Teaching method
[1] For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with the end goal of testing and assessment.
[7] Developed by Eric Mazur, peer instruction is a teaching method designed to improve the lecture.
[9] Some modes of explaining include the ‘thinking together’ style where teachers connect student ideas to scientific models.
[10] Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method,[11] is the process of teaching through examples or experiments.
Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information.
Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable.
[13] One of the advantages of the demonstration method involves the capability to include different formats and instruction materials to make the learning process engaging.
The opportunities for meaningful and engaging in-class discussion may vary widely, depending on the subject matter and format of the course.
[23] The term "debriefing" refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place.
At other times, teachers equip their students with a research method to challenge them to construct new meanings and knowledge.
Cold calling aims to increase inclusion in the classroom[28] and active learning as well as student engagement and participation.
[33] There is some evidence that the effectiveness of cold calling as teaching method is connected to the use of covert retrieval practice.
[34] Feedback is targeted information given to students about their current performance relative to their desired learning goals.
[36] Feedback in its various forms can be a potent teaching method with potentially large impacts on student achievement.
[40] About 3000 BC, with the advent of writing, education became more conscious or self-reflecting, with specialized occupations such as scribe and astronomer requiring particular skills and knowledge.
Philosophy in ancient Greece led to questions of educational method entering national discourse.
In his dialogues, Plato described the Socratic method, a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas.
Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children the elements of science and other subjects.
During Napoleonic warfare, the teaching methodology of Johann Heinrich Pestalozzi of Switzerland enabled refugee children, of a class believed to be unteachable[by whom?
This field of study employs scientific methods to investigate teaching and learning, aiming to improve educational practices by testing different approaches and measuring their effectiveness.
There are also Alfred Binet and Théodore Simon in France, Joseph Mayer Rice, Edward Thorndike and G. Stanley Hall in America, Édouard Claparède[52] and Robert Dottrens in Switzerland, Alexander Petrovich Nechaev in Russia, etc.
[53] Key characteristics of experimental pedagogy include being evidence-based, rigorous in study design, and oriented towards improvement.
The field investigates the effectiveness of various teaching methods, the impact of instructional materials, and factors influencing student learning.
Experimental pedagogy has the potential to significantly impact education by offering evidence-based support for effective practices.
Examples of experimental pedagogy in educational action include: Newer teaching methods may incorporate television, radio, internet, multi media, and other modern devices.
