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 WHAT IS EFFECTIVE TEACHING?

• IF YOU COULD HIRE A TEACHER FOR YOUR CHILD

OR FOR YOUR BEST FRIEND’S CHILD, WHAT
CHARACTERISTICS WOULD YOU LOOK FOR?
• WRITE THESE DOWN

Dr. Jim Kauffman Principles for Effective Teaching Slide 3

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 Classroom Instruction

Describe why classroom instruction is an

important teacher behavior...
 Models of Instruction

As discussed previously, classroom teaching is

composed of three separate, but interrelated
activities:

Activities designed to get

Planning ready to interact with students
in the classroom
 Models of Instruction

As discussed previously, classroom teaching is

composed of three separate, but interrelated
activities:

Management Controlling student behavior

 Models of Instruction

As discussed previously, classroom teaching is

composed of three separate, but interrelated
activities:

Instruction Purposely guiding student

learning
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• Redefine teaching and Methods
 What is teaching?
• Teaching is a process intended for learning by inducing a
behavioural change in the taught.

• It is an art of communicating a message with impact on

audience.

• Pedagogy is an art or profession of teaching.

 Purpose/ Why teaching
• Teaching creates
knowledge awareness and
feelings in the taught and
brings about behavioral
change.
PROCESS OF TEACHING
 Teaching process
• Teacher Message Taught

• Well (CABS)
prepared CLEAR, SENSITIZED
AND RECEPTIVE
ACCURATE
BRIEF
SPECIFIC

• No
Communication
barriers
 Learning cycle

COGNITIVE PSYCHOMOTOR AFFECTIVE

DOMAIN DOMAIN DOMAIN

KNOWING BEING DOING

KNOWLEDGE ATTITUDE PRACTICE

TEACHING
• Teacher learns while
teaching
 EFFECTIVE Teaching
What are the characteristics of an effective Teacher?

• An effective Teacher creates, seeks, and finds

opportunities for learning.

• An effective Teacher can “read” their audience, and

appeals to them with different Teaching techniques.

• An effective Teacher uses a variety of methods to

present their message(s) to their audience(s).

• An effective Teacher understands the advantages and

disadvantages of various Teaching methods, and uses
the best method for a given Teaching situation.
TYPES OF TEACHING
 TYPES OF TEACHING
• ACTIVE
• PASSIVE
• LEARNER ORIENTED
• TEACHER ORIENTED
Criteria of good teaching
• Good Concept ( thorough preparation)
• Organized Content( lesson planning)
• Good Quality and optimum quantity
• Sequence
• Relevance
• Learner oriented
 DIFFERENT Teaching METHODS

• Lectures • Simulations

• Talks • Brainstorming

• Demonstrations • Buzz groups

• Discussions • Questions & Answers

• Case studies • Learning centers

• Role playing • Reflection

TRADITIONAL METHOD OF TEACHING
Pre-technology education context, the teacher is the
sender or the source.
The educational material is the information or
message.

The student is the receiver of the information.

The delivery medium

chalk-and- talk” method
overhead projector (OHP) transparencies.

In such a lecture students assume a purely passive

role and their concentration fades off after 15-20
minutes.
 LIMITATIONS of students’ centric
method
 Teaching in classroom using chalk and talk is “one way flow” of
information
 Teachers often continuously talk for an hour without knowing
students response and feedback.
 The material presented is only based on lecturer notes and
textbooks.
 There is insufficient interaction with students in classroom.
 More emphasis has been given on theory without any practical
and real life time situations.
 Learning from memorization but not understanding.
 Innovative Methods of Teaching

I hear and I forget.

I see and I believe.
I do and I understand.
- Confucius

The empires of the future are the empires of the mind.-

Winston Churchill
The old way of learning, was
knowing what you should know.
 Now the way of learning is knowing
what you don't know, not feeling bad
about it, and knowing how to find out.
Uncertainty was discouraged and
ignorance avoided.

Now, uncertainty is legitimized and

questioning encouraged
 LECTURE – EXERCISE #1

• Introduce a speaker, and tell the audience this expert will cover a
particular topic. The topic can be the speaker’s choice.

•Quickly turn-over the presentation to the speaker. The speaker should give
a formal lecture for about 2 minutes, without questions or interruptions.

•At the end, thank the speaker for their time and contribution, and then
have the speaker quickly leave the room without any further comments.

