Teaching method Research Papers - Academia.edu (original) (raw)

- by
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- Drama In Education, Simulation, School science, Teaching Methods
- by Rachel Yudkowsky
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- Education, Educational Measurement, Medical Education, Faculty Development
- by robert woods
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- Psychology, Computer Science, Educational Technology, Assessment

This article was downloaded by: [ ] On: 10 July 2011, At: 00:21 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK ...... more

- by Brahm Norwich
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- Sociology, Education, Special Education, Mainstreaming
- by Wynand Ros
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- Communication, Education, Research Design, Medical Education
- by Paul F. Buller
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- Ethics, Higher Education, Decision Tree, Empirical Research
- by Harry Potter
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- Cognitive Psychology, Education, Medical Education, Medicine
- by Michelle Porche
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- Methodology, Reading, Evidence, Experiment

Il docente di glottodidattica utilizza sempre più in classe il materiale autentico di qualsiasi tipologia, ma in particolar modo il materiale video, soprattutto se collegato al cinema, perché fonte inesauribile di spunti, esempi e modelli di lingua e cultura. Qui di seguito si cercherà, quindi, di definire il concetto di ‘materiale autentico’, si illustreranno la complessità e le problematiche inerenti alla sua didattizzazione e al suo utilizzo nella classe di lingua, nonché si offriranno delle linee-guida per effettuare una didattizzazione di uno spezzone di film.

- by Paola Begotti
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- Teaching and Learning, Education, Teacher Education, Teaching Methodology

There is a need to move from opinion-based education to evidence-based education. Best Evidence Medical Education (BEME) is the implementation, by teachers in their practice, of methods and approaches to education based on the best evidence available. It involves a professional judgement by the teacher about their teaching taking into account a number of factors - the QUESTS dimensions. The Quality of the research evidence available - how reliable is the evidence?, the Utility of the evidence - can the methods be transferred and adopted without modification?, the Extent of the evidence, the Strength of the evidence, the Target or outcomes measured - how valid is the evidence? and the Setting or context - how relevant is the evidence?The evidence available can be graded on each of the six dimensions. In the ideal situation the evidence is high on all six dimensions, but this is rarely found. Usually the evidence may be good in some respects, but poor in others. The teacher has to bal...

- by Ian Hart
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- Higher Education, Medical Education, Medicine, Reasoning
- by Robert Talisse
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- Philosophy, Argumentation, Reading, Teaching Philosophy
- by Roberto Albarea
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- Cognitive Psychology, Music Education, Education, Lifelong Learning

Pour cette première chronique dans la revue « Vivre le primaire », nous avons choisi de répondre à quelques questions que nous entendons souvent à propos des méthodes pédagogiques. Notez que pour accéder à la chronique, il faut être... more

Pour cette première chronique dans la revue « Vivre le primaire », nous avons choisi de répondre à quelques questions que nous entendons souvent à propos des méthodes pédagogiques.
Notez que pour accéder à la chronique, il faut être membre de l'AQEP.

- by Geneviève Messier
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- Teaching method, Models of Teaching
- by Terry Shortall
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- Cognitive Science, Evaluation, Writing, Linguistics
- by Selvia Listiani
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- Audio Lingual Method, Teaching method

The development of technology has created an easy learning method. Blended learning is a common learning method usually applied in higher education that combines use of online and face-to-face classroom learning. Some parties argue that online learning is less effective for the development of oral communication, so that face-to-face learning is still applied to support this. This article describes about the positive impact of blended learning for students in education, it provides an in depth look at existing web based presentation skills, discussing about blended learning and results to enhance academic presentation. This literature research is used as the main source for research of this article. The results of this study state that blended learning give some positive impact in education that can improve students' ability in presentation skills.

