Teaching and Learning Methodologies

7/27/2019 Teaching and Learning Methodologies

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TEACHING AND LEARNING METHODOLOGIES

OUTCOMES BASED TEACHING AND LEARNING (OBTL)

OBTL is a student - centered approach to learning and teaching, which has been widely adopted inuniversities across the world. It guides the active learning of students, and the continual improvement ofcourses. (HL Cheung, 2010)

OBTL is unique because it is focused on first defining the desired student outcomes. Proceedingfrom there, OBTL tailor fits the design of the course syllabi and its components along the desired studentoutcomes. OBTL is supposed to prepare students in their totality and not just in their discipline.

E-LEARNING/COMPUTER BASED LEARNING/INTERNET BASED TRAINING

E-learning comprises all forms of electronically supported learning and teaching. The informationand communication systems, whether networked learning or not, serve as specific media to implement thelearning process. The term will still most likely be utilized to reference out-of-classroom and in-classroomeducational experiences via technology, even as advances continue in regard to devices and curriculum.

E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtualeducation opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet,audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in

the form of text, image, animation, streaming video and audio.

Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-BasedTraining) have been used as synonyms to e-learning.

STUDENT CENTERED LEARNING

Student-centered learning (or student-centered learning; also called child-centered learning)is an approach to education focusing on the needs of the students, rather than those of others involved in

the educational process, such as teachers and administrators. This approach has many implications for thedesign of curriculum, course content, and interactivity of courses.

Student- centered learning, that is, putting students first, is in contrast to teacher-centered learning.Student-centered learning is focused on the student's needs, abilities, interests, and learning styles with theteacher as a facilitator of learning. This classroom teaching method acknowledges student voice as centralto the learning experience for every learner. Teacher-centered learning has the teacher at its centre in anactive role and students in a passive, receptive role. Student-centered learning requires students to beactive, responsible participants in their own learning.
http://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Information_systemshttp://en.wikipedia.org/wiki/Communication_systemshttp://en.wikipedia.org/wiki/Networked_learninghttp://en.wikipedia.org/wiki/Virtual_educationhttp://en.wikipedia.org/wiki/Virtual_educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Studenthttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Curriculumhttp://en.wikipedia.org/wiki/Course_(education)http://en.wikipedia.org/wiki/Traditional_educationhttp://en.wikipedia.org/wiki/Traditional_educationhttp://en.wikipedia.org/wiki/Traditional_educationhttp://en.wikipedia.org/wiki/Student_voicehttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Information_systemshttp://en.wikipedia.org/wiki/Communication_systemshttp://en.wikipedia.org/wiki/Networked_learninghttp://en.wikipedia.org/wiki/Virtual_educationhttp://en.wikipedia.org/wiki/Virtual_educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Studenthttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Curriculumhttp://en.wikipedia.org/wiki/Course_(education)http://en.wikipedia.org/wiki/Traditional_educationhttp://en.wikipedia.org/wiki/Student_voice


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PROJECT BASED LEARNING

Project-based learning, or PBL, is the use of in-depth and rigorous classroom projects to facilitate

learning and assess student competence (not to be confused with problem-based learning). Project Based

Learning was developed by the Buck Institute for Education in the late 1990s, in response to school reform

efforts of that time. Project-based learning is an instructional method that provides students with complextasks based on challenging questions or problems that involve the students' problem solving, decision

making, investigative skills, and reflection that includes teacher facilitation, but not direction. PBL is focused

on questions that drive students to encounter the central concepts and principles of a subject hands-on.

Students form their own investigation of a guiding question, allowing students to develop valuable research

skills as students engage in design, problem solving, decision making, and investigative activities. Through

Project-based learning, students learn from these experiences and take them into account and apply them

to the world outside their classroom. PBL is a different teaching technique that promotes and practices new

learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to

solve a problem.

PROBLEM BASED LEARNING

(PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex,multifaceted, and realistic problems (not to be confused with project-based learning). The goals of PBL areto help the students develop flexible knowledge, effective problem solving skills, self-directed learning,effective collaboration skills and intrinsic motivation. Working in groups, students identify what they alreadyknow, what they need to know, and how and where to access new information that may lead to resolutionof the problem. The role of the instructor (known as the tutor in PBL) is that of facilitator of learning whoprovides appropriate scaffolding and support of the process, modeling of the process, and monitoring thelearning. The tutor must build students confidence to take on the problem, encourage the student, whilealso stretching their understanding.

ACTIVE LEARNING

Examples of "active learning" activities include:

A class discussion may be held in person or in an online environment. Discussions can be

conducted with any class size, although it is typically more effective in smaller group settings. Thisenvironment allows for instructor guidance of the learning experience. Discussion requires thelearners to think critically on the subject matter and use logic to evaluate their and others' positions.As learners are expected to discuss material constructively and intelligently, a discussion is a goodfollow-up activity given the unit has been sufficiently covered already.

