Explanation that works Lipton is one that is "sticky" people remember it, think about it, and can repeat it, often even days or weeks later , is easily communicated people can explain it to each other , and guides thinking in new and better directions it leads to new kinds of reasoning, which are not only more constructive and accurate but more engaging.
- Good Teaching Practice - Flinders University.
- Implementing Posters in the Classroom.
- Good Teaching Practice.
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Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The lecture method is just one of several teaching methods, though in schools it's usually considered the primary one. The lecture method is convenient for the institution and cost-efficient, especially with larger classroom sizes.
This is why lecturing is the standard for most college courses, when there can be several hundred students in the classroom at once; lecturing lets professors address the most people at once, in the most general manner, while still conveying the information that they feel is most important, according to the lesson plan. While this method facilitates large-class communication, the lecturer must make constant and conscious effort to become aware of student problems and engage the students to give verbal feedback. It can be used to arouse interest in a subject provided the instructor has effective writing and speaking skills.
Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method,  is the process of teaching through examples or experiments. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning. 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. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts.
Lectures, on the other hand, are often geared more towards factual presentation than connective learning. One of the advantages of the demonstration method involves the capability to include different formats and instruction materials to make the learning process engaging.
Collaboration allows student to actively participate in the learning process by talking with each other and listening to others opinions. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method.
Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities. Collaborative discussions can take a variety of forms, such as fishbowl discussions.
After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson. Some examples of collaborative learning tips and strategies for teachers are build trust, establish group interactions,keeps in mind the critics, include different types of learning, use real-world problems, consider assessment, create a pre-test and post-test, use different strategies,help students use inquiry and use technology for easier learning.
The most common type of collaborative method of teaching in a class is classroom discussion.
It is also a democratic way of handling a class, where each student is given equal opportunity to interact and put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by a student. A discussion could also follow a presentation or a demonstration. Class discussions can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending on the subject matter and format of the course.
Motivations for holding planned classroom discussion, however, remain consistent. It is clear from "the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor over interpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do"  that Donche agrees with the previous points made in the above headings but he also believes that student's personalities contribute to their learning style. The term "debriefing" refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place.
Depending on the situation, debriefing can serve a variety of purposes. Debriefing may involve feedback to the students or among the students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their experience and progress toward change or transformation.
The intent is to help them come to terms with their experience. This process involves a cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be overly critical of relapses in behaviour. Once the experience is completely integrated, the students will exit this cycle and get on with the next.
Debriefing is a daily exercise in most professions. It might be in psychology, healthcare, politics or business. This is also accepted as an everyday necessity. Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general e. McKeachie, ; Chickering and Gamson, ; Weimer, , but every teaching situation is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors.
To maximize student learning, a teacher must find out what works best in a particular situation. Teachers have their strengths and weaknesses, and adopt particular models to complement strengths and contradict weaknesses. Here, the teacher is well aware of the type of knowledge to be constructed.
Using Digital Technologies to Support Learning and Teaching
At other times, teachers equip their students with a research method to challenge them to construct new meanings and knowledge. In schools, the research methods are simplified, allowing the students to access the methods at their own levels. About 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 literary work The Republic , Plato described a system of instruction that he felt would lead to an ideal state.
In his dialogues, Plato described the Socratic method , a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas. It has been the intent of many educators since, such as the Roman educator Quintilian , to find specific, interesting ways to encourage students to use their intelligence and to help them to learn.
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Comenius , in Bohemia , wanted all children to learn. In his The World in Pictures , he created an illustrated textbook of things children would be familiar with in everyday life and used it to teach children. Rabelais described how the student Gargantua learned about the world, and what is in it. 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? He described this in his account of an educational experiment at Stanz. The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of the Prussian education system have served as models for the education systems in a number of other countries, including Japan and the United States.
The Prussian model required classroom management skills to be incorporated into the teaching process. To make it easier to give lessons and presentations, use a tool that tracks and displays classroom noise. For example, Too Noisy is an accurate noise meter. They may even shush each other. You can bolster your lesson plans by using videos as stand-alone overviews for some topics.
Also available as skill reviews and previews, there are many websites that host teacher-made video content. TeacherTube is an example of an education-only version of YouTube , covering core school subjects.
Teaching with technology
You can search for a specific topic or browse by category, quickly finding relevant videos. This easy way to use technology in the classroom adds a multimedia element to your lessons, which can effectively resonate with visual learners. You can add the person as a contact on Skype or Google Hangouts, delivering the lesson through the program. Skype even has a list of guest speakers who will voluntarily speak about their topics of expertise.
Ask your students to prepare questions, helping them enjoy — and fulling participate in — this modern take on traditional lessons. Playing relevant podcasts can not only supplement your lessons, but engage auditory learners and act as a learning station. Made by groups ranging from media giants to ordinary people passionate about a particular subject, you can find podcasts that are:. For a high school course, you may want to design a project that allows students to create and play their own podcasts.
This is one of the easiest ways to use technology in your classroom — you just need a device with strong speakers. Whereas slideshow presentations entirely made up of text can disengage students, ones with multimedia elements can effectively hold their attention by varying content delivery. There are free online tools that take you through steps to input data, adjust labels and modify your design. If each of your students has a smartphone and is always on it, why not use the situation to your advantage by delivering content through the phones?
There are adaptive learning programs that students can access through tablets and smartphones.
source For example, ClassK12 offers grammar lessons up to 6th grade Common Core standards. As a teacher, you can create virtual classrooms, deliver assignments and run reports. Delivering appropriate content through such programs may seem difficult, but the process is usually intuitive and automated.
When teaching and reinforcing some math concepts, students can use virtual manipulatives in more ways than physical ones. For example, a 6th grade geometry activity from the National Library of Virtual Manipulatives involves using geoboards to illustrate area, perimeter and rational concepts. Although there are a few websites that provide these manipulatives, many teachers regard the National Library of Virtual Manipulatives as the most versatile and engaging. The website is made up of tasks targeted to students from pre-kindergarten to 12th grade.
So, there should be something for your class. This method of using technology in the classroom is not only easy to run, but appeals to hands-on learners. Learning stations are a method of both delivering a range of content and giving students different ways to process it. With a device at each station, you can provide videos, podcasts, slideshows and other digital media.