- by Silvy Juliana Dewanti
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- Blended Learning, Presentation skills, Teaching method

This case study involved year 9 students carrying out project work in biology via problem-based learning. The purpose of the study was to (a) find out how students approach and work through ill-structured problems, (b) identify some issues and challenges related to the use of such problems, and (c) offer some practical suggestions on the implementation of problem-based project work. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students at work, and student interviews. The findings showed that several students initially experienced difficulties in identifying a problem themselves but after discussing with family and friends, were able to overcome this initial barrier and subsequently formulated personally meaningful problems for investigation. The ill-structured problems stimulated students to pose questions which charted their courses of action, leading to independent inquiry. Students were led to investigate multidisciplinary elements beyond the boundaries of typical school science, and also learned about different modes of inquiry. The issues and challenges identified included identifying a problem for investigation; asking questions to negotiate the learning pathway; deciding what areas to pursue, given a multitude of possibilities; and figuring out how to extract relevant information from the available mass. Implications of the findings for instructional practice are discussed. © 2005 Wiley Periodicals, Inc. Sci Ed90:,44–67, 2006

- by chia li gek
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- Science Education, Biology, Problem Based Learning, Problem Solving

Active learning is any teaching method that gets students actively involved; cooperative learning is one variety of active learning which structures students into groups with defined roles for each student and a task for the group to accomplish. Lecture-based library instruction is often unsuccessful for many reasons, including poor student attention, simplified examples, and too much material presented at one time. Active and/or cooperative teaching techniques involve the students in the class and increase retention of information following the class period. Active learning techniques are easier to apply and take less class time, while cooperative learning techniques require more advance planning and may take an entire class period. Choosing a teaching technique must be done carefully, with an understanding of the goals of the class session. Several possible goals are detailed, along with suggested techniques for meeting each one.

- by Marcia Keyser
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- Instructional Design, Information Literacy, Active Learning, Cooperative Learning
- by Peter Skehan
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- Cognitive Psychology, Applied Linguistics, Consciousness, Conscience

This survey aims at the trainings of chemistry according to analyzing the experiences of student-teachers of their internship in Farhangian University. Initially we examine teaching methodology in three successful countries in these studies and then we move into chemistry teaching condition in Iran and the barriers to cognitive tools were identified such as conceptual plans. Our research population is composed of documents regarding chemistry and sciences curricula in Iran and other countries, reported of memorandums made by students in their internship and the results of international test of Teems. Data collecting tools are explanatory forms of chemistry teaching course authors and also students who were attending the school at least once a week and observation and interviews made with teachers and student. Findings showed that the most common teaching methods of presenting chemistry in Iran is lecturing and monologue discussions while in other countries which were successful in teaching sciences and chemistry the student-oriented and active methods were used and the obstacles to active methods of teaching in addition to the teacher are the lack of required equipment's, the huge volume of educational books, assessment methods and scoring system. Introduction This study aims at examining the ups and downs that chemistry has passed in high schools in Iran to reach to its current conditions, chemistry which was taught earlier in elementary schools in Iran as sciences and at nowadays it has enormous application in human beings' lives and its educational importance is not covert to anybody, we want to know which methods are being used to teach chemistry in schools and whether these methods are useful enough to reach their educational goal or not. Children get familiarized in elementary schools with some concepts of natural sciences which have a lot of applications in their lives and thus the background for learning chemistry is already set in them because it originates from the child's experiences and observations. The majority of the concepts of natural sciences in elementary school return to child's familiarity with his environment and along learning other educational subjects in school the child gets interested in his environment, thus in this paper we initiate on studying natural sciences summarily and then get into chemistry that is more subjective than natural sciences. Teaching sciences is usually teaching experiences. Executing methods and observations get recorded and the results will be identified. Sciences including physics, chemistry, biology, geology and space sciences and sometimes mathematics, are being created by human being achievements in research and study methods (Alaghehband, 2006). Teaching natural sciences has been always one of the most important scopes of education in educational systems (Mehrmohammadi, 2001)[19]. Teaching sciences is an evident factor in agricultural and industry developments and social progress of developed countries and is a vital factor in cultural and materialistic progresses of people. Thus teaching sciences is of grand importance in societies' curricula and has been always a subject of study foe education specialists. Teaching sciences course has had the best and the longest history in America and Britain, a place in which the first degree of PhD of science education was granted in 1930 Colombian teachers college, the first degree of PhD of sciences education also was granted in these years in South Africa while in some European countries like France and Finland the firs PhD degree of science education was granted in the 1970s (Lavgosh, 2001). Planning in sciences teaching was initiated from 1930 onwards that in this era the beginning and developments of educational planning had appeared in 1918 in which Franklin Bobet had published his book named teaching planning or the year 1937 in which the first department of education programming and planning was built in Chicago University

