Questions related to Teaching Methods
How do cultural and contextual factors influence your choice of teaching methods?
Based on my four years experience as an EFL teacher in Basra, specialized in the teaching methods, I think that the gap is very big - and increasing - between traditional and most recent teaching methods.
What do you think dear ResearchGate colleagues?
Your contributions are very much appreciated.
I need clarifications between digital and non digital teaching methods.
Is non digital teaching method same as traditional teaching methods ?
the development of artificial intelligence is as rapid as it is terrifying. The teaching methods seem slow and old, and the students' ability to assimilate the programs seems wavering, a solution must be sought for this.
Memorization, due to its strong correlation to the Data processing model by literature has been of fashion and even considered as an ailment in teaching an learning theories.
Also, because it is an end result, a finished product, and not an indication of understanding relations which are elements of learning etc it has been undermined.
However, 2 reasons tramp this argument
1) memorization might be possible only if at some degree these correlations are identified or experience (via synapsis)
2) memorization is a critical part of learning ! It can be said to be an indication of learning or an aspect of success outcome
Finally, memorization methods include some kind of tension
- teasing to false ontologies i.e. "i am a dog"
- mnemonic devices, usually with completely unrelated in substance reference
- humorous connotations
Some types of memorization provoking techniques are inadequate for education but are used in the media and entertainment quite effectively
Teaching is a process where X (Teacher) is fostering in Y(Learners) some disposition N (Curriculum/ subject matter), using Method M(Teaching Method)...Frankena Schema. Recently, a number of literature in Science Education has condemned the Traditional Lecture Method for being too teacher-centered and make the students passive listeners in the classroom instead of active participants.Hence, Innovative teaching methods have been suggested as a better option for its ability to ensure meaningful learning in the learners. What are these innovative teaching methods?
4 Status levels and stages (from highest to lowest)
** transitive but promising. It has led to some improvement
** narrow ideas/inconsistent adaptation/low applicational value. Pck pedagogical content knowledge dominates usa. Ontario model (explorative/constructive) dominates Europe. Traditional dominates Asia
i. E. Teaching methods that resemble the scientific practice (overdue explorative, proofs-based) which do notvresonate with audience and operational defined practice i. E use of specific verbs attached to Bloom'scategories, (operationalizing assesment and prohibiting using standard language questions) etc
**Pessimist realist-nothing can be done to improve teaching and learning physics
as an educator in conservation, it is very important that i teach methods that are non destructive. such as counting insect visitation to flowers, for pollinator diversity and abundance studies. i have found only one reference (Frankie et al. 2005) suggesting an appropriate time to observe flowers. thanks in advance
في ظل تطور طرائق التعليم .. يتصدر هذه الطرق تحفيز التفكير البصري لتعليم مواد عملية تتوائم والقدرات الابداعية مثل مادة السيناريو .. الى اي مدى يمكن للتفكير البصري تجاوز التقليظية في التعليم واظهار القظرة الابداعية للطالب.
In light of the development of teaching methods.. At the forefront of these methods is stimulating visual thinking to teach practical materials that are compatible with creative abilities such as scenario material.. To what extent can visual thinking overcome the strictures in education and show the creative potential of the student
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.
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.
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.
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.
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???
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.
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.
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?
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?
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?
- 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.
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?
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.
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.
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.
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.
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.
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.
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.
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?
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!
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?
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?
Do you know a valid questionnaire compering different teaching methods synchronized and a synchronized in zoom/ hybrid Teaching in zoom?
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?
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?
I am confused to find out the proper theory and way to incorporate styles in traditional teaching in poor countries.
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
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.
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.
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!
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
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?
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
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?
Can anyone provide a suggestion on the questionnaire that can be used to investigate the impact of teacher formation on students' moral/faith belief
What teaching learning methods are suggested during and after COVID-19 pandemic in resource limited teacher education colleges?
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?
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
Through this question, we can identify the most important teaching methods in universities to benefit from them
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'
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 email@example.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.
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
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?
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.
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 !
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?
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.