Methods of Teaching and their Impact on Learn (original) (raw)
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Compare and Contrast Teacher- centred and Pupils- centred method of Teaching
The student at University, College or Tertiary Institution finds a better chance to decide the method that the Instructor or facilitator can utilize to best suit the learning need. On the other hand, the classroom pupil at a primary/secondary school - where teaching is primarily the teacher's preserve - has no liberty to determine what learning approaches best accommodates his/her interests. In either cases, teacher centered and student centered approaches to delivery of lessons ave their own advantages and disadvantages. The success of these both is contextual. Therefore, this paper attempts to show in comparison and contrast of the two most utilized methods of teaching. It does not pin point the best of the two. It is currently believed that the teacher is no longer the custodian of knowledge. And the learner is no empty container to deposit this said knowledge. Find the best teaching method that suits your learners to acquire the knowledge and develop their personal interests while confined to the inter-plays of formal school systems.
The Comparison Between Teacher Centered and Student Centered Educational Methods
Academic Medicine, 2006
Background and Purpose: Various approaches to learning are suggested & practiced. The traditional medical education were more teacher centered oriented . In this method the students’ involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements. Methods: One hundred two first year medical and nursing students involved in this study and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was “general psychology” which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program. Results: Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of textbooks and references were significantly increased , whereas other aspects of learning such...
The opinion of teachers and pupils on teaching and learning in elementary school Jovan Dučić
Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja, 2020
Changes in the contemporary society have brought a new way of working at schools. The traditional method of teaching was focused on the teacher and required the expertise of the teachers primarily as a lecturer. Active learning refers to the student who is directly involved in the learning process, whereas the teacher should give the students an intellectual incentive, encourage their curiosity and support them in their work. T he objective of this paper was to examine the students’ and the teachers’ opinions on the teaching process, on the methods and the ways of students’ learning and the teachers’ way of working in order to improve the quality of the teaching and the learning process itself. The research was carried out both among the students from the 5th to the 8th grade and the selected subject teaching teachers at school “Jovan Dučić”. It was noted by descriptive analysis that there is a certain degree of disagreement in the way the students and the teachers see the teaching process. The research showed that the teachers should relate more material of their subjects to other school subjects, include more integrative and project teaching in their work as well as link school materials with everyday life. According to the students’ answers, we can conclude that they would find the learning process more interesting if the experts in certain areas attended their lessons or if the elder students taught the younger ones. In addition, it is necessary to encourage students to strengthen their interdisciplinary competence 343raziskovanje v vzgoji in izobraževanju: mednarodni vidki vzgoje in izobraževanja and to link the acquired knowledge with the real requirements of the working context of the 21st century. One of the important conclusions of our research shows that it is necessary to pay more attention to the individual characteristics of each student. By adopting these changes in the working process, the teachers would approach the principles of active learning, whereas the students would be more prepared for the future. Key words: teaching, learning, student differentiation in teaching, multiple linking of teaching materials, career guidance for students.
Teachers' Adoptation Level of Student Centered Education Approach
Journal of Education and Practice, 2016
The aim of this study is to identify how far the student centered education approach is applied in the primary, middle and high schools in Duzce. Explanatory design which is one type of mixed research methods and “sequential mixed methods sampling” were used in the study. 685 teachers constitute the research sample of the quantitative phase of the study and 13 teachers constitute the research sample of the qualitative phase of the study. The quantitative data were collected using “Student Centered Education Scale” and the qualitative data of the study were collected by semi-structured interview form. Mann Whitney U test was applied to determine if the level of adaptation of student centered education approach vary in terms of gender. Kruskal Wallis test was performed so as to see whether teachers’ adaptation level of student centered education approach vary in terms of seniority and the type of school (primary, middle and high school) they work at. Qualitative data were analyzed by ...
Student-Centered Curriculum - Pedagogical Training Of The Student
European Proceedings of Educational Sciences, 2022
In the educational evolution, the curriculum has undergone several changes, and in the current context of education, the specialists aim to individualize it by teachers, in order to be able to come to the aid of the characteristic needs of educators. Therefore, the renewal of the curriculum emphasizes the transition from a branch of knowledge impossible to reach compared to the speed of information multiplication, to a branch of contextualized action. This metamorphosis leads to the concentration of the didactic act on the final acquisitions of the student-the future teacher, to the possession of the key competencies by him, created as a result of completing a curriculum, which are indispensable in the daily life of the learner. With the development of the curriculum concept in the twentieth century, the abandonment of the priority given to the subject in honor of the priority given to the educable is initiated, the main idea being to satisfy the need of the learner. While subject-centered learning focuses on a set of knowledge. Student-centred learning involves a more concise and notable development of the learnable, with benefits for all participants in education. I believe that this type of learning facilitates harmonious development in the easier acquisition of skills throughout life. The abstract should be presented as a single paragraph and briefly summarize the goals, methods, and new results presented in the manuscript. Reference citations are not allowed.
