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Teaching Methods - Science topic

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Millions of students and teachers around the world who use the SMART Board interactive whiteboard to help improve learning outcomes with its animations, graphics, text, sound, NET facilities, retrieve, store so on.
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The interactive whiteboard is a development of the traditional board and its success depends on the extent to which it is appropriately employed by the teacher..
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Dear colleagues,
I am researching in a topic related to philosophy and teaching methods. Please, could you point out me if are there any sources on dialectics or contradiction in mathematics education?
Thank you for your answers.
Regards
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An activity theory perspective on contradictions in flipped mathematics classrooms at the university level, Helge Fredriksen and Said Hadjerrouit, 520-541, 2019
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This question is of interest to specialists in curricula and teaching methods
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I am not satisfied with the level of teaching and teaching methods at my university. My university's classroom facilities are insufficient and poorly equipped to provide modern teaching aids. It is not possible for teachers to use innovative teaching techniques and new approaches to effectively engage and involve students in academic activities.
Appropriate performance assessment procedures are absent there. Here, the major portions of marks are for summative assessments and a very little portion is for formative assessments. So students' involvement in learning throughout the academic session by effective participation and cooperation is not possible. Earning scores and grades are more important to the students than achieving the learning outcomes of the courses. Though we are struggling hard for an outcome-based curriculum there remain traditional and outdated courses, which are not relevant to the need-assessment of the present job market.
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I want to develop an intervention to enhance students’ learning potential at secondary school level. Therefore, what would be the different steps and levels for development, implementation and evaluation of the intervention? Please, suggest suitable models for development of learning intervention. 
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Hi Ali
my suggestion is this book:
Effective School Interventions, Third Edition Evidence-Based Strategies for Improving Student Outcomes by Matthew K. Burns T Chris Riley-Tillman Natalie Rathvon. Its concentration is on primary school but the methodology and attitude were helpful for me.
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This question is of interest to specialists in curricula and teaching methods
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Hello Nima - In the Australian context 'postgraduate' study would tend to relate to Honours and Masters level study and be distinguished from higher degree research or doctoral study - so between undergraduate and Ph.D. study!
I am not sure if your question relates to the assessment of students' READINESS to undertake Honiours/Masters study or assessment of the OUTCOMES of their work at Honours or Masters Level. There are clear published criteria for the latter incorporating AQF (Australian Qualifications Framework) expectations.
I expect that you probably are thinking in terms of 'readiness'. There will be variability around whether postgraduate students have undertaken original research in their undergraduate degrees. As Medhat implies, most Honours and Masters programs will incorporate a form of 'research methods' preparation. This will include 'how to' work on things like undertaking literature reviews, methodology options, ethical issues and data analysis. Quality, organization and coherence of written communication is also clearly crucial. Assessments of students' capacity to undertake Honiurs and Masters work will look at students' prior academic track record and will always benefit from a face-to-face conversation with the student to assess their initial thinking and motivation.
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I have a situation where I chose a grade 11 class in a school for my case study. What sampling is this?
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in my opinion; volunteer samples
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I'm trying to do some research on Natural approach and it's psychological grounds .
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If by “natural approach” you mean the “everyday” or “ordinary” or “rote” way of teaching language, and by “psychological grounds” you mean such psychological factors as awareness, cognition and reflexivity, then clearly such factors amplify the natural approach. You may also at the writings of Edmund Husserl on phenomenology. A paper on phenomenology as an intervention is attached.
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Hello everyone
I have a quick question regarding one of my research instruments.
I am investigating the influence of using flipped classroom approach with the gamification element (gamified flipped classroom) on students’ engagement, interaction and motivation.
I have two groups (treatment and control group). One of the instruments that I will use to collect data from participants is a questionnaire.
I am developing two questionnaires to be used in my experiment. The first one will be used with the treatment group only to measure the influence of the teaching approach (treatment) on changing learners’ attitudes and perceptions towards learning English. It will be administered before and after the treatment.
The second questionnaire will be conducted with both groups after the end of the experimental course to investigate the impact of integrating a game element in teaching an English course on learning environment, engagement, and motivation.
My question is, should the items in the two questionnaires be identical in order to compare and analyze the variables using inferential statistics which would provide me with answers to my null hypothesis and whether the differences in group results are statistically significant or not.
An example of the items of the questionnaire written in a 4-point Likert scale to measure students’ attitudes:
1- The teaching method makes language learning more enjoyable
2- I feel a greater sense of satisfaction when learning English through this approach
3- In this course, my class participation increased
4- I prefer the type of assessments used in this course.
5- This approach has increased my self-confidence.
6- This teaching method helps me to use the class time appropriately.
So, the above items will be given to both groups and my question is:
Should all the questionnaire items of the treatment and control groups be general and identical
Or, I can add extra items to the questionnaire version of the treatment group to explore the influence of the treatment elements (e.g., gamification, use of the digital tool) on their perception besides the unified items in both versions.
If you can provide me with a reference that gives an example for a standardized questionnaire that can be used in such a situation, I would highly appreciate it.
Thank you for your help and support.
Best regards
Abdulaziz
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If the students' evaluation of the course is the dependent variable, then this does correspond to a pre-test and post-test design.
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I am conducting a study comparing two teaching methods using the same students. I will first teach chapter 1 with method A and assess their score and then will teach chapter 2 using method B and assess their score and at the end will compare both scores. which design will it be???
