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A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
A tutorial, in education, is a method of transferring knowledge and may be used as a part of a learning process. More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
In multiple countries' curriculums, social studies is the integrated study of multiple fields of social science and the humanities, including history, culture, geography and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. Social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios.
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know, to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem solving skills.
The term microlecture is not used here to refer to microcontent for microlearning, but to actual instructional content that is formatted for online and mobile learning using a constructivist approach. More specifically, as described in the Chronicle of Higher Education, these are approximately 60 second presentations with a specific structure. They are not just brief presentations: although Dr. McGrew had success with "one minute lectures" at the University of Northern Iowa as did Dr. Kee at the University of Leeds.
Eleanor Ruth Duckworth is a teacher, teacher educator, and psychologist.
Challenge-based learning (CBL) is a framework for learning while solving real-world Challenges. The framework is collaborative and hands-on, asking all participants to identify Big Ideas, ask good questions, discover and solve Challenges, gain in-depth subject area knowledge, develop 21st-century skills, and share their thoughts with the world.
Supplemental instruction (SI) is an academic support model that uses peer learning to improve university student retention and student success in high-attrition courses. Supplemental Instruction is used worldwide by institutions of higher learning. SI is also called "Peer-Assisted Study Sessions," "PASS" or "SI-PASS" in parts of the Africa, Europe, North America, and Oceania. According to an article in the peer-reviewed journal, Research and Teaching in Developmental Education, "Since its introduction in 1974 at the University of Missouri-Kansas City by Deanna C. Martin, Supplemental Instruction (SI) has been implemented, studied, and evaluated for its effectiveness across a variety of disciplines and institutional levels." The article further noted that for some students,
"SI is a program that works. Since SI is an enrichment program designed to target high risk courses, it takes the emphasis off the individual student's projected performance. A high risk course, as defined repeatedly in the literature, is any course in which unsuccessful enrollment exceeds 30%."
In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."
Design-based learning (DBL), also known as design-based instruction, is an inquiry-based form of learning, or pedagogy, that is based on integration of design thinking and the design process into the classroom at the K-12 and post-secondary levels. Design-based learning environments can be found across many disciplines, including those traditionally associated with design, as well as others not normally considered to be design-related. DBL, as well as project-based learning and problem-based learning, is used to teach 21st century skills such as communication and collaboration and foster deeper learning.
Phenomenon-based learning is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. PhBL includes both topical learning, where the phenomenon studied is a specific topic, event, or fact, and thematic learning, where the phenomenon studied is a concept or idea. PhBL emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools.
References
- ↑ St. John, Mark (September 1999). "Wait! Don't Tell Me!: The Anatomy and Politics of Inquiry" (PDF). 1998 Catherine Molony Memorial Lecture. The City College Workshop Center, NY. Retrieved September 23, 2012.
- ↑ "Firsthand Learning: The Role of Knowledge Management Approaches". www.firsthandlearning.org. Retrieved 2023-03-13.
- ↑ "Professional Development and School Capacity. Accredited High School Diploma". excelhighschool. Retrieved 2023-03-14.
- ↑ Dewey, John (1910). How We Think. Lexington, MA: D. C. Heath. ASIN B004QOA876. Reprinted, FQ Books, December 2010
- ↑ Barbara Rogoff; Ruth Paradise; Rebeca Mejia Arauz; Maricela Correa-Chavez; Cathy Angelillo (2003), "Firsthand Learning Through Intent Participation", Annual Review of Psychology, 54: 175–203, doi:10.1146/annurev.psych.54.101601.145118, PMID 12499516
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