- by Mohammad Nourian
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- Chemistry, Teacher-Student Relationship, Teaching method, Techer education
- by Patricia Mathes
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- Education, Reading, Elementary Education, Primary Education
- by Olena Klimenko
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- Cognition, Teaching method

This Research aims to improve the performance and increase student achievement with the application of PjBL in Physics Learning Competency Static Electricity and Electrical Direct Current. Project made is material to the presentation of static and dynamic electricity in the form of a slide that contains: understanding, pictures, video, animation, conclusions, example problems and solutions. The study was conducted two cycles, each cycle consisting of three meetings, with 2 hours of lesson time allocation. PjBL model with steps determination, planning, scheduling, monitoring, presentation and evaluation. Aspects measured achievement of pre-test, product assessment, and post test. The results showed that Improved performance in the first cycle performance of 71.88%, in the second cycle performance of 90.63%, an increase 18.75%, Improved learning achievement of Physics average of 54.48 precycle, cycle 1 from 55.56 to 71.56, there was a strengthening 15.70, the second cycle of 53.44 into 78.06, 24.63 reinforcement occurs, the pre-absorption cycle of 55%, 72% cycle 1 and cycle 2 at 77.8%.

- by Balai Tekkomdik
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- Physics, Teaching Methodology, Physics Education, Project-Based Learning

Przemysław P.Grzybowski, Krzysztof Sawicki: Pisanie prac i sztuka ich prezentacji. Oficyna Wydawnicza Impuls, Kraków 2010. ISBN 578-83-7587-395-5
Plik zawiera 18 wybranych stron książki - m.in.: spis treści; Wstęp; wybór stron internetowych instytucji, organizacji oraz projektów mających związek z problematyką książki (Informacja naukowa - ludzie nauki, instytucje, serwisy tematyczne; Biblioteki - bazy danych, katalogi, zbiory online, bibliografie; Wyszukiwarki internetowe; Porady, narzędzia, pomoce naukowe), informacje o autorach.

- by Krzysztof Sawicki and +1
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- Research Methodology, Methodology, Teaching Methodology, Teaching Methods

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

- by Mohamed A Eno
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- Critical Theory, Languages, Cultural History, Cultural Studies

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar. The first verses are taught while pointing to objects or pictures or by performing actions. According to H.G. Palmer, The Direct Method has the following: 1. Translation in every shape or form is banished from the classroom including the use of the mother tongue and that of the bilingual dictionary. 2. Grammar, when it is taught, is taught inductively. 3. Oral teaching precedes any form of reading and writing. 4. The use of disconnected sentences is replaced by the use of connected texts. 5. Pronunciation is taught systematically in accordance with the principles of phonetics and phonology of the target language. 6. The meanings of words and forms are taught by means of object or natural context. 7. The vocabulary and structure of the language are inculcated to a large extent by the teacher and answered by students. Aims: The Direct Method aims at establishing the direct bond between thought and expressions and between experience and language. It is based on the assumption that the learner should experience the new language in the same way as he experienced his mother tongue. In the Grammar Translation Method, the foreign concept or idea is first translated into the mother tongue and then understood. But in the Direct Method the intervention of the mother tongue is done away with the learner understands what he reads or hears in the second or foreign language without thinking of the mother tongue equivalence. Likewise, he speaks or writes the foreign language without the need of translating his thought or idea from the mother tongue into the second/foreign language. He acquires, what Champion calls that instinctive, unerring language sense which we all possess in variant degree in the mother tongue, and which superseding all rules, grammar and dictionaries, resting at bottom on the direct association between experience and expression, is the only sure guide in the use of language.