A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to

discuss it with one or more of their peers, finally to share it with the class as part of a formaldiscussion. It is during this formal discussion that the instructor should clarify misconceptions.However students need a background in the subject matter to converse in a meaningful way.Therefore a "think-pair-share" exercise is useful in situations where learners can identify and relatewhat they already know to others. So preparation is key. Prepare learners with sound instructionbefore expecting them to discuss it on their own.
http://en.wikipedia.org/wiki/Problem-based_learninghttp://en.wikipedia.org/w/index.php?title=The_Buck_Institute_for_Education&action=edit&redlink=1http://en.wikipedia.org/wiki/Project-based_learninghttp://en.wikipedia.org/wiki/Scaffoldinghttp://en.wikipedia.org/wiki/Problem-based_learninghttp://en.wikipedia.org/w/index.php?title=The_Buck_Institute_for_Education&action=edit&redlink=1http://en.wikipedia.org/wiki/Project-based_learninghttp://en.wikipedia.org/wiki/Scaffolding


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A learning cell is an effective way for a pair of students to study and learn together. The learning

cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology inLausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternateasking and answering questions on commonly read materials. To prepare for the assignment, thestudents will read the assignment and write down questions that they have about the reading. At

the next class meeting, the teacher will randomly put the students in pairs. The process begins bydesignating one student from each group to begin by asking one of their questions to the other.Once the two students discuss the question. The other student will ask a question and they willalternate accordingly. During this time, the teacher is going around the class from group to groupgiving feedback and answering questions. This system is also referred to as a student dyad.

A short written exercise that is often used is the "one minute paper." This is a good way to review

materials and provide feedback. However a "one minute paper" does not take one minute and forstudents to concisely summarize it is suggested that they have at least 10 minutes to work on thisexercise.

A collaborative learning group is a successful way to learn different material for different classes.It is where you assign students in groups of 3-6 people and they are given an assignment or task towork on together. This assignment could be either to answer a question to present to the entireclass or a project. Make sure that the students in the group choose a leader and a note-taker tokeep them on track with the process. This is a good example of active learning because it causesthe students to review the work that is being required at an earlier time to participate. (McKinney,Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)

A student debate is an active way for students to learn because they allow students the chance to

take a position and gather information to support their view and explain it to others. These debatesnot only give the student a chance to participate in a fun activity but it also lets them gain some

experience with giving a verbal presentation. (McKinney, Kathleen. (2010). Active Learning.Normal, IL. Center for Teaching, Learning & Technology.)

A reaction to a video is also an example of active learning because most students love to watch

movies. The video helps the student to understand what they are learning at the time in analternative presentation mode. Make sure that the video relates to the topic that they are studyingat the moment. Try to include a few questions before you start the video so they will pay moreattention and notice where to focus at during the video. After the video is complete divide thestudents either into groups or pairs so that they may discuss what they learned and write a reviewor reaction to the movie. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center forTeaching, Learning & Technology.)

A class game is also considered an energetic way to learn because it not only helps the students

to review the course material before a big exam but it helps them to enjoy learning about a topic.Different games such as jeopardy and crossword puzzles always seem to get the students mindsgoing. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning &Technology.)


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COMMON TEACHING METHODSSTRENGTH LIMITATIONS PREPARATIONS

LECTURE

- presents factual material indirect, logical manner

- contains experience which

inspires- stimulates thinking to opendiscussion- useful for large groups

- experts are not always goodteachers- audience is passive

- learning is difficult to gauge- communication in one way

- needs clear introductioand summary- needs time and content

limit to be effective- should include exampleanecdotes

Lecture WithDiscussion

- involves audience at leastafter the lecture- audience can question,clarify & challenge

- time may limit discussion period- quality is limited to quality ofquestions and discussion

- requires that questionsbe prepared prior todiscussion

Brainstorming

- listening exercise that allows

creative thinking for new ideas- encourages full participationbecause all ideas equallyrecorded- draws on group's knowledgeand experience- spirit of congeniality iscreated- one idea can spark off otherother ideas

- can be unfocused

- needs to be limited to 5 - 7minutes- people may have difficultygetting away from known reality- if not facilitated well, criticismand evaluation may occur

- facilitator selects issue

- must have some ideas group needs to bestimulated

Class Discussion

- pools ideas and experiencesfrom group- effective after apresentation, film orexperience that needs to beanalyzed

- allows everyone toparticipate in an activeprocess

- not practical with more that 20people- few people can dominate- others may not participate

- is time consuming- can get off the track

- requires careful planninby facilitator to guidediscussion

- requires question outline

Small GroupDiscussion

- allows participation of

everyone- people often morecomfortable in small groups- can reach group consensus

- needs careful thought as to

purpose of group- groups may get side tracked

- needs to prepare speci

tasks or questions forgroup to answer

Index Card Exercise - opportunity to exploredifficult and complex issues

- people may not do exercise - facilitator must preparequestions


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References:

http://www.cityu.edu.hk/edge/obtl/obtl_student/obtl.htm

http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/comteach.htm

http://en.wikipedia.org/wiki/E-learning

http://en.wikipedia.org/wiki/Project-based_learning

http://en.wikipedia.org/wiki/Student-centred_learning
http://www.cityu.edu.hk/edge/obtl/obtl_student/obtl.htmhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/comteach.htmhttp://en.wikipedia.org/wiki/E-learninghttp://en.wikipedia.org/wiki/Project-based_learninghttp://en.wikipedia.org/wiki/Student-centred_learninghttp://www.cityu.edu.hk/edge/obtl/obtl_student/obtl.htmhttp://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/comteach.htmhttp://en.wikipedia.org/wiki/E-learninghttp://en.wikipedia.org/wiki/Project-based_learninghttp://en.wikipedia.org/wiki/Student-centred_learning

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Teaching and Learning Methodologies