• Explain to the audience: “Everyone has experienced a lecture at

sometime, either in school, at work, or at a community event.
Sometimes the result is positive, other times it„s not. Now we will
examine the lecture method further”.

•Display the first slide of the Lecture Method segment.

 THE LECTURE METHOD

WHAT IS A LECTURE?

• When one person conveys information to a group by talking to them,

with or without the use of visual aids, this is called a lecture.

• A formal lecture does not allow participation by the audience, and there
is little or no interaction (or feedback) between the speaker and listeners.

WHEN SHOULD LECTURES BE USED?

• A lecture is suitable for large groups where interaction is not practical.

• Lectures are appropriate when the material has little relevance to

personal experiences (e.g. technical theory).

• When a speaker is a recognized expert in a field of study, lectures are

used because the audience is primarily there to hear what is being said.
 THE LECTURE METHOD PROS & CONS
ADVANTAGES:
• Lectures are an efficient use of time.

• Lectures allow experts to share information with large groups.

• The material in a lecture is consistent, and listeners are not sidetracked

by comments/questions from the audience.

DRAWBACKS:
• The lecturer cannot be sure their message was correctly received by
the audience, unless a separate discussion period is used for follow up.

• Often the overall depth of learning will be relatively low because there is
limited interaction, but the lecture method is very popular in universities
and many professional situations.

• The successful transfer of information is completely dependent upon

the skills of the lecturer (essentially it is one way communication).
How could we turn lecture method effective
 THE TALK (PRESENTATION) METHOD

WHAT IS A TALK (PRESENTATION)?

• A talk (presentation) is similar to a lecture, however the audience has

greater involvement and interaction with the speaker.

• During a talk, the audience is often allowed to briefly interrupt the

speaker with questions, comments, or short discussions.

WHEN SHOULD TALKS BE USED?

• A talk or presentation is suitable when the material is less technical or

familiar to the audience, but still contains new concepts or ideas.

• A talk is appropriate when time constraints are not critical, and the
atmosphere is less formal.

• Talks are often used for small to moderate size groups where the
objective is to exchange information.
 THE TALK METHOD PROS & CONS
ADVANTAGES:
• A talk is less formal and more comfortable for everyone.

• A talk allows the audience to ask relevant questions and become fully
engaged in the learning process.

DRAWBACKS:
• The speaker must have a wide knowledge of the subject matter, and be
willing and able to answer questions “off the cuff”.

• The speaker must be able to control the audience so that questions and
comments do not sidetrack the entire presentation. The speaker must
also carefully monitor the time and pace of a talk.

• In many cases it is more difficult to prepare a talk/presentation than a

lecture because of uncertainties associated with questions or topics that
may be raised by the audience.
 DEMONSTRATION – EXERCISE #2
•Torn a page from ur khata.
•Start by handing out sheets of paper to all participants.

•Announce that you are going to show everyone how to make a simple boat
figure.

•Use a large square of paper, and make sure everyone can see what you
are doing (it is helpful if your paper has a different color on each side to
highlight the folding procedure).

•Have staff members provide extra assistance to participants if necessary.

•After everyone has completed the task explain to the audience:

“Demonstrations are a very effective method of instruction because
the audience is engaged in a “hands-on” learning experience. Now we
will examine the Demonstration method further.”

•Display the first slide of the Demonstration Method segment.

 THE DEMONSTRATION METHOD

WHAT IS A DEMONSTRATION?

• When a Teacher has the audience actually perform a task by showing

and explaining how to do it, this is called a demonstration.

• During a demonstration, the audience is encouraged to ask questions

and request assistance as they try to do the task by themselves.

WHEN SHOULD DEMONSTRATIONS BE USED?

• The demonstration method is effective when teaching skills.

• Demonstrations are appropriate when there is plenty of time for

interaction because practice is necessary to master most skills.

• Demonstrations are best for small groups, or when adequate staff is

available to work with a large group.
 DEMONSTRATION METHOD PROS & CONS
ADVANTAGES:
• Demonstrations provide a hands-on experience (hear, see, do).

• Participants have plenty of interaction with Teachers, and everyone is

allowed to progress at their own pace as they master the skill.

DRAWBACKS:
• Demonstrations require a lot of preparation, time, materials, and
patience. The time allotted for demonstrations must be flexible.