Happy Birthday Lina! Chapter 4
- To invite someone to do something
- To give instructions
- To ask permission

Paper devoted for the analysis and summary of several methods and approaches for teaching English as a foreign language (EFL) based on a series of videos by Diane Lasen-Freeman. This paper was elaborated as a compulsary assignment for the subjetc "Fundamentación Didáctica del Inglés Lengua Extranjera," a subject of the ME "Master en Formación del Profesorado" at Universidad Complutense de Madrid, academic year 2015-2016.

This article presents a study of the relationships among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level. The database is drawn from transcripts of audio-recordings of 13 French language arts lessons and 14 subject-matter lessons totaling 18.3 hours and including 921 error sequences. Wecoded the 921 learner errors initiating each sequence as grammatical, lexical, or phonological, or as unsolicited uses of L1 (English) and corrective feedback moves as negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error), recasts, or explicit correction. Findings indicate that lexical errors favoured the negotiation of form; grammatical and phonological errors invited recasts, but with differential effects in terms of learner repair. Overall, the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors, but not for phonological errors. Phonological repairs resulted primarily from recasts.

- by nuru maru
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- Second Language Acquisition, Linguistics, Elementary Education, French
- by Desty Manik
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- Teacher Education, Quantitative Research, English Department, Teaching method

This paper examines the use of multimedia in teaching and learning of political science in University of Uyo, Akwa Ibom State, Nigeria. A survey research was adopted and the tool employed for this research study was a questionnaire titled " Use of Multimedia in Teaching and Learning of Political Science in University of Uyo " (UMTLPSUU). Percentage and independent T‐Test were used to analyze the data collected. The data from the study revealed Cds, projector, computer and sound system are available Instructional Multimedia in their respective faculties with 62(66.2%), 76(81.7%) and 69(74.2%) of the respondents affirming it respectively. The study further revealed that, the majority of the respondents do not know the exact number of computer sets available in the department. It was also revealed that between one to five sound systems were available in their department. And the use of computers for teaching in the department is " not very often " , same with projectors as indicated by the majority of the respondents. Also, it was revealed that computer sets, sound systems, and use of simulation and projectors were not adequate in the department. This implies that the small number of instructional multimedia in the department has little or no effect on students' participation in class activities and their academic performances. Finally, the study revealed that the factors that limit the use of multimedia by lecturers in political science include none supportive, inadequate knowledge of the use of multimedia in teaching and learning of political science and the lack of understanding on the benefits of multimedia facilities limit the use of multimedia in teaching and learning of political science. The study recommended that the Nigerian (Federal) government should see multimedia integration effort at the university as an embracing project to development in education and should support by allocating and releasing adequate funds to invest in massive Internet connectivity, as well as purchase and installation of ICT infrastructures. Also, the university must aim to ensure accessibility, availability and reliability of ICT facilities so that every lecture room and staff offices have computers linked to Internet and have equipment appropriate for accessing a range of electronic resources. The Federal Government can also help by subsiding or reducing the tariffs on import of ICT facilities so that lecturers and others can afford to purchase these ICT facilities and accessories since the price would be lower. It is also being recommended that the University lecturers be exposed to a series of training and development skills in the use of these high technology facilities. Finally, adequate, competent and experienced ICT technical staff must be made available should problems arise.