Process of Teaching and Learning
This is the necessity to secure the future of education. Therefore, the teacher is the role-hero that can do it by imparting the education through self-learning methods with the appropriate learning styles and speed of learner. Earlier it was believed that teaching and learning are teacher based/centred process, but after the change of perspectives, it became child oriented/focused. The teacher of today is not only a teacher; now he has become supporter, helper, partner and colleague of the learner. Therefore, the need of the time is to change the process of teaching and learning according to the needs of the learner with careful cultivation of experiences. The teacher in present era must create an environment of divergent thinking about research and teaching to find out the missing links between theory and practice to fulfil the gap which has always existed. It is a unique responsibility of teacher as a social reformer to satisfy the needs of not only societies but of a country. This research article emphasises on the innovative changes of the teaching and learning.
This paper aims to present principles of student-centred teaching (SCT) and provide some implications for mathematics teaching. We have determined six main principles of SCT: i) Taking students’ prior knowledge into consideration. ii) Handling students’ difficulties with appropriate methods. iii) Developing students’ skills (e.g., reasoning). iv) Providing effective feedback. v) Creating communicative classroom environment. vi) Integrating assessment into instruction. We first present the rationale of the study and note the ambiguity regarding student-centred related terms. We then propose that STC approach consists of two main components: mixed teaching methods and principals. The paper ends with discussion and implications of SCT approach for mathematics learning and teaching.
Research Professor of the Academic Area of Education Sciences of the UAEH. Mexico ARTICLE INFO ABSTRACT In the scope of the project project "Networks of communities for the renewal of teaching-Learning in Higher Education" (Recreate), in particular in the specialization in teaching, an investigation has been developed whose fundamental objective consisted in Design, apply and evaluate the instructional design in the subject of methodology of the investigation and intervention, which is in the area of training of research-intervention and taxes to the exit profile in relation to acting professionally in Educational institutions, in the field of teaching practice and educational intervention, where the design of learning tasks is considered, according to which students design projects/proposals for educational intervention, with a critical vision, Reflective and creative of the educational phenomenon in general and with the knowledge required to assume its teaching practice from a transformative position. In addition, it postulates as a form of approach and study, constructivist schemes, with axes of thought, oriented to the investigation, intervention, for which integrative tasks are elaborated as an alternative for the planning of the instructional design of six steps. These tasks are based on a position focused on learning and integrates contents of different disciplines and the axes of thought, complex, research-teaching and ICT for the solution of a specific learning situation. It raises the challenges that have arisen after their application and how they have taken into account in the reconstruction of the initial planning of the instructional design of the approach of the problem of investigation and/or intervention.
Mendive. Revista de Educación, 2020
At present, the pedagogical training of the undergraduate student in nursing needs to influence the modeling of a researcher nurse, an agent of change for himself, others and the surrounding community. In this sense, the objective of this article has been to characterize the pedagogical training process of undergraduate students in Nursing at the Faculty of Medical Sciences "Dr. Ernesto Che Guevara de la Serna". The materialist dialectical approach and other methods of the theoretical level (logical historical, inductive-deductive, modeling, synthetic analytic, documentary analysis), of the empirical level (documentary review, observation, surveys, interviews) were used as a general method, to delimit the essences of the object and organize the research results. Theoretical, historical and conceptual aspects of pedagogical training were systematized, whose process was defined and operationalized from two dimensions, starting points for the elaboration of empirical instruments, their strengths and weaknesses in the study context were specified and the main scientific ideas that structure the proposed conception. The theoretical and practical characterization of the object reflects meeting points between the sensory-perceptual study, the systematization carried out and the diagnosis in the context of analysis, confirming the need for its transformation, which is complemented by the integration of the diagnostic results, by specifying their strengths and weaknesses. It is stated that the dimensions of the analyzed variable, in their current state, present affected aspects, understood as challenges that deserve to be addressed by the methodological work of the career and year groups.