Teaching Methods
The term Teaching method refers to the general principles, pedagogy and management strategies used
for classroom instruction. Your choice of teaching method depends on what fits you — your
educational philosophy, classroom demographic, subject area(s) and school mission statement.
Teaching theories primarily fall into two categories or “approaches” — teacher-centred and student-
centred:
Teacher-Centred Approach to Learning
Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose
primary role is to passively receive information (via lectures and direct instruction) with an end goal
of testing and assessment. It is the primary role of teachers to pass knowledge and information onto
their students. In this model, teaching and assessment are viewed as two separate entities. Student
learning is measured through objectively scored tests and assessments.
Student-Centred Approach to Learning
While teachers are an authority figure in this model, teachers and students play an equally active role
in the learning process. The teacher’s primary role is to coach and facilitate student learning and
overall comprehension of material. Student learning is measured through both formal and informal
forms of assessment, including group projects, student portfolios, and class participation. Teaching
and assessment are connected; student learning is continuously measured during teacher instruction.
To better understand these approaches, it is important to discuss what is generally understood as the
three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and
cooperative learning. Through these three teaching methods, teachers can gain a better understanding
of how to govern their classroom, implement instruction and connect with their students. Within each
of these three main teaching styles are teaching roles or “models.” Theorist A.F. Grasha explains the
five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority,
Personal Model, Facilitator and Delegator. To gain a better understanding of the fundamentals of each
teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and
cooperative teaching.
1
Direct Instruction
Direct instruction is the general term that refers to the traditional teaching strategy that relies on
explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary
teaching strategy under the teacher-centred approach, in that teachers and professors are the sole
supplier of knowledge and information. Direct instruction is effective in teaching basic and
fundamental skills across all content areas.
Inquiry-Based Learning
Inquiry-based learning is a teaching method that focuses on student investigation and hands-on
learning. In this method, the teacher’s primary role is that of a facilitator, providing guidance and
support for students through the learning process. Inquiry-based learning falls under the student-
centred approach, in that students play an active and participatory role in their own learning process.
Cooperative Learning
Cooperative Learning refers to a method of teaching and classroom management that emphasizes
group work and a strong sense of community. This model fosters students’ academic and social
growth and includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching.
Cooperative learning falls under the student-centred approach because learners are placed in
responsibility of their learning and development. This method focuses on the belief that students learn
best when working with and learning from their peers.
2
In order to identify your personal teaching style, it is important to acknowledge your personal values
toward education and “how your students learn”. Understanding your teaching style early on will
prove effective for both you and your students, creating and maintaining a balance between your
teaching preferences and your students’ learning preferences.
**********************************************************************************
Methods, Techniques and Strategies
If you search the internet for “teaching methods” or “instructional methods” you will find thousands
of descriptions of activities – these are called methods. Sometimes they are also called strategies or
techniques, and no doubt you will find a good variety of suggestions for activities in teaching
procedures to use. But for your work with this program, we prefer to clarify the terms prior to looking
at other aspects. This is done so that you can make reasonable decisions in your daily teaching routine.
What is a method?
A method is a description of the way that information or a behaviour is carried forward or
consolidated during the instructional process.
It is classified after the type of interaction in the classroom:
no interaction - one way
communication teacher centred interaction
group centred interaction
Examples
"no interaction": lecture
"teacher centred interaction": interactive lecture
"group centred interaction": group work
What is a technique?
A technique is a detailed list of rules or a guideline for any (teaching) activity.
It is based on the description of steps, or a set of do's and don’ts, and can often be linked to a method
or strategy.
3
Examples
With mind mapping you apply guidelines for devising content in a holistic way. This is a
technique that can be used in an individual working situation, in a group work, or by the
teacher as a means of demonstrating something.
Brainstorming is a group centred interaction method. The brainstorming technique describes
a way of collecting ideas or information in a creative and uninhibited way.
What is a strategy?
A strategy defines the basic procedure of how the content is elaborated during the teaching process.
There are two possible alternatives:
1. The cognitive approach
The cognitive approach is expository, as information is given in a structured and organized process
(top-down). The student’s role in this is passive, consuming and “breathing in”. The teacher is the
constitutive element: he informs, tells, shows, asks, corrects, etc.
2. The affective approach
The affective approach is based on “discovering”, and uses the curiosity of the student to let him find
out something on his own. There is little or no information given, just an issue to explore. Students
have to be active and inquisitive to solve the problem. The teacher is not involved. In this student
centred strategy, students learn by doing, by experiencing, and by observing.