- by Davies U Kelvin
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- Higher Education, Teaching method

With many countries now implementing multilingual educational initiatives in schools, there is a need to reconfigure training programs and encourage teachers to develop a multilingual identity so that they can better promote multilingualism among their students. At present, monolingual ideologies dominate the language education landscape, particularly disadvantaging non-native speaker teachers (NNSTs), who are proficient multilinguals by default and who might best embody the successful language learner model for emergent multilinguals. Studies on NNSTs, however, have traditionally focused on their status as deficient native speakers instead of exploring their multilinguality, although this has started to change in recent years. This study represents a critical review of empirical studies (n = 84) from 2009-2018 that reflect this change. The review indicates that a growing number of studies have started to document NNSTs' unique affordances and multilingual practices in the classroom globally, that NNSTs can develop a reactive multilingual identity in response to native-speakerism, and that learners, when engaged by researchers, do recognize the multilingual affordances of NNSTs. The study's findings should contribute to the growing body of research on multilingual teacher identity, affordances, and practices, especially as this concerns NNSTs.

- by Raees Calafato
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- Teacher Education, Multilingualism, Pedagogy, Teaching of Foreign Languages

This study investigated the effect of an Interdisciplinary Approach impact on Creative Thinking & motivation among sixth grade students in studying Art & Craft in the schools of Salfit. To answer the questions about the study and testing of hypotheses, the researchers used the experimental method, as it has been working on the construction of the two tools study, Torrance formal scale, and measurement of motivation to investigate the effect of Interdisciplinary approach on motivation of the students. This study was applied in the first semester of the year 2015-2016 on a sample consisted of (74) students of the total (110) female students from the basic sixth grade of Bedia Girls' Elementary School. They were divided into two groups –each group includes (37) students - one group is follows a Traditional way of study and the other is experimental which studied a unit designed with Interdisciplinary Approach. The study found superiority of Interdisciplinary approach in the development of creative thinking and enhance students' motivation. In light of this, we recommended using Interdisciplinary approach in teaching arts and crafts and to train teachers to design through this approach, and to implement the scientific research on this approach, in particular the lack of availability in Arabic.

- by ala jber
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- Fine Arts Education, Teaching method

The purpose of this research was to increase the interest in learning science students of the fifth grade student at SD Negeri Godean 1 by applying the experimental method. The type of this research is the Classroom Action Research (CAR) that conducted by the Arikunto model. There are 2 cycles, In each cycle there are 2 learning meetings. The subjects of this CAR were students of fifth grade students at SD Negeri Godean 1 with a total of 32 students. Data collection of this research using observation and questionnaires. The research data were analyzed descriptively quantitative. Increased student interest in science learning is indicated by the percentage of student interest that is before being subjected to action amounted to 68%. After being given an action in cycle 1 it was 75%, and in cycle 2 it was 81%.

- by Balai Tekkomdik
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- Education, Science Education, Teaching Methods, Pendidikan
- by Shahriar Rawshon and +1
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- Education, Instructional Design, Educational Technology, Special Education
- by Sharmin Sultana
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- Teaching method

Become one of the English skill in which needs the intention or behavioral dimension habit and ability for those who always drill theirself to regularly write, writing skill need to be taught and learned intensively in the colleagues and universities. Consequentely, writing skill become one of the compulsory subject in the English Department, Especially the Faculty of Teacher Training and Education in Muhammadiyah University of Sidoarjo. Ornamentally crafted with Academic Writing subject at the fifth semester, the curriculum says that students proposed to be able to write argumentative essay. To analyze the students skill of argumentative essay, the qualitative research is made by using the theory from Oshima and Hogue (2006). The results show that: 1) the crtical thinking of making the argumetative essay that the students are able to stand up on a side of the student's point of view and make sure the reader (s) that the student's arguments are right, it is supported by solid reason and solid evidence. 2) the students are able to make make sure the reader (s) that the student's arguments are right, it is supported by solid reason but with weak evidence, and some grammatical error. Last 3) that the students are able to make make sure the reader (s) that the student's arguments are right, but it is not supported by solid reason and solid evidence.