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It is cross over. I think better you take two separate groups of students having same IQ level and then teach the same contents to both groups using method A for one group & B for other.
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I want to know the best teaching methods for conducting class of higher education, especially for education department. If it is possible to describe why the methods are best, explain kindly.
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Kindly visit.....
Article Reviews of teaching methods – which fundamental issues are identified?
Article Teaching and Learning Modalities in Higher Education During ...
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In today's education strategies, "simulation" has become an important teaching tool. For example, clinical and surgical simulation in medicine allows students, residents, fellows, and even teachers or instructors to advance their learning skills and reach their competencies.
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Yes.....simulation is a strategy in teacher education as it is an important tool in replicating real life classroom scenarios etc.
Agree with Md Ahmedul Azam
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In English:
I am part of a research group focused on the study of teaching methods aimed at fostering sustainable societies. For the future we aim to focus on some core issues that we believe are fundamental for the advancement of these forms of education in Brazil and worldwide, namely: Discuss the relationships between environmental education, sustainability education and citizenship education and try to identify the similarities and differences of their proposals. Our initial hypothesis is that citizenship education perhaps satisfactorily embraces the postulates and principles of the other two pedagogies and can thus be understood as one of the most holistic and comprehensive forms of human education. What do you think?
Em português:
Faço parte de um grupo de pesquisa focado no estudo de formas de ensino voltadas ao fomento de sociedades sustentáveis. Para o futuro almejamos enfocar algumas questões centrais que acreditamos ser fundamentais para o avanço dessas formas de ensino no Brasil e no mundo, quais sejam: Discutir as relações entre a educação ambiental, a educação para a sustentabilidade e a educação para a cidadania e tentar identificar as similaridades e diferenças de suas propostas. A nossa hipótese inicial é de que a educação para a cidadania talvez abarque satisfatoriamente os postulados e princípios das outras duas pedagogias e assim pudesse ser compreendida como uma das formas de educação humana mais holística e abrangente. O que você acha?
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Environmental education, environmental education, education on the principles and goals of sustainable development, education on the pro-environmental transformation of the classic economy towards a sustainable, green circular economy concerns closely related and overlapping or complementary issues. On the other hand, pro-environmental civic education, shaping the general social pro-ecological awareness, social pro-environmental responsibility is a derivative of environmental education and social media campaigns organized by non-governmental institutions, government agencies, ministries of the environment, social organizations, social associations of citizens, enterprises, companies, etc. Moreover, more and more companies, enterprises, corporations, financial institutions add to their mission and development strategy the implementation of specific sustainable development goals. Then, in advertising campaigns, by presenting their product and service offers, they also indicate pro-environmental aspects that have been added to the long-term mission and development strategy defined for the perspective.
Best regards,
Dariusz Prokopowicz
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I am planning an experimental research. Normally, in experimental studies, equivalent groups are selected and the effect of the method is investigated by applying different methods. However, my aim is not to reveal the effect of the method applied. My goal is to demonstrate the impact of group diversity. In other words, I will apply the same teaching method to the non-equivalent A and B groups. If there is a difference, I will attribute it to the difference of the group. Do you think my thinking is correct?
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Experimental research can be grouped into two broad categories: true ... which is not really a research design, but an all-inclusive term that includes all types of research ... For example, in order to test the effects of a new drug intended to treat a ... groups are similar (equivalent) to each other and to the control group
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  • An understanding of theories about how people learn, and the ability to apply these theories in teaching mathematics; It is one of the primary requirements for effective teaching of mathematics, and a large number of scientists have studied mental development and the nature of learning in different ways, and this resulted in various theories of learning.
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I totally agree with Darren John Stevens, I consider that it is a precise and detailed reflection, as well as current and fundamental for the time that we are having to live! Many thanks.
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How to teach a history lesson using the advanced teaching method? Please give an example ...
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Advanced teaching methods? Innovative teaching methods have improved the learning process and strengthened governance and methods are designed to improve the quality of education along with student’s involvement in the educational process. method to enhance or expand upon the student experience. One of the basic motives behind advanced teaching is to motivate students to actively take part in the learning process. When the level of interaction with teachers and peers increases, students gain knowledge that is practical and also, retain more information effectively from a class.
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A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. Nursing is a multidimensional technique, a science and an art. Based on this fact, what is the best method of teaching in nursing?
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Am in line with Fatema Miah
My personal experience=good nurse=survival.
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Hello all,
I taught three different classes using three different teaching methods. Each class was given pre-class, immediate post-class, and delayed post-class tests to assess their understanding of the topic. I would like to compare the scores on the tests between the classes to determine the learning effect to help analyze the effectiveness of the teaching methods. I have some ideas, but I would appreciate any suggestions on how this can best be accomplished.
Thank you.
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Analyze the effects of three treatments on three groups as measured by pre, post, and delayed post-tests, use Anova analysis of variance,
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Online teaching has already become a ‘new normal’ for all levels of teaching-learning process during the pandemic COVID19. Many teachers are slowly trying to get used to this new technique as part of their professional career. Some innovative replies to this question will help all those teachers who have been trying to bring substantial improvement in their online teaching method.
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Interesting question and replies. I guess the basic pattern is the same as with every teaching approach: planning, evaluating, replanting, seeking information etc.
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Now we are facing the COVID 19 spread in the country and whole world. The education system is affected by this situation. then how it will affect the teaching methods, patterns, classsroom teaching, teaching aids,
what will be the next ......in future teaching planning.
