Method of Teaching

EFFECTIVE TEACHING METHODS AT HIGHER breeding LEVEL Dr. Shahida Sajjad Assistant Professor Department of Special Education University of Karachi. Pakistan scam The procedure of this written report was to determine the soundness of various readiness methods utilise for doctrine learners at graduate level. Two snow and twenty undergraduate students studying in 11 departments of Faculty of Arts, University of Karachi, were interviewed roughly their perceptions of trounce and in effect(p) didactics methods and the reason for that. Most of the students rated invoke method as the lift turn up expression of belief method.Reasons included teacher provides completely acquaintance link up to number, fourth dimension saving, students attentively harken rile and beget notes and so forth The group handling was rated as the second best method of breeding beca procedure of more than partnership of students, the education is more powerful, the students fag outt h ave to rely on rote eruditeness, and this method cracks creative presupposeing among students etc. Students perception and ratings astir(predicate) the fire and effective teaching methods is a way to suggest improvements in teaching/ acquisition mental process.Introduction instruction and training argon the two sides of a coin. The just about accepted criterion for measuring nigh teaching is the join of student learning that occurs. in that location atomic number 18 consistently high correlations between students ratings of the amount learned in the argumentation and their over altogether ratings of the teacher and the course. Those who learned more gave their teachers higher ratings (Cohen, 1981 The e very(prenominal) furthermost(predicate) and Franklin, 2001). This same criterion was overly put forth by Thomas Angelo, when he said teaching in the absence of learning is just talking. Doyle. T. (n. d. ). A teachers effectiveness is again about student learning. T he literature on teaching is crammed full of well researched shipway that teachers tush present subject ara and skills that will enhance the opportunities for students to learn. It is equ every(prenominal) toldy benefit full with suggestions of what not to do in the classroom. However, there is no rule view as on which teaching methods match up best to which skills and/or content that is 1 2 being taught. Students often have little expertness in knowing if the ethod selected by an individual instructor was the best teaching method or just a method or plainly the method with which the teacher was nearly comfortable. Doyle. T. (n. d). Research indicates that students atomic number 18 the most adequate sources to report on the outcome to which the learning experience was productive, informative, satisfying, or worthwhile. go opinions on these matters are not direct measures of instructor or course effectiveness, they are legitimate indicators of student satis occurrenceio n, and there is substantial research linking student satisf follow up to effective teaching (The any and Franklin, 2001). A meta-analysis of 41 research studies provides the strongest heaporse for the validity of student ratings since these studies investigated the relationship between student ratings and student learning. Doyle. T. (n. d. ) quoted Ory The use of students ratings for evaluating teacher effectiveness is the single most researched issue in solely of higher education. Over 2000 articles and books have been written on this payoff over the past 70 years.Research on student evaluation of teaching generally concludes that student ratings tend to be reliable, valid, relatively unbiased and utilitarian (Murray, 1994). Most universities embrace a process by which students provide anon. feed pole at the end of each course they complete. These ratings of instructor effectiveness, these ratings have been a hot topic since they were first employed in mid 1920s (Chang, 2001) and they create an enormous challenge for nearly every institution that uses them (Hoyt & amp Pallett, 1999).Over the years student evaluation of instructors has changed significantly eespecial(a)ly in the areas of the purpose and methodology. They have transformed from being primarily utilise to assist students in the selection of courses, to helping stave subdivisions further develop and improve their teaching skills, to assisting administrators with respect to personnel decisions (Ory, 2000). Today, student ratings of instruction are widely apply for the purpose of making personnel decisions and stave development recommendations (Scriven, 1995).For administrators, the education derived from ratings support them in making both(prenominal) summative and formative judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty for teaching awards and honors, and in assigning teachers to courses (Franklin, 2001 Kulik, 2001). Br solicitamp (2000) sug gests that instructors use the data formatively to develop and improve their teaching effectiveness. Student-ratings are in 2 3 fact apply in over 90 percent of all colleges and universities in the United States and represent the most frequently used strategy for evaluating instructors and courses (Cuseo, n. . ). there is much debate within the higher education community on how teaching or teaching effectiveness may be outlined (Br positamp, and Ory 1994). For instance, Centra (1993), defines effective teaching as that which produces beneficial and purposeful student learning through the use of appropriate procedures (p. 42), Braskamp and Ory, (1994, p. 40) include both teaching and learning in their definition, defining effective teaching as the creation of situations in which appropriate learning occurs shaping those situations is what successful teachers have learned to do effectively.M some(prenominal) researchers have focused on whether or not students are legitimate judges o f teaching effectiveness. Though caveats abound, the general sense is that students are both rational and reliable sources of try (Arreola, 1995 Braskamp & Ory, 1994 Pratt, 1997), While in class, students are exposed to all sorts of instructional experiences ( lathers, instructional substantives and aids, readings, exams). They are in effect experimental consumersable to discern note, relevance, usefulness, and instructor interaction with students (Montgomery, n. . ). As consumers, Cuseo (n. d. ) claims that students can judge what is taught and how it is taught, yet Braskamp & Ory (1994) claim that students can wholly provide information with respect to teaching. However, Ory (2001, p. 12) sums it up best stating unless they havent been to class, as consumers they have a legitimate voice. Theall, M. (n. d. ) menti whizzd that the students can thread questions about the quality of lectures, the grade of readings and assignments, the clarity of the instructors explanatio ns.Students are certainly suitable to exhibit their satisfaction or dissatisfaction with the experience. They have