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A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.
In contemporary education, mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
In the field of pedagogy, learning by teaching is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. There is a strong emphasis on acquisition of life skills along with the subject matter.
Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. In a self-paced online learning environment, students study the material and take assessments. If they make mistakes, the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material, and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules, assessments, or certifications.
William David "Bill" Winn (1945–2006) was an American educational psychologist, and professor at the University of Washington College of Education, known for his work on how people learn from diagrams, and on how cognitive and constructivist theories of learning can help instructional designers select effective teaching strategies.
A course evaluation is a paper or electronic questionnaire, which requires a written or selected response answer to a series of questions in order to evaluate the instruction of a given course. The term may also refer to the completed survey form or a summary of responses to questionnaires.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
OpenCourseWare (OCW) are course lessons created at universities and published for free via the Internet. OCW projects first appeared in the late 1990s, and after gaining traction in Europe and then the United States have become a worldwide means of delivering educational content.
The Dr. Fox effect is a correlation observed between teacher expressiveness, content coverage, student evaluation and student achievement. This effect also allows insight to other related effects and relationships between student achievement and evaluations of the teacher.
Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.
Khan Academy is an American non-profit educational organization created in 2006 by Sal Khan. Its goal is to create a set of online tools that help educate students. The organization produces short video lessons. Its website also includes supplementary practice exercises and materials for educators. It has produced over 10,000 video lessons teaching a wide spectrum of academic subjects, including mathematics, sciences, literature, history, and computer science. All resources are available for free to users of the website and application.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, with randomised trials as the gold standard of evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research.
Salman "Sal" Amin Khan is an American educator and the founder of Khan Academy, a free online non-profit educational platform with which he has produced over 6,500 video lessons teaching a wide spectrum of academic subjects, originally focusing on mathematics and science. He is also the founder of Khan Lab School, a private in-person school in Mountain View, California.
In 1969, the children's television show Sesame Street premiered on the National Educational Television network in the United States. Unlike earlier children's programming, the show's producers used research and over 1,000 studies and experiments to create the show and test its impact on its young viewers' learning. By the end of the program's first season, Children's Television Workshop (CTW), the organization founded to oversee Sesame Street production, had developed what came