• It is important to insure every participant has an opportunity to master

the skill being taught.

• Hands-on activities can be a potential source of frustration, especially in

the case of complex skills. It may be necessary to offer supplementary
help (e.g. a follow-up session) for participants having difficulty.
 DISCUSSION – (HANDOUT) EXERCISE #3

• Distribute the ……………….handout all participants.

• Allow 1 or 2 minutes for everyone to skim over the handout.

• Explain to the audience: “We have all had first-hand experience with
this method of Teaching. I am sure you recognize some of the points
on the hand-out, and will find it to be a useful reference. Now we will
examine the discussion method further”.

•Display the first slide of the Discussion Method segment.

 THE DISCUSSION METHOD
WHAT IS A DISCUSSION?
• When a Teacher guides an open conversation (an organized exchange
of ideas or viewpoints) on a selected topic, this is called a discussion.

• A formal discussion (sometimes called a panel) follows a set procedure

that is used to keep the discussion on track, and allows everyone to
express their opinion.

WHEN SHOULD DISCUSSIONS BE USED?

• Discussions can help stimulate ideas as members of a group share
experiences through a process called “guided discovery”.

• Discussions are most effective when a trained (experienced) leader

controls the overall process in an organized manner.

• Discussions are appropriate if only a few major (simple) topics are

being covered, and when it is acceptable to have several outcomes (i.e. it
is not necessary to reach consensus or derive a single conclusion).
 DISCUSSION METHOD PROS & CONS
ADVANTAGES:
• Discussions allow multiple views and opinions to be expressed.

• Discussions provide an informal atmosphere, and allow everyone to

express and listen to opinions that are presented with equal weight.

DRAWBACKS:
• Discussions can get bogged-down or begin to taper-off if the leader is
not experienced in controlling the group.

• Discussions can be dominated by a strong member of the group, unless

the leader controls the overall process to insure everyone is given equal
time and the same level of respect.

• Formal discussions require a well-defined purpose or objective, a

reasonable time limit, and a well-trained leader. It is not just a bunch of
people sitting around a table gabbing with each other.
 CASE STUDY – EXERCISE #4
• Distribute a Case Study exercise sheet to each team .

•Have each team select two people, one to argue each position described
in the case study. Allow 3 minutes for the people to read their case studies.

•Allow 2 minutes for each of the people to present their opposing positions
(based on the case study information) to the other team members.

•At the end of the presentations, allow each team an additional 2 minutes to
discuss the different viewpoints of the presentations.

•After the discussions are completed explain to the audience: “A Case

Study is a realistic presentation of a situation that has opposing
viewpoints that is intended to stimulate reasoning and decision
making. Now we will examine the Case Study method further.”

•Display the opening slide of Case Study segment.

 THE CASE STUDY METHOD
WHAT IS A CASE STUDY?
• When the opposing viewpoints of a realistic situation (or event) are
presented to a group, and a logical analysis involving a “judgment call”
must be conducted to arrive at a conclusion, this is called a case study .

• A case study can be presented orally or as a written document, but the

process of analyzing and evaluating opposing viewpoints to reach a
reasonable conclusion is the same.

WHEN SHOULD A CASE STUDY BE USED?

• A case study is a useful method when there is no clear-cut or easy
solution to a problem.

• Case studies are useful when real-life situations can be used as

examples to highlight the Teaching topic(s) being covered.

• In situations when multiple viewpoints must be considered, case studies

can help participants evaluate the merits of different arguments.
 CASE STUDY PROS & CONS

ADVANTAGES:
• A well chosen case study will be relevant to all participants.

• Everyone is actively engaged in the case study process.

• Individuals are forced to make a decision, and then defend it.

DRAWBACKS:
• The case study must be relevant, realistic, and appropriate.

• The case study scenario must be carefully worded to avoid bias, or

imply that one position is stronger than the other.

• Although the final outcome of a case study analysis forces each

individual to draw a conclusion and make a decision, it should be
recognized that it is not necessary to reach consensus (i.e. it is not a
mock trial), and participants should be reminded it is a Teaching exercise.
 ROLE PLAYING – EXERCISE #5
• Ask for volunteers from the group to participate in a role playing exercise .

• Use one of the case studies as the “script” for the role playing exercise.

• Assign parts, and supply a few simple props to increase realism.

