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Method of Teaching
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Attributes:
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Presentation
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- Rules and examples that illustrate the rules associated with the subject area.
- Examples to illustrate pictorial relationships, application of the rules, context through historical information, and prerequisite information or to give contextual elaboration and to help students see the subject matter from many different perspectives.
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Guided Learning
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- Conversational where the students are required to discover the rules and concepts of a subject.
- Student-driven in that students are tasked with discovering the concepts of the subject on the basis of practice examples.
- Feedback-driven, where feedback and elaboration are provided during inquiry providing pictorial relationships, application of rules, context, and prerequisite information.
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Collaborative Learning
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- Shared, understood goals; clear lines of responsibility; decisions not necessarily by consensus
- Creation and manipulation of shared spaces
- Multiple forms of representation: graphic, verbal, virtual, etc.
- Continuous, but not continual communications; formal and informal environments; bonds, techniques, and skills on-going,
- Participants actively involved in conceiving of and internalizing the materials.
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Problem-Based Learning
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- Reliance on problems to drive the lesson, problems do not test skills they assist in developing skills.
- Problems are ill-structured – there is not one solution, learning is an iterative process, perception of problem and solution change.
- Students solve problems – teachers coach and facilitate.
- Guidelines are provided, not formulas, to approach problems.
- Authentic, performance-based assessment.
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Active Learning
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- Activities generate organizational relationships (titles, headings, questions, objectives, summaries, graphs, tables, and main ideas)
- Activities generate integrated relationships between what the learner sees, hears, or reads and memory (demonstrations, metaphors, analogies, examples, pictures, applications, interpretations, paraphrases, inferences).
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Role-Play
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- Activities should be designed around an “anchor” which frames the learning in a realistic and authentic setting.
- Curriculum materials should allow exploration by the learner to allow active manipulation, questioning, and involvement in the situation.
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