discussion
Show respect for all students and their contributions, even if need to be reinterpreted.
Consider how active you should be, as the discussion leader
Consider using small groups for discussion
Anticipate the kind of problems that can occur in classroom discussion and plan strategies for handling them
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There is no right answer to whether or not to call on individual students or to rely on volunteers, particularly in the view of overall culture in, practices in the apartment or school. The point is for each teacher to choose a strategy with some awareness of his risk and benefits.
Continued: Leading a discussion
A discussion leader must decide how much to allow the conversation to flow on its own, and how much to intervene to shape it. You might consider letting students respond to one another rather than answering every question or comment yourself.
Although a common problem is that many professors are often too active, which could prohibit some students from engaging in the conversation freely.
Keeping a journal
In addition to discussion, some forms of writing can encourage learning through reflection on experience.
Inquiry and discussion
Another teaching technique that encourages critical thinking, and the development of problem-solving skills is encouraging, independent inquiry, and discovery.
Many assignments used in graduate education like research papers. Use these methods.
Student presentations
The most common way to bring inquiry and discovery into the classroom, history, student projects and presentations, individuals or groups
It fosters critical thinking in analysis and synthesis of information. The student is also taking the role of the expert and class members learn from one another
Research
The most common form of learning through inquiry and discovery in social work education is research
Training and coaching
Training and coaching are teaching techniques primarily used with individual students (Davis, 1993).
This kind of teaching can take place in individual academic advising, as well as in field instruction and feel
Mentoring
Mentoring is the intense long-term relationship that sometimes develops between someone more senior in a field and advanced student, a partnership designed to help the students career advance.
Role modeling
Weather, teachers want or expected, some students will see them as a role model
An unspoken act of teaching is that the teacher is always being observed very carefully.
Using groups and teams
Well, working in Teens is now a common feature of social work practice a mini settings, social work education does not yet emphasize working in teams (Opie, 2000).
Preparing a course
Often mini courses have been designed already, and beginning teachers must learn how to deliver course Contant that may not be what the teacher would have design on his or her own.
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The major elements of a course design that must be taken into account are the course title, the course description, the course, learning objectives, assigned readings, and assessments of the students learning (required assignments and rules for grading).
Continued: Preparing a course
The course syllabus can be considered a kind of contract between the student, and the department or school about what will be taught how it will be taught, and what will be expected of the student, in order to succeed in the course
Putting the course in context
Horizontal integration of curriculum refers to how the continent of courses in other learning experiences, coordinate with each other at any one one time in the students program of study.
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Vertical integration of curriculum refers to how Cont is staged overtime, what will be taught and learned first and what later
** no course can be planned, and taught effectively without knowing where it fits in the overall curriculum design
Defining learning, goals, and outcomes
Every course, required, or elective, has a few key learning goals
Selecting course, content
Buy referring to the learning goals for the course, the rest of the course calendar can be filled, and typically according to the amount of emphasis on each sub topic, and the time needed in class for specific teaching and learning activities
Teaching portfolio
A teaching portfolio is a collection of documents, and or materials, illustrating the nature and quality of one’s teaching activities
Some of the documents may include:
A statement of teaching philosophy
Student feedback
Core syllabi, and other materials
Materials and other media
Outside assessment of teaching