a correctly to indicate their opinions in any shift, and no ane else can report the extent to which the experience was useful, productive, informative, satisfying, or worthwhile. Methodology Eleven departments were selected through purposive try from the Faculty of Arts, University of Karachi, including epartment of Special Education, Psychology, Social Work, Sociology, Mass Communication, Education, International Relations, English, Urdu, Persian, and Islamic learning. cardinal students studying at graduate level 3 4 from each department were selected through convenient sampling to seek their opinion about the most effective teaching methods (as perceived by them) used by their teachers, and the reasons for highly rating a busy teaching method.Total two hundred and twenty students were interviewed. They were asked to rate different methods of teaching used by their teachers on a measure of 1- 5, one being the least important and 5 being the most important teaching method. The results of the study were compiled and analyzed by percentage method. Objectives of the Study To find out the various teaching methods used by university teachers to teach graduate students in different departments of Faculty of Arts.To seek the opinion of students about the teaching method they perceived as the most inte backup maning and best teaching method. To find out the reasons for perceiving any teaching method as the interesting and best method. To provide suggestions for modify quality of teaching in the light of students perception and use of ratings Findings Most of the students rated lecture method as the best teaching method. Reasons included teacher provides all cognition related to topic, it is quantify saving method students listen lecture attentively and take notes etc.The group discussion was rated as the second best method of teaching bec ause of more participation of students, the learning is more effective, the students dont have to rely on rote learning, and this method develops creativity among students etc. Students perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process I. rating of Various Teaching Methods Rating was done on a scale of 1-5, 1 being the least interesting and 5 being the most interesting teaching method as indicated in table 1. Teaching methodsRating No of 4 students 5 Table 1 1 N talk Group discussion Individual intro subsidisations Seminars Workshop Conferences think Role play Case study 53 18 52 25 26 27 25 34 24% 08% 22% 11% 12% 12% 11% 16% 44 53 54 54 53 34 54 20% 24% 25% 25% 24% 16% 25% 26 12% 89 40% 34 16% 53 24% 53 24% 54 25% 27 12% 53 24% 53 24% 34 16% 54 25% 53 24% 35 16% 80 36% 80 36% 52 23% 44 20% 26 12% 26 12% 35 16% 53 24% 25 11% 34 16% 54 25% 220 220 220 220 220 220 220 220 34 34 % 16% 16% N 1 8 18 2 % 08% 08% N 00 3 % 00% N 4 % N 80 36 % 34 16% 5 % 220 220 88 40% 80 36% Total 54 24% 27 12% II.Reasons for rating various teaching methods as interesting and best teaching methods 1. Lecture Method It creates rising ideas. It is good for heavy(a) class. instructor is undergo and has mastery on subject, develop all points and can answer all questions raised by students. Students can ask if they need any clarification. Learn through listening instructor explains all points. Students slide by their input Teacher discuss whole topic in the class in easy language so students can well understand the topic. It is good for large class. Teacher provides all knowledge related to topic.Time saving as teacher is supposed to finish lecture in beat. Students give their views at the end of lecture. 5 6 Students can ask question if they have any problem to understand lecture. Students attentively listen lecture and take notes as the teacher ask quest ions at the end of lecture. Students know and understand basic concepts. It creates new ideas. Teacher knows all the students so he/she can use suitable strategies for the class to make them understand. Teacher is experienced and has mastery on subject and can answer all questions by students.Teacher share information with students so it creates interest in students. Students are more involved and participate when teacher ask question. Teacher provides notes. Students considerably understand every point. Students share knowledge with teacher. Teacher is constituent grimace for students. more participation of students. Students listen to others opinion express their opinion. Discuss with teachers the points that were missed during discussion. Students learn on their own find out key points. Students exchange their ideas. Students get point of view of all and not just now those who always speak.After discussion when students give their presentation, teacher corrects their mist akes. Students can make their own notes. The learning is more effective. 2. Group discussion 6 7 They dont have to rely on rote learning. Develops creativity among students. It evokes persuasion among students. Students have time for preparation of topic. Students should have clobber and knowledge before discussion. Suggestion Only those students participate who have confidence rest do not participate. Concepts become clear aft(prenominal) discussion. Every student gives his/ her opinion. 3.Individual presentation Hamm (2008) quoted Rafe A presentation involves motivating listeners to accept a new idea, alter an existing opinion, or act on a effrontery premise. Students first thoroughly understand the topic before freehand presentation i. e. mastery on topic. It increases confidence among students. Good way to learn for only one student who is presenting. Students search lot of books to collect material Teachers supervision is important It enhances the abili ty of research on any topic as the students search topic from different books, websites etc.Active learning slip by Chance to brook other people of same profession. Motivate and make student active in learning. Interested method. confront Chance to meet other people of same profession. 5. Seminars 4. Assignment 6. Workshops 7 8 7. Conferences Give Chance to meet other people of same profession. Net get goinging with other institutions and professionals. More interesting More informative Gain knowledge Learning is effective More participation of students Students give their opinion Active learning original thinking is encouraged. Students think beyond their knowledge.Every one gets the chance to express their panoramas. easy topics can be learnt through different angles. Interesting method germinal thinking is encouraged. Students think beyond their knowledge. Students enjoy the situation Active learning Easy to learn Active learning Creative thinking is e ncouraged. Students think beyond their knowledge. 