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Gracias por tu apoyo
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I plan to conduct my thesis using the quasi experimental research as participants are not randomized into groups. They are intact classes assigned into groups based on their enrollment.
3 Groups of Participants (1 Control and 2 Experimental groups) with pre-test and post-test to compare performances of these students
1. Group 1 (Control group) taught with traditional teaching method
2. Group 2 (Experimental group) taught with the teaching method X
3. Group 3 (Experimental groups taught with the teaching method X + added Y method
However, I have a difficult time finding research books or academic articles that specifically address the quasi experimental design with 2 experimental groups to use as references to support my choice of research design in my thesis. So far, I have only found the quasi experimental with nonequivalent control design but it only supports 1 control group and 1 experimental group.
Could you please suggest any books or articles that discuss or support the 2 experimental groups with quasi-experimental research?
Thank you so much in advance.
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Dear Tanassanee Jitpanich,
you are free to represent your complex research by simplifying; just divide experiment in 2 parts:
No.1 Group (Control) - No.2 Group (Experimental, method X)
No.1 Group (Control) - No. 3 Group (Experimental, method X+Y)
In that case you compare both your experimental groups to the same control group, and also possible to compare results among 2 different experimental groups as well.
Ii believe, that simplification makes research more clear for audience as well.
Good luck!
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It has been proved that the interactive teaching methods are effective to involve most students and motivate them in mastering course materials.
Many educators agree that using the interactive teaching methods is not only an option but also an ethical mandatory rule for all instructors.
There are several crucial issues in applying the interactive teaching methods for engineering programs (courses):
- an instructor should ask interesting and tricky questions w.r.t to his/her course material contents
- an instructor should encourage all attempted answers or raised questions by his/her students
- an instructor should establish sufficient time room to ask questions and discuss while lecturing. A pure lecturing part should not be longer than 6 to 8 minutes without a stop for questions and short discussions
- an instructor should highlight real life examples and applications of all theoretical derivations shown via pictures, animations and videos
- and so forth.
Use of interactive teaching methods in engineering:
- In graduate programs, it is relatively easier to motivate and have most or all students in the classroom actively involved. Since the class size is smaller and graduate students are more motivated in learning.
- in undergraduate programs in particular in large class sizes, it is not as straightforward or even a challenging issue to motivate most students. Many of the undergraduate students are shy and not willing to ask questions or answer to the posed questions by their instructors.
So the question is: how to motivate and encourage the undergraduate students in engineering programs to be active learners and actively participate in-class discussions.
Thank you for your invaluable contributions to this open discussion.
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Yes I agree with the openion that motivation, encouragement which are important tool to get desired result comes in better way for anyone through classroom teaching
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Im my quasi-experimental study, I've conducted a Likert-scale survey which investigates attitudes towards statements about a certain teaching method, and an achievement test following the implementation of the method. Both survey and achievement test include a pre and post-test.Two groups are investigated, but one is given an experimental treatment
The response alternatives are all marked by numbers 1-5, but only 1 and 5 are labelled only at the extremes with with Strongly Disagree and Strongly Agree respectively. The scale includes 11 statements, which could be further divided into two categories (1.general motivation and 2. outcome expectations)
In addition to analyzing the survey responses (pre and post) from both groups, I would also like to check for correlation between the achievement test and Likert-survey. Problem is, I have no idea how.
As of now, I've summated the scores 1-5 on all 11 statements – resulting in a final "score" for each participant.
1. How do I present descriptive data from such a Likert scale (mentioned above) and compare with another group? a. What statistics should be included? b. Parametic or nonparametric?
2. What tests should I run to investigate correlation between Likert scale and achievement test?
I've tried to read up on the subject, but it seems to be a lot of discussion about how the data should be treated, i.e ordinal/interval - parametic tests/nonparametic and so on. On the achievement test a t-test is fine.
Thanks.
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Simply put the data in SPSS and get the outcome
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Hi,
I plan to conduct research with 3 groups of students not randomly assigned. They are assigned based on their enrollment into 3 different sections of the class.
One control group = traditional teaching instruction
One experimental group = receiving treatment of X teaching method
Another one experimental group = receiving treatment of X teaching method + Y teaching method
There will be pre-test and post-test administered to all the groups.
Is it possible to do something like this? If so what research design is this? Is it quasi experiment with non-equivalent control group design? But I read in some research books that in that design there will be only one control and one experimental group.
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As Senad Bećirović said, it is perfectly appropriate. Using his classification, you have either a #4 or #6 design, depending on nature of assignment to the three experimental groups. Ideally, three groups will be matched on all possible variables that might affect outcomes, and you should consider gathering data on gender & whatever other variables might have an impact. Matching will determine whether you have a #4 or #6 design. Your analysis will be less straightforward than a simple control vs experimental group, but is easily handled with the appropriate statistical software (i.e., one that can handle a repeated measure).
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We speak a great deal about 21st century learners and the skills, knowledge and understandings they require. Yet we appear to talk less about the qualities of the teachers. Should teachers have 21st century mindsets, be life long learners, adventurous, innovative and imaginative? Should they be individuals who were outsiders to traditional systems of learning?Or, do we continue to value what teachers know over who they are? If we value who they are, how might we attract these vibrant role models to teaching? 
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21st century teachers need to be leaders in socio-economic development and beyond.
They should be the model of the cultured man and at the same time the excellent professional. They should be ambitious to support their teaching and learning, by ICT and computer software, to penetrate each student according to their abilities and needs, to further develop their skills, in short to personalize teaching and learning.