• Allow each volunteer to briefly review their part, then start the role playing
exercise in front of the entire group.

• Only allow the role playing session to run about 3 to 5 minutes, and then
thank all the participants.

•After the role playing session is over explain to the group: “Role playing
can add new perspectives and reveal interesting dynamics as the
participants act out a simulated confrontation. Now we will examine
the Role Playing method further.”

•Display the opening slide of the Role Playing segment.

 THE ROLE PLAYING METHOD

WHAT IS ROLE PLAYING?

• When participants and/or Teachers act out parts in an open-ended story
intended to highlight conflicting viewpoints, this is called role playing.

• Role playing is different from stage drama because the lines (scripts)
are not pre-determined, the players originate their dialogue in real time,
and as the scenario unfolds they interact to develop an outcome.

WHEN SHOULD ROLE PLAYING BE USED?

• Role playing is effective when the topic involves person-to-person
communication and/or interaction.

• Role playing can allow everyone to participate.

• The overall mood a Teaching session can be improved by the

excitement that role playing provides.
 ROLE PLAYING PROS & CONS
ADVANTAGES:
• Role playing is an excellent forum for exploring the topics of ethics and
conflict resolution.

• Participants can “feel a new viewpoint” through dynamic role playing.

• Individuals are often inclined to express true feelings when role playing.

• The group listens better and learns more because they are seeing and
hearing the subject matter as it is acted out.

DRAWBACKS:
• Role playing requires careful selection of situations to be effective.

• Role playing impedes free expression if participants are not volunteers.

• The themes for role playing exercises must avoid potential conflicts with
the principles of the Scout Oath/Law, religious teaching, or other groups.
 THE SIMULATION METHOD

WHAT IS A SIMULATION?

• A Teaching exercise that recreates an event which could actually

happen, so that participants experience the situations, is called a
simulation.

• Simulation is a more complex form of role playing that is often used for
hands-on Teaching (e.g. simulation of a first aid emergency, etc.) .

WHEN SHOULD SIMULATION BE USED?

• Simulations can be effective when an elaborate demonstration is the

best method of Teaching a moderate to large size group.

• The simulation method is appropriate for disaster, rescue, or other crisis

management Teaching exercises.
 SIMULATION PROS & CONS
ADVANTAGES:
• Simulations are realistic hands-on events in which participants “feel,
see, hear, and do”.

• A simulation experience provides a high level of knowledge transfer.

• Simulations are an intense form of experiential learning.

DRAWBACKS:
• Simulations require lots of careful planning, materials, preparation, and
equipment/props.

• Simulations require staging, practice, and adjustment to eliminate the

possibility of actual injury or safety hazards.

• A realistic simulation is often expensive, and should be followed up with

additional Teaching to remedy any problems identified during the event.
 THE BRAINSTORMING METHOD
WHAT IS A BRAINSTORMING?

• A problem solving exercise that involves the rapid-fire recording of ideas

without criticism or ranking is called brainstorming.

• Brainstorming is an effective method for collecting ideas, but it requires

follow up activities focused on analyzing and evaluating the ideas.

WHEN SHOULD BRAINSTORMING BE USED?

• Brainstorming is helpful during the planning phase of an activity.

• When a group cannot decide what to do, brainstorming can be used to

initiate the “idea sharing” process.

•Brainstorming can be used to stimulate creativity, especially when a

“fresh approach” is needed.
 BRAINSTORMING PROS & CONS

ADVANTAGES:
• All ideas are heard, and no one is ignored.

• All ideas are initially accepted as valid and having equal importance.

• Lots of ideas are gathered, and patterns may begin to emerge.

DRAWBACKS:
• The true value of the brainstorming process occurs during a follow up
activity when all the ideas are honestly evaluated to assess feasibility.

• A large number of spontaneous ideas is collected, and there is the

possibility of missing a reasonable (probably simple) solution.

• The recorder during the brainstorming session must be careful not to

misinterpret or impose bias on any of the ideas that are proposed.
 BUZZ GROUP – EXERCISE #6
• Ask each team to spend 4 minutes answering the question: “What are the
five most important life skills that every Scout should learn?” That is, if
the Scouting program were limited to teaching just five skills, which five
would give a Scout the best preparation and Teaching for the rest of their
life?

• After 4 minutes, ask one person from each team to report their list of 5
skills.