8. Brain storming 9. Role play 10. Case study password Making teaching methods more interesting 8 9 higher(prenominal) education faculty strives to become more effective teachers so that students can learn give, and many explore methods to improve their teaching practice.Depending on the disposition of subject, number of students, and the facilities available, there are different methods teachers are victimisation in the classroom. Below are given various methods and certain tips and techniques for improving these methods. (Sajjad, S. 1997) Lecture Method A lecture is a talk or communicatory presentation given by a lecturer, trainer or verbalizer to an audience. With all the advancement of training systems and computer technology, lecture method is restrained a backbone widely used in teaching and training at higher level of education.This method is economical, can be used for a large number of students, material can be cover in a unified manner and the teacher has a capacious control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of stand in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye allude can either complement or detract from the content. Davis. 1993). McCarthy, P. (1992) in article Common Teaching Methods stated strengths of lecture method that it presents f true material in direct, logical manner, contains experience which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because consort to opinion of students it creates new ideas, it is good for large class, develops creati vity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students.Sullivan McIntosh (1996) said that with planning and effective presentation techniques, the lecture can be a highly effective and interactive method for transferring knowledge to students. Lecture gives the pupils training in listening and taking rapid notes. (Kochhar. 2000, p. 345) Tips and techniques for improving lecture method Lecture material should be stimulating and thought provoking. 9 10 Information should be delivered dramatically by using example to make it memorable. The teacher needs to use questions end-to-end the lecture to involve students in the learning process and to check their comprehension.Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture method. Discussion It is a desolate verbal exchange of ideas between gr oup members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. McCarthy, P. (1992) stated strengths of class discussion as pools ideas and experiences from group, and allows everyone to participate in an active process. Kochhar (2000, p. 47) stated that a problem, an issue, a situation in which there is a difference of opinion, is suitable for discussion method of teaching. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that it has more participation of students, the learning is more effective, the students dont have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. Tips and techniques for improving discussion method The teacher should give-up the ghost sufficient time in preparing the process and steps of discussion.Different aspects of the to pic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to pull in a conclusion. The teacher in the beginning should introduce the topic, the purpose of discussion, and the students alive(p) in discussion. to begin with the start of discussion, background information about the topic should be provided. there is a need to include questions to provide direction. Relaxed milieu should be created to foster the process of discussion. 10 1 Teacher after opening the discussion should play the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen others point of view and then prize their own. Teacher should give value to all students opinions and try not to allow his/her own difference of opinion, interdict communication and debate. Role Play Role play occurs when participants take on differen tiated roles in a simulation. These may be highly prescribed, including biographic details, and even personality, attitudes and beliefs or loosely indicated by an outline of the function or task.These techniques have already demonstrated their applicability to a wide cooking stove of learners, subjects and levels. (Singh, and Sudarshan, 2005, p 238, 239). It is a memorable and enjoyable learning method. To gain maximal benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. Tips and techniques Before the role play, the teacher should apprize participants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. Teacher should select brief observers about their roles.During the role play, the teacher moldiness keep quiet, listen take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be p repared for some action if participants dry up and can intervene as a last resort. After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with irrefutable comments and feelings.Case Study Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to 11 12 present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked 1. to diagnose particular problem(s) only. 2. to diagnose problem(s) provide solution(s). 3. o give reasons implications of action after providing both problem solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to read the case and determine the key problems faced by the decision maker, determine the data required to analyze the problems and or a synthesis into solutions, develop, analyze, and compare alternative solutions, and recommend a course of action. Tips and techniques Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. Brainstorming It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for pro blem solving, decision making, creative thinking and team building.It develops listening skills. Tips and techniques Ground rules for running brainstorming session include There should be no criticism and the wild ideas should be encouraged and save without evaluation. Emphasis should be placed on quantity of ideas and not the quality. There is a need of equal participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. 12 13 It works well in small group Assignment method Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations.It emphasizes on individual pupil work and the method that helps both teaching and learning processes (Kochhar, 2000, p. 358). Tips and techniques Teacher should describe the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, Will we be tried on this ? arises, make sure your answer includes not only a yes or no, but a because . . . . Shea, A. (2009). Davis (1993) suggests that Give assignments and exams that recognize students diverse backgrounds and special interests.For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. Recommendations To evaluate teaching effectiveness different methods can be used including mate review, self-evaluation, teaching portfolios, student achievement and students ratings of teaching methods used by their teachers. Students must be assured that the information they are giving is welcomed by the faculty and will be used to improve the teaching and learning in the course otherwise they are unlikely to take the rating process seriously (Doyle. T. n. d. ). Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of revenge to the students.