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Dear fellow EFL teachers, we, Laura Schmetzer and Lennart Holzhuetter, are currently writing our master's thesis on the topic of games in the EFL classroom and would really appreciate it, if you answered the following questions, as it would not only be of great help to our research, but also an opportunity for you to reflect on your past and current teaching methods during this time of uncertainty. As a little "thank you" for your participation we will gather information of all participant's favourite EFL classroom games and will create a top ten list of these games. As it is our aim to collect data from teachers around the globe, this list will include games from various contexts, cultures and continents. If you are willing to take part in the questionnaire, just click on the following link:
Thank you very much for your participation! We really appreciate it!
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First of all, I wish you good luck on your Master's. Concerning your question, recent research has revealed valuable benefits of utilizing games in EFL class, such as suppressing anxiety and boosting learning enjoyment. That being said, games should be selected painstakingly. Their use should be planned carefully, serving the objective(s) of EFL lesson.
Here is a good read.
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Is diversity in teaching methods for students important in communicating information?
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Achievement tests and measures of personality, traits, and styles
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I m carrying out a study on innovative teaching methods, the teaching methods are relatively new in the research area. however, teachers are to be trained on the application of these methods in practical classroom situation and a pre-test will be administered to students before the treatment and post-test after the treatment. both the pre-test and post-test will make use of past WAEC and NECO questions (Standardized instruments). In this case do i need a reliability test again?
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As Sven Greving wrote. But it is good research practice to explore the internal consistency of the instruments in your own sample.
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Number theory is among cryptography foundations, but sometimes it is hard for students to understand the theory, mostly due the lack of previous skills and knowledge of that mathematical theory by students.
Have you dealt with that problem? Have you faced other problems while teaching number theory? How to overcome them?
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This is a good question! I was trying to figure that out a couple years ago.
The best approach I found was Coursera's course from USC San Diego - Intro to Discrete Math for CS Specialization with the 4th course being Number Theory and Crypto. The first two courses give enough grounding for those students that don't have enough of the correct mathematical background for Number Theory. I think they need something pretty accessible to not be overwhelmed. People often have such a love of crypto that they slog through with just a really basic and algorithm specific understanding of number theory - which really won't help them in the long run if they are going to do cryptanalysis etc. Dan Boneh's refresher on Probability is really short and helpful as well.
Please post here if you find a good solution.
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Study of different types of high school chemistry teaching methods in California
Or Texas or other states
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It varies from school district to school district but typically qualified Chemistry, Physics and other sciece teachers are hard to find. When they get somebody they try to keep him/her and if they can't find anyone the teacher and students learn the subject together.
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Do you know such a valid questionnaire?
Comparing between blended method
Thanks a lot,
Merav
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As many have already said, 'blended methods' has a few different meanings. If it helps, we have conducted blended classes taught in English and Japanese with freshman engineering university students in Japan. However, I suspect you're not looking at this aspect.
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Hello,
Do you know a valid questionnaire compering different teaching methods synchronized and a synchronized in zoom/ hybrid Teaching in zoom?
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No, it can be created easily through some references.
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My perusal of the literature in the field shows that constructivism has been used majorly in studies on learner-centered instruction. Are there any other relevant theories, models or frameworks available?
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هناك الكثير من الاستراتيجيات والنماذج والطرق التدريسية الحديثة التي يمكن ان يستخدمها المعلم مثل استراتيجيات حل المشكلات استراتيجيات التفكير او العصف الذهني وغيرها كلها تتمركز حول المتعلم وتجعل من المتعلم محور العملية التعليمية
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STEM (Science, Technology, Engineering, and Math) is a marketing acronym to let people know this is where learners are doing poorly. However, M for mathematics is the subject where students need the most help and are struggling. Is it poor teaching methods? Or is the material just not exciting? This question has been asked decade after decade, and leaners still regard this subject as the least favorite. Why?
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It definitely has something to do with our approach towards teaching Math. Math, by and large, is taught as an abstract subject, with a primary focus on solving as many questions as possible, with every possible variation, with the assumption that practice will make them perfect. On the other hand, the more popular subjects like sciences, PE, and social science follow a more practical approach with ample demonstration of practical application.
Math is not an abstract subject and should be taught with more real-life examples (Not the traditional 'A has 10 apples and B has 20 so......). Once students see its application, they would show more interest and would not be bored to death by adding two numbers 100 times, many times over!
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I am confused to find out the proper theory and way to incorporate styles in traditional teaching in poor countries.
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I think that, a variety of applications are being used in the learning of some natural sciences, simulators of physical-chemical processes, periodic table, among others.
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After the Covid-19 pandemic, has distance learning proven its ability in learning and improving learners performance as independen teaching method, or it is only an idea that is not widely applicable
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Distance education is a new experience for us in developing countries, but it was the only alternative to continuing the educational process in light of the epidemic and healthy urbanization to preserve the health and lives of students and professors, and to be fair, despite it being a new experience, but it somewhat succeeded in The delivery of academic courses to the students, and of course, this depends on the selection of the various and effective methods by the professors. But with regard to practical subjects and laboratories, I do not agree that it was able to achieve the same result with theoretical subjects because the practical subjects need to be trained on devices and other materials, so there is still a gap in this area. But on the other hand, distance education was an inevitable decision to continue the educational process, and I think that the intense effort made by the teachers has given its results somewhat.