• Record the 5 skills reported by each team on a flip-chart.

•Note the similarities and differences between the lists.

•Explain to the group: “Buzz groups are a way to encourage a quick

exchange of ideas. Now we will examine the Buzz Group method
further.”

•Display the opening slide of the Buzz Group segment.

 THE BUZZ GROUP METHOD
WHAT IS A BUZZ GROUP?
• When a group is given a short time in which to derive an answer to a
simple question/problem by recording ideas, this is called a buzz group.

• The output of buzz groups, like brainstorming sessions, needs to be

followed up with further evaluation and analysis of ideas.

WHEN SHOULD BUZZ GROUPS BE USED?

• When there are too many people to hold a brainstorming session,
dividing into smaller buzz groups is a good method for collecting ideas.

• Buzz groups can help teams discover solutions by themselves, without

the need for external assistance.

• If individuals are reluctant to participate in large open discussions,

smaller buzz groups may encourage them to their share ideas.
 BUZZ GROUP PROS & CONS

ADVANTAGES:
• Buzz groups can be assembled quickly, on short notice.

• All members of a buzz group participate, and they share leadership.

•Buzz groups tend to move teams towards consensus building, and

encourage team spirit.

DRAWBACKS:
• Buzz groups can easily get off-track or bogged-down.

• Buzz groups can produce “pooled ignorance”, invalid assumptions,

and cannot be relied upon to reach viable conclusions.

• To be most effective, buzz groups should have experienced leaders

and “idea recorders” to produce accurate, unbiased reports.
 THE QUESTION & ANSWER METHOD

WHAT IS A Q&A SESSION?

• When an expert provides specific knowledge by responding to direct

questions from a group, this is called a question and answer session.

• Q&A sessions are often conducted as informal events in which the

speaker provides candid responses (e.g. a press conference).

WHEN SHOULD Q &A SESSIONS BE USED?

• Q&A sessions are usually most effective when held near the end of a
Teaching course, because participants are best prepared to ask
questions.

• In situations when an expert is available and willing to participate, a

Q&A session can promote an open exchange of information.
 Q&A SESSION PROS & CONS

ADVANTAGES:
• Q&A sessions provide immediate (candid) responses from experts.

• Q&A sessions allow interaction with experts that might otherwise be

inaccessible.

DRAWBACKS:
• In a Q&A session the expert has no control over the content, topic, or
focus of questions.

•The Q&A session must be carefully controlled to allow everyone to ask

questions, while also preventing anyone from dominating the session.

• Questions could be phrased in an accusatory tone, thereby putting

experts in a defensive position, but this can be avoided by setting
ground rules at the beginning of the session.
 THE LEARNING CENTER METHOD
WHAT ARE LEARNING CENTERS?
• In a Teaching course when small groups visit a series of “stations” that
concentrate on a particular topic, they are called learning centers.

• The term “round robin” is another name for learning centers.

WHEN SHOULD LEARNING CENTERS BE USED?

• When a series of separate (but inter-related) topics are presented as
individual parts of an overall subject.

• When you need to impart a large amount of information in a short time.

• When a group is too large to teach specific topics using other methods.

• If it is practical for displays to remain in place for long time periods.

• If it is advantageous for participants to visit stations at their own pace.

 LEARNING CENTER PROS & CONS

ADVANTAGES:
• Learning centers allow small groups to get a “close-up view” with
personalized Teaching (includes lecture, demonstration, and hands-on).

• Similar topics can be linked together, while also allowing participants to

focus on special interests.

DRAWBACKS:
• Learning centers require a lot of advanced planning and set up.

• Rotation through learning centers requires coordinated time allotment.

• Learning centers often require additional space and separate rooms to

prevent interference, noise, and confusion.
 THE REFLECTION METHOD
WHAT IS REFLECTION?

• In a Teaching course when individuals respond to a series of questions

by collecting their personal feelings and thoughts to form a conclusion, this
is called reflection.

• During a reflection period, Teachers create an atmosphere in which

participants feel free to think and express what ever is on their mind.

WHEN SHOULD REFLECTION BE USED?

• Reflection is usually conducted at the end of a Teaching session, as a

means of reviewing and evaluating the overall experience.