- by mas darul ihsan
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- Education, Teacher Education, Writing, Essay Argumentative

Teachers often face their students who are
having difficulties in writing. Therefore, teachers need to
teach writing techniques to improve their students'
writing skills. One of the solutions that can be used to
teach writing is dictogloss. The method used in this
research is library research which means the author
collected sources from journals to be analyzed and
emphasized to support the research. The result indicated
that dictogloss could be used by the teachers to develop
the students' writing skills. Teachers confused about the
monotonous teaching method might try to apply
dictogloss in teaching writing

- by Akbar Sadewa
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- Academic Writing, Teaching Reading and Writing Skills, Library research, Dictogloss

The purpose of this study is to describe the efforts of educators in improving learning outcomes Mathematics integer and fractional Numbers and Shapes Aljabar using Throwing Snowball method. This research is a classroom action research. Subjects were students of class VII D SMP N 3 Mlati, Sleman, totaling 32 learners. This study concluded that the learning outcomes integers, fractions and Form Numbers Algebra class VII D SMPN 3 Mlati, Sleman many as 29 students of 32 children or by 88.57% has reached complete learn individually, it is seen that the total learning fractions and Learning algebra using models Snowball Throwing at each cycle to increase the achievement of mastery learning.

- by Balai Tekkomdik
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- Teaching Methodology, Teaching Methods, Matematika, Pendidikan Matematika
- by Olena Klimenko
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- Creativity, Learning, Teaching method

This study aimed to examine the use of remedial teaching as assistance to children who have difficulty learning to read in school inclusion in SD Negeri Bendungan. This research conducted in the academic year 2015/2016 as research subjects is third grade 4 students who need special attention. Data was collected trough observation and interviews, methods af data data analysis using qualitative methods. The study concluded that, do regular grade levels 1 and 2 are very necessary remedial leraning to help students whose learning disabilities to read, the teacher step to motivate the students to learn on an on going basis and trough the provision of the following tasks: children in order to copy letters through the transparent paper, children were told cut up the letter while observing the differences of each letter, provide drawing which parts were not complete the missing word, gives an example of good read, to give the title of the story and so an the implictions of this research with the letter card playing dominant role of the teacher so that the teacher should be creative.

- by Balai Tekkomdik
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- Education, Diversity & Inclusion, Inclusive Education, Teaching Methods

In this article, two different theories of Second language acquisition were discussed regarding the role of interaction in language learning and the implementation of these theories in a monolingual class. Regardless of being different from each other, both theories play a virtual role in understanding the role of interaction in Second language acquisition. In line with cognitive-interactionist theories, the input and output derived from interaction lead to cognitive processes i.e. noticing to endorse inter-language development. Whereas sociocultural theories see language development as a social process, facilitated by both interpersonal and intrapersonal interaction. However, neither of these theories could offer sufficient explicit ways in which interaction leads to acquisition, that are potentially valuable assets for teachers. However, both theories agree on instructional activity. As both theories have their own pros and cons, we cannot say which theory is superior to other because these theories work as the mediators to understand and investigate the role of interaction in SLL and can enhance our conception of language pedagogy. This article will securitize the importance of 'interaction' in language pedagogy and Second language acquisition.

There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students' hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students' learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.

- by Dr.Nasir Ahmad
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- Education, Instructional Design, Teacher Education, Science Education
- by Saikat Debnath
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- Communication, Instructional Design, Telecommunications, Case Studies

This research aiming at applying the team quiz method improve knowledge competency text fable and text letter student seventh grade Junior High School 1 Kasihan school year 20017-2018. Research procedureare planning, implementation of actions, observation, reflection. The team quiz method can improve knowledge competency student to study text fable with action in the first cycle give away question stage I (true false), II (concise filling), III (fight over 1), IV (fight over 2), V (special question). On second cycle the team quiz method can improve knowledge competency text letter with action varied. Results, the first cycle, this method can improve average value 56.56 to 72.37(increase 27.95%), mastery learning improve 9.38% to 50%.On second cycle this method can improve average value 69.69 to 88.44(increase 26.90%); mastery learning increase from 46.87% to 87.50%.

- by Balai Tekkomdik
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- Teaching and Learning, Education, Learning and Teaching, Teaching Methodology