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Modern teaching methods
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Each educational unit must end with a methodological overview. It is not facts that should remain in memory, but connections.
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The online teaching process is the best alternative teaching method for students or not? Need your valuable suggestion.
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Yes, if we are talking about it as an option but not in comparison to traditional classroom teaching. Classroom teaching method is best suitable for school education and higher education system. However online mode is best suitable for imparting lifelong learning courses or short term certificate courses where the learners need to study on their own and learning materials are provided by the institutions.
Thank You.
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Is there an online instrument for quick assessment of teacher ability to teach online?
It should “produce” quick results on:
basic ability of using the apps (mic. teams, classroom, zoom, goog. meet…);
best online teaching method(s) and,
best online student assessing approach (or tool).
It’s about teachers working with students with poor academic performance.
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Dear Bujar. Very much take your point about the immense variability globally, and indeed with cohorts nationally.
And I agree with the desirability of understanding the level and nature of the teacher readiness.
But in identifying that readiness traditionally the propensity has been to measure the mechanical competencies on a scale identified by the 'ICT experts'.
We suggest the focus should in the first instance be on the teacher's shaping mindset, the thinking that shapes their use of the digital, and then on the traits and proficiencies the teachers bring to the workplace.
We contend that most teachers in their personal lives shape their everyday use of and learning with the digital with a digital mindset.
As too do the digitally connected young.
We/they expect to connect the moment desired, to use our suite of personal technologies as we want, learning what we want, how and when we want.
Would that be so with most of your teachers - and a sizeable proportion of your young ones?
However within the formal school setting - with schools globally still largely using the model of schooling standardised around 1920 in the Western world - teachers, school heads and education authorities still employ an analogue mindset.
Kind regards
Mal
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It will be much appreciated if the ESL / Angloamerican Literature online platforms could be exchanged as well as any other experience met during the transformation from offline to online teaching methods.
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Interesting topic 🌷 deserve following 🌷
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Total Physical Response (TPR) is a method of teaching language or vo cabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning.
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Something important to note here is that all additive methods make sense in terms of teaching language to deaf students. Using the human body potential to enhance the skills and experience environment.
Lots of good luck!
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Which teaching method(s)/technique(s) will you recommend for a bilingual/multilingual classrooms and why?
Thanking you in advance for your invaluable input and insight!
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Hello. I teach linguistics and language pedagogy papers in Education department. I think your overall approach rather than 'method' is more important here. And your approach goes back to the framework you locate the nature of language and language teaching in. If you perceive language mainly in terms of grammar and structure, you tend to take up structural approaches (with a focus on grammatically well-formed sentences) more than communicative. On the other hand, if you perceive language as a medium of thought and communication, mainly a Functional approach (ref. Halliday's 'Functions of language), you tend to take a more Communicative (and Holistic) approach. Methods are decided accordingly. The best methods are based on a holistic approach where holistic is in terms of linguistic levels (lexical, syntactic and so on) as well as in terms of the domains of language skills, mainly but not limited to LSRW. Hope this helps !
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As a teacher, what is the best teaching method you prefer: Collaborative learning, problem-based learning, individual learning, video-based learning, games-based learning, etc. in the following teaching levels?
1) Higher education
2) Secondary level
3) Middle level
4) Primary level
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Actually , the method of education depends mainly on the nature of the subject, however, education that depends on creating a mode of interaction between students with each other and with the teacher and dependence on the practical side is the one who establishes a graduate with high skill and not relying on traditional patterns
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After COVID-19, the economy of all countries is affected. Can distance teaching reduce the budget of the sector education of the countries? In other words, how does e-Learning contribute to reduce the budget allocated to the education sector of the countries, such as pedagogical infrastructure, transport, catering and accommodation of the students?
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Indeed, there is a decrease in the costs of e-learning, as the state mocks billions annually on exam books and on the provision of supplies and supervision, but this is at the expense of the quality of education.
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My master's final thesis will be on the teaching of english as foreign language to deaf students.
I am trying to collect all the strategies and teaching methods that have been used to do that, in order to create an intensive programme for a deaf student, who will be my case study.
Please if you have any clues regarding papers, texts or sources that may help my research, feel free to suggest it.
Thank you very much
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First of all, congratulations for your work. Secondly, it is so important to apply or to develop methodologies with “visual activities”. Every student is different, but “visual approches” can help hearing and deaf students. Please, you can find differents methodoligies in the Journal of Special Education. For an effective inclusion just Sign Language is not enought, you must understand the potencial of your students.
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If you are a teacher in Southern Africa - please tell us about the children in your classroom who have neuro-developmental disorders. What type of disorders are prevalent? How do you support these children? How do you adapt your teaching methods in the classroom?
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I live in India and do not have any contact with Teachers serving in Southern Africa. In case, I get any opportunity to meet any Teacher from Southern Africa, I will certainly ask to contact you.
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 Is there any correlation between ICT use and EFL Students' interests in writing?? Any examples???
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Dear Dr. Houda Boumediene ,
This link Demonstrates development critical thinking through teaching english:
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Can anyone provide a suggestion on the questionnaire that can be used to investigate the impact of teacher formation on students' moral/faith belief
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Dear Dr. Chinedu Okafor ,
I recommend for you the scale of (Anandarajah and Hight, 2001), and You can go to this link about of moral teachers and moral student:
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What teaching learning methods are suggested during and after COVID-19 pandemic in resource limited teacher education colleges?
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during the covid 19 epidemic, all aspects of human life were disrupted, including education, because this condition as a teacher must have many effective teaching innovations and at least not change purpose of subject, create learning method that can make students enjoy, safe and contain aspects of psychology healing also...;))
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I attempt to find out the impact of a teaching method on 5 aspects, which are student achievement, student engagement, student motivation, students' autonomous learning, and students' perception. I have two groups which one of the experimental and the other control group. I carried out pre-test and pre-questionnaire to see if they equivalent each other. the sample is 80 students. I would like to find the impact of the new teaching method by comparing the students' scores and other aspects by analyzing the Likert scale questionnaire. Also, I have also interviews and focused groups which would support the result of the quantitive data.
My questions: Which statistical test should I use to find the impact?
Is an independent t-test enough?
there is a test should I use?
each aspect (e.g. students motivation) includes some statements, so should I calculate the average of students' responses than do the statistical test?
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Multivariate Analysis of Variance (MANOVA) accommodate multiple independent variables e.g your teaching methods Vs multiple dependent variables ( student achievement, student engagement, student motivation, students' autonomous learning, and students' perception). But, in order to be able to handle the interpretation, it is better to use ANOVA. This will requires taking one independent variable (teaching methods) Vs one dependent ( any of the ones listed).
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if we use TAM how can we measure it and what questions should be asked in the survey
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I agree with Laith Antwan@
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I published a paper in:
Creative Education, Published Online
The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools.
I want to know who researched the topic recently
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Yacine Lafifi, I agree with you.
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Through this question, we can identify the most important teaching methods in universities to benefit from them
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First of all limit the main points in a your lecture. Create effective visuals, analogies, demonstrations, and finally examples of the main points.
Share your outline and experience with students. Emphasize on your objectives and key points in the beginning and summary at the end.
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Designing a summer school program is challenging since we always need to ensure the quality and making learning easier & fun. Let's discuss the different teaching methods can be used for a Summer School program at Bachelor Level.
Example: One of the teaching methods is 'Assigning group projects to the participants based on lessons taught in a Summer School'
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Profile first the learning abilities/capabilties of your students and then design differentiated instruction/strategies as well as differentiated assessment methodologies.
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How can we tackle the problem of low positive values through curricula and teaching methods?
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Thank you so much for your thread, it is very instructive.
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For me, I prefer my own method, and I am definitely moved by what I learned
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Very happy with the high-end answers
In fact, this question was on my mind a long time ago
I am convinced of the teacher’s culture, knowledge, and ability to manage the educational situation
It is better than ready-made methods and strict steps, but this does not mean that I am against these methods and strategies but rather with knowing and benefiting from them in a beneficial way.
I loved the response of one of you when he said, the methods were based on values ​​and morals and not on cooperative learning and others ...
Good luck everyone
I am very grateful to everyone
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I am looking to speak with people, or be put in touch with people, who have research or practise in differentiation of teaching methods in private dance studios. Below is an outline of what I am proposing to research. I can be emailed at julie.barns@gmail.com Many thanks in advance!
An education in dance relies on a teacher's pedagogical knowledge and artistic experience. It is important for studio dance teachers to acquire pedagogical knowledge alongside their wealth of technical and artistic knowledge allowing them to dissect, question and change their practice to be inclusive of all dancers in their studio classes.
Private dance studios are available to anyone who wishes to learn dance, regardless of age, gender or motivation (recreational or otherwise). The dance community need to ensure best practice in teaching to ensure these studios encompass all who walk through their doors.
Historically, for studio teachers in Australia, pedagogical knowledge has been gained through osmosis, and while a studio teacher may have excellent technical knowledge the process through which this information is imparted has created a divide in the dance studio between gifted dancers and children who wish to dance recreationally, but are ostracised from the studio learning and teaching process due to a range of learning needs that are not being catered to. What could have been a powerful ongoing experience in a child's life is lost due to a teacher's inability to differentiate their teaching practices in the dance studio.
Whilst very few children who learn dance in studios go on to become professional company dancers, children do go on to become consumers of The Arts and dance in particular. These children may go on to become dance teachers, physiotherapists, set designers, or volunteers in theatres. They go on to recognise and value dance as a powerful tool for self expression, for physical wellbeing, for good mental health and self worth, for community building and for creating a culture of inclusiveness.
The research proposed will greatly benefit recreational and elite studio teachers across Australia, with the flow on effect making a difference in the cognitive, emotional and physical lives of our children.
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Julie Barns - Thank you for your question. I think you need to develop a curriculum with specific learning outcomes. You need to see how many years or blocks are required in order to graduate students? And if these years are allocated into phases, what are the educational objectives of each period? . The attached website covers several differentiation approaches that you may use. You might need to learn more about the construction of a curriculum.
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Will differences be observed in math achievement between students being taught through frontal or alternative teaching methods?
I would like to know who researched the topic recently
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Given it is not straightforward to design 'experiments' to address your question (for example, difficulty is matched groups, etc), research has turned to examining the approaches to teaching used in countries where students score high in international comparisons of mathematics such as TIMSS and PISA. Examining high scoring jurisdictions generally finds that different high scoring jurisdictions have different approaches to teaching mathematics; compare, for example, the teaching approaches in Finland, the Netherlands, Japan, Singapore, Shanghai. Such findings suggest that 'differences in math achievement' (to quote your qestion) may not solely be related to teaching approach.
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As a fresh lecturer, I am in a dire need to books in modern teaching methods at higher education.So, I will be grateful to anyone who can give me a hand in this side.
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Paul: Here are the best books about teaching college:
1. What the Best College Teachers Do, by Ken Bain (Harvard University Press, 2004).
2. Make It Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel (Harvard, 2014).
3. Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students by Dr. Norman Eng (2017)
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Do people with Down syndrome, when being taught a language, need a clinical approach, which means a kind of specific heeling method, or do they need some adequate didactics that develop the language teaching method itself to make it affordable to them?
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I have a son who is down syndrome. When he gets nervous about a word, the stammer affects the chest badly. Holding his shoulders calms him down
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There is no argument that experimental research involves the manipulation of independent variable to see its effect on the dependable variable. In education, independent variable usually involves teaching method or learning materials. Use of the phrase "effects of" has resulted to unwarranted repetition and cycling of research topics even among doctoral students, especially in Nigeria.
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Titles of research topics are usually stated in terms of a functional relationship indicating the independent and dependent variables. You can make the titles attractive, legible, and at the same time informative . A title may become lengthy and awkward, if you add several prepositional phrases to qualify it. "Effect of............." is a typical low impact expression that add nothing to the meaning of the title, which you must avoid. Some other common low impact expressions are “Study of…“, “Studies on…“, “Preliminary studies on…”, “A study of…”, “Investigations on…”,”Response of…, “Observations on…”, “Aspects of…”, “Notes on…”, “A note on…”, “An inquiry in to…”, and “An analysis of…”.
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Learning methods has under gone many changes in last decade. Do you think continuous upgradation is required for the teachers to keep them updated with the modern learning methods?
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old methods may not work however a brick and mortar model of old and new methods could be though of.
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I was reading an article which talked about methods to enhance student engagement in large classes.
One of the ideas suggested is to move away from the computer/board, use I-Pad, connect it via wifi to the classroom computer, use I-pad as a clicker to enable you to move around the room and so on in order to make the class more interactive.
Now, here is my question.
How do we do the same thing in a classroom with no computer, no projector, no whiteboard, no wifi and no I-pad? I have struggled and failed to implement it in real life classroom.
Please share your experiences, methods that worked and suggestions !
Regards,
Ananth Saradhi
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I think the best way answer this question is to ask you to shift your thinking. I personally don't think of teaching methods as being "technology based" or not. Good teaching is good teaching! What the technology does is give you more options for interaction, conversation, and creativity.
I read some good ideas above for interactive activities. Here are more ideas:
  • INTERACTION: Post questions or quotes around the room on chart paper and have each person answer on a sticky note (or even right on the paper), then take a gallery walk, reading and responding to each other.
  • CONVERSATION: Have a "fishbowl" debate or discussion where a smaller group discusses a topic while seated in the center and the observers make notes about what they are thinking, then share and switch (have another group sit and discuss while others take notes).
  • CREATIVITY: Have students draw (or sing! or dance!) responses to what they have read, rather than write.
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Do you think that you are "teaching" according to the ways or "methods" others taught you? or are you trying to create your own philosophy about teaching and adopt your own teaching methods?
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I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.
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Tourism and coastal lines are the business sectors since centuries especially in the European Nations and Albania is one such spots. However, in recent decades tourism is experienced as vulnerability of the surrounding ecological conditions of air, soil, water, land and the communities that are dependant and sharing the ecosystem among flora and fauna. Experts opine that
apart from the maintenance of near-originality of ecological biodiversity the tourism rather known as ecotourism an indigenous socio-cultural maintenance of indigenous/traditional knowledge of the local people must be well cared in order to sustain on sustainable grounds. As a general tendency, growth of tourism has been affected by the deterioration in the economic conditions on one aspect and unsustainable ecological areas affected since human interventions earlier to this has negative impact on futuristic tourist spots. However, tourism in Albania as of now is 11% of GDP and coastal regions accounting to 2-4%. An amicable
Mediterranean climate with 300 sunny days similar parameters of Greece and Spain throws up sustainable ecotourism in future decades provided public services namely, transportation, road safety, lodging, food availability, recreational regiments, banking accessibility are as per the World Tourism Organizations’
protocols. Thus as of Albanian situation, classification of ecotourism activities to safe-guard the localities with its maintenance of ecological land, water and climate has become a paramount importance with a wanting and satisfactory options through harnessing human energy for profit and fitness of ecological flora and fauna. A check on anthropogenic wastes and their safer utilizations inclusive of agricultural and industrial operations in line with Lalzi Bay Coastal Line are of utmost importance for the reason that the Adriatic Sea Coast is the one long stretch of Albanian Lifeline. The present work is based on the methodology of the sustainable management of the same issue.
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No ecotourism is possible without biodiversity spectrum-I mean if there is no flora and fauna then why should it be called eco? An exhaustive discussion is available in the attached book .
Best Regards
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(Recommend this question to broaden the debate)
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I think the best didactic approach to tech research methods, if possible regarding resources, is to let students do limited research projects on their own under teachers' supervision. The downside is, of course, that this requires much more effort than simply lecturing about methods.
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Studies and research indicate a decline in the academic achievement of a large number of learners in mathematics,such as teaching methods used, lack of desire to study math , are there other reasons?
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The unrealistic nature of some deep mathematics which the students can not relate to a real life situation at such time.
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I would be asking EFL teachers about their attitude toward communicative language teaching method by using (survey).
Can any one please suggest theoretical or conceptual framework ?
Thank you.
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The main impetus behind CLT is to get learners to interact in natural ways. Theoretically, task based language teaching (TBLT) by Michel Long and its closely associated counterpart cooperative learning are very effective in helping teachers to manage classroom dynamics such as group work and learner centered interactions which are a prerequisite to CLT.
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Please link the magazine to publish .. with thanks
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Thank you Samy Azer
Pleased with your useful answer
I specialize in teaching mathematics
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I can't find any evidence in favor of Teacher-centered or Student-centered approach for children with learning difficulties. DO you know about published studies?
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The both centered
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Any book or article that answer the following questions:
Advantages and disadvantages of reflective practice
Teacher role and gains from using reflective practice
The effect of reflective practice on students development
Reflective practice objectives as teaching method
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Google Donald Schon
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How does education and pedagogy change due to the development of IT information technologies related to the current fourth technological revolution called Industry 4.0?
Does the importance of memory science decrease and the importance of improving search techniques and information processing increases?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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ICTs can indeed change teaching/learning BUT it depends on how they are used. Pedagogy is key. Does pedagogy shift with ICTs? the research is unclear- with some suggesting it necessarily DOES while others suggest it does not. I am currently researching this so email me if you want to open a discussion. Just a caveat- i saw a comment earlier on here about 'learning styles'. this is a neuro myth- there is no empirical research to indicate that learning styles exist. This is a 20th century unfounded claim.
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Teachers usually lack motivation to attend, participate, and learn to address their teaching challenges in short and long term. Due to influx of technology, this gap is widening irrespective of the level of teaching i.e. from elementary to higher education.
How can technological tools be employed to motivate teachers to improve their teaching methods in classrooms and beyond?
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Teachers sitting in PD are often, well, just bored because they're "sitting." As a teacher-educator, I lead PD experiences for districts and school sites regularly. I'm in the teacher learning PD environment constantly. Here's what I learned: They struggle to find relevance to what they hearing to what they WANT to do.
1. To increase motivation add ARCS Motivational strategies to the instructional design of the PD.
2. So I've got your attention, you may wish to move on to try gamifying the PD or flipping the instruction for PD. Consider developing fun, engaging activities for teachers to learn whatever the subject.
3. Look up "#eduprotocols" on Twitter for examples of fun gamified learning processes that use technology tools. You can fit just about any content into an eduprotocol. BTW...#eduprotocols are actually processes for learning content that teachers can use with their students at any grade level; I just adapt them for PD with adults by changing up the DOK level for adult learning, which brings me to the last idea...
4. Learn about Malcolm Knowles Androgogy Theory and you'll find the 8 principles that influence adults when they are in "learning" mode.
Best wishes, Steve
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Teaching methods
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Overhead Projector (OHP), Chalk and Board, intellectual board, and Powerpoint Presentation (PPT) are not teaching methods but instructional materials. Between an overhead projector (OHP) and a powerpoint presentation (PPT), PPT is more advanced, hence, more convenient to use. However, while it is true that PPT is the most often used educational tool nowadays, most PPT used in lectures do not effectively facilitate students’ retention. After pressing next, the students can no longer see and study the contents of the previous slides. In this case, for lecture with student retention purpose, it is even better to use Chalk and Board provided the teacher is patient enough in writing on the board. Intellectual boards also have specific use and strengths as they are good brain exercises and source of fun, thus, beneficial for both cognitive skills and emotional skills, although they are time-consuming as compared with those materials intended for lectures. Therefore, same as teaching methods, instructional materials have their own strengths and weaknesses. The best one arises in a very specific situation upon prioritizing which one of the factors to consider aside from feasibility and being presentable. Is it the students’ needs or the allotted learning time? Is it student-centered or teacher-centered instruction? Is it outcome-based or inputs-based? Is it learning or teaching? Regardless of deadlines and approaches, the one that facilitates best student learning is the tool of choice.
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The ability to apply virtual reality .....
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Please, see this link Amjed Ahmed Xiaomi Mi VR Standalone Virtual Reality Headset
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I'm trying to create an Exploratory study but the outlines aren't very clear. Am I allowed to apply teaching methodology? And how would this be different from action research or case study?
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One alternative to conducting interviews is to do participant observation, and in this case you would be a "participant as observer." Doing this kind of research requires taking extensive field notes, so it is sometimes known as field research.
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There had been records of student's poor performance in the area of Summary writing which many attribute to be as a result of the teaching methods. therefore I seek for better strategies for teaching summary writing to students in senior secondary school
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Interested
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Do you think that your students are competitive enough to enter the market?
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I'm trying to do the best
Best Regards Osama Mah'd
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Hi all,
Please let me know me what’s the best teaching method that faculty should use to teach the computer science undergraduate and graduate students and why?
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I do not believe there is the best teaching method- "no one size shoe fits all" syndrome. Remember, there are teacher centered and student centered approaches. You must decided what approach will be appropriate or applicable for your teaching style to accommodate students' learning style. Then you must also consider the context and type of student (Net Generation) because these two factors can have an influence on the outcome of the lesson. In your case use more practical teaching approaches - a student centered approach -get them more involve and collectively engaging in the scenario or problem-based learning caases.
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Teaching methods that will help rural students perform like their urban peers.
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Rural education is different from the city, the difference in the primary stage of high school.
In the countryside, prefer the most comprehensive teacher, the more traditional way of modern methods.
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Recently, many methods have developed
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my dear Ingrid
Iam so happy for your respond to me