• Reflection can also be used for reinforcing the connections between

several disjoint activities, and helping participants understand the “big
picture”.
 REFLECTION PROS & CONS

ADVANTAGES:
• Reflection allows the Teacher to provide structure, but the solution
comes from individuals and/or the group.

• Reflection emphasizes the overall benefits derived from an experience.

DRAWBACKS:
• Reflection is usually a time consuming process, and may not yield
results.

•Some individuals may feel uncomfortable, especially if they dislike being

“put on the spot” to provide a response.

• The overall technique is somewhat difficult for participants to

understand, and for Teachers to utilize successfully.
 MIND MAP

Innovative way – Mind Map.

Developed by Tony Buzan 1960.
Making notes with keywords and images.
visual and sensory tools at our disposal.
Recollect information for long time.
AN EXAMPLE OF MIND MAP FOR
SCALAR QUANTITIES
 TEACHER THE GREATEST INNOVATOR
Anyone who stops learning is old, whether at twenty or eighty. Anyone
who keeps learning stays young.

To teach is to learn twice

Teachers should guide without dictating, and participate without

dominating

The critical factor is not class size but rather the nature of the teaching as it
affects learning.

LEARNING NEVER ENDS

 Session Summary

The following topics were covered during this session:

The characteristics of an effective Teacher.

Definitions of several different Teaching methods.

Recommendations for using different Teaching methods.

The pros and cons of different Teaching methods.

For teaching to be effective,
learning must take place.
 ASSESSMENT - 60 SECONDS

1. List four Teaching methods.

2. List one Teaching method that is suitable for large

groups.

3. List one problem solving method.

4. What method is directed by a sequence of questions.

Teaching Methods –
 - ANSWERS
1. Teaching methods:
Lecture Talk (Presentation) Demonstration Discussion
Case Study Role Playing Simulation Brainstorming
Buzz group Q&A Session Learning Center Reflection

2. Teaching methods for large groups:

Lecture Talk (Presentation)

3. Problem solving methods:

Brainstorming Buzz group

4. Method directed by a series of questions:

Reflection
Learner-Centered Teaching
 Learner-Centered Teaching
• Learner-centered teaching focuses attention
on what the student is learning, how the
student is learning, the conditions under
which the student is learning, whether the
student is retaining and applying the learning,
and how current learning positions the
student for future learning.
• We have tended to assume that learning was
an automatic, inevitable outcome of good
teaching and we focused on the development
of our teaching skills.
 Learner-Centered Teaching
• The path to good teaching can be much easier
to navigate when we view students as our
traveling companions.
• The more we know about them and how they
learn, the more likely we are to experience the
joy of teaching.
 What Constitutes Good Teaching?
• Any number of factors contribute to an
instructor’s overall effectiveness.
• Students and teachers know good teaching
when they experience it, but often find it
difficult to articulate the specific things that
make it good.
• A review of the research literature that
synthesized the results of thirty-one studies
gave high rankings to the following seven
categories.
 What Constitutes Good Teaching?
• Sensitivity to and concern with class level and
progress
– Instructor is concerned with whether or not
students learn the material, determines whether
or not there are common problems, and realizes
when students are bored or confused.
• Preparation and organization of the course
• Knowledge of the subject
What Constitutes Good Teaching?

• Enthusiasm for the subject and for teaching

– Instructor conveys interest and enthusiasm for
the subject matter
• Clarity and understanding
• Availability and helpfulness
• Impartiality of evaluation and quality of examinations
– Exams require synthesis of various parts of the
course
– Instructor uses more than one type of evaluation
device
 Interpersonal Considerations
• Teaching is one of the most essential of the
communication arts.
• It involves two people—teacher and student—
exchanging ideas, building knowledge, and
influencing attitudes.
• Finding ways of connecting with and
responding to students is critical for good
teaching and learning.
 Teaching Inclusively
• We may unconsciously respond to the many
differences among our students from a biased
or stereotyped perspective, or we may simply
ignore those who are different.
• How do we as teachers keep from treating
some students in our classrooms as though
they were invisible?
 Teaching Inclusively
• Look for a pattern in the attention you give to
certain students. You may be sending signals
to other students that they are invisible in
your classroom.
• Eye contact is crucial in communicating group
acceptance. Do you tend to use eye contact
selectively—looking more frequently and for
longer periods of time at those in the front of
the room than those in the back?
 Teaching Inclusively
• Give encouragement to students who don’t
find it easy to volunteer. Learn to tolerate
silence.
• Be aware of different learning styles, but avoid
grouping or labeling students by types.
• Be sure your examples and illustrations don’t
exclude some members of the class. Seek out
sources that provide the authentic voices of
others that are applicable to the subject you
are teaching.
 Teaching Inclusively
• Don’t take the dominant classroom culture for
granted. Make an effort to increase the
sensitivity of the majority students to cultural
differences.
• Don’t single out any student or group of
students because of their gender or ethnicity.
 Motivating Students
• Motivated students are easier to teach.
• Students who are interested in learning do, in
fact, learn more.
• Research indicates the following teaching
behaviors correlate with positive student
motivation:
– Explaining the course material clearly
– Summarizing materials to help students
remember
 Motivating Students
– Making it clear how each topic fits in the course
– Making the subject interesting
– Demonstrating the significance of the subject
matter
– Being able to change approaches when needed
– Being available to help
– Giving reasons for criticism of academic
performance
– Using humor
 Motivating Students
• Strategies to get and keep students interested
in learning
– Know who your students are.
– Establish the relevance of the course material
– Involve students in choice of materials
– Arrange learning tasks at levels appropriate to
students’ abilities
– Give feed back as soon as possible
 Motivating Students
– Offer positive comments rather than negative
ones
– Use students’ natural curiosity. Stress
understanding more than facts. Encourage
students to critique their own work, to analyze
their strengths and weaknesses, and to do their
own research.
– Use teacher-student interaction. Let students
actively participate. Take a variety of roles from
active direction to reflective support.
 Understanding Students’ Learning
Styles
• Students vary dramatically in the way they
process and understand information.
• These differences, called “learning styles,”
refer to students’ preferences for some kinds
of learning activities over others.
• A student’s learning style has to do with the
way he or she processes information in order
to learn and apply it.
 Understanding Students’ Learning
Styles
• Low satisfaction or poor performance in a course or activity
may be misinterpreted as lack of knowledge or ability, when it
actually reflects difficulty with a particular style of learning.
• Students who understand their own styles are likely to be
better learners, achieve higher grades, have more positive
attitudes about their studies, feel greater self-confidence, and
exhibit more skill in applying their knowledge in courses.
 Understanding Students’ Learning
Styles
• Teachers who understand their students’
learning styles
– Are better able to adapt their teaching methods
appropriately
– Help students develop skills with a style of
learning in which the student is weak
– Help poorly prepared students develop their
learning skills
 Understanding Students’ Learning
Styles
• Most people exhibit some combination of
learning style or prefer one style to another
depending on the type of learning task they
are undertaking.
• We can learn to adopt a learning style even if
it may not be our preferred way to learn.
• One classification system defines learning
style according to the learner’s sensory mode.
 Sensory Learning Styles
– Visual learners—prefer to study graphs, look at
models and pictures, and take notes to review
later
– Auditory learners—prefer to listen closely in class,
read aloud when studying or subvocalize during
lectures in class, or confer with peers in class to
confirm information
– Verbal—likely to absorb reading materials and
lectures easily, prefer written materials over visual
materials such as graphs and illustrations
 Sensory Learning Styles
– Sensing: tactile—favor subjects that allow them to
work with their hands or handle the textures and
shapes of objects as they apply their knowledge
– Sensing: kinesthetic—learn and remember by
moving around physically
• Most sensing learners also prefer inductive
rather than deductive learning.
– Inductive learners prefer to begin with experience
or hard data and infer the principles behind them.
 Inductive and Deductive Learners
– Deductive learners prefer to start with
abstractions or principles and enjoy deducing the
consequences.
• Most college classes are taught deductively because it is
easier and less time-consuming and because the teachers
themselves are often deductive learners
• Deductive learners may often be reflective learners who
prefer to think about the topic by themselves or in pairs in
order to work out solutions. They do not react well to group
work.
 Global and Sequential Learners
• Most university teachers are verbal learners
and find it easier to relate to and teach
students who are verbal learners.
• Global learners see a project as a whole and
often have trouble understanding material
when first faced with a variety of pieces of
information that make an incomplete picture.
 Global and Sequential Learners
• Sequential learners can take partial
information and organize it into a logical order
and can wait until the end of the class to see
the complete picture the teacher is trying to
present.
• Most courses are organized sequentially and
the sequential learner excels in the typical
college class.
 Accommodating Learning Styles
• Some experts say teachers should
accommodate learning style differences, while
others shift primary responsibility to students.
• Any approach to accommodation of learning
styles should recognize the constraints
inherent in teaching at the university level.
 Accommodating Learning Styles
• The most realistic approach is to help students
develop an awareness of their own learning
styles and varying your teaching methods and
assignments so that no learning styles are
totally disadvantaged.
 Teaching Techniques for Learning
Styles
• Provide a balance of concrete information
(facts, data, and experimental results) and
abstracts concepts (principles, theories, and
models.)
• Balance materials that emphasize practical
problem-solving methods with materials than
emphasizes fundamental understanding.
 Teaching Techniques for Learning
Styles
• Provide explicit illustrations of intuitive
patterns (logical inference, pattern
recognitions, generalization) and sensing
patterns (observation of surroundings,
empirical experimentation, attention to
details.)
• Use pictures, schematics, graphs, and simple
sketches liberally before, during, and after the
presentation of verbal material.
 Teaching Techniques for Learning
Styles
• Give students the option of cooperating on
homework and class assignments for active
learners.
 Teaching Techniques for Learning
Styles
• Use computer-assisted instruction when
possible for sensory learners
• Do not fill every minute of class time lecturing
and writing on the board. Provide intervals—
however brief—for students to think about
what they have been told.
• Give students opportunities to do something
active besides transcribing notes, such as
small group brainstorming activities.
 Helping Students Learn How to
Learn
• Many students haven’t yet acquired the skills
they need to be effective learners.
• Effective instructors teach not only the subject
matter of a course, but also give students the
tools they need to learn that subject well.
 Helping Students Learn How to
Learn
• Explain What Learning Means
– Many students tend to equate learning with
memorizing. One objective of college teaching
should be to help students move into higher order
thinking in which their learning is tested by the
ability to apply what they know.
– Show students the types of questions they can
expect on exams. The ability to use knowledge in
new situations requires study activities different
from memorizing.
 Helping Students Learn How to
Learn
• Talk about good study practices early in the course.
– Let students know in your class presentations and
in your syllabus what techniques and strategies
will help them learn best from the readings and
from class.
• Teach students how to take notes in your class.
– Early in the course, take some time to model good
note taking and to provide guided practice.
 Helping Students Learn How to
Learn
• Teach students how to process reading assignments for your
class.
– State explicitly what students should try to get
from the reading.
– Suggest they skim the assignment to identify main
ideas before they read
– Encourage them to read with pen in hand,marking
the main ideas, writing them in the margins or
noting them in a reading journal
– Urge students to stop every ten minutes to look
back at the key ideas and try to summarize what
they’ve read.
 Helping Students Learn How to
Learn
• Develop assignments that actively engage
students in study activities.
– Ask students to make outlines or draw concepts
maps.
– Ask them to find additional examples in
newspapers or media.
– Assign case studies or problems drawn from
different settings
 Helping Students Learn How to
Learn
• Help students form study groups
– Research indicates that students working in groups learn more and
remember it longer.
– Students do not always realize the benefits of group interaction nor do
they form study groups on their own.
• Help students understand their learning styles.
– Paraphrasing is a powerful strategy for making material meaningful.
Only meaningful information is transferred to long term memory.
 Helping Students Learn How to
Learn
• Expose students to a variety of study
techniques not just those that served you
well.
• Encourage students to reflect on the
usefulness of various study strategies for
them.
• Ask them to indicate how satisfied they are
with their performance, to identify which
study techniques they think helped them
most, and to describe what they intend to do
differently before the next exam.
 Assisting Troubled Students
• Behaviors that may indicate a student is in trouble
– Poor grades or a change from good to poor grades
– Excessive absences
– Depressed mood
– Exaggerated emotional response
– Dramatic loss of weight
– Highly disruptive behavior
– Overtly suicidal thoughts
– Homicidal threats
 Assisting Troubled Students
• To help students get assistance
– Talk to the student when you both have sufficient
time and in a private place
– Be matter of fact and control your emotions
– Give the student your undivided attention
– Express concern in clear, direct, non-judgmental
terms.
– Listen in a respectful, non-threatening way
– Convey support and understanding
– Suggest that the student call the Counseling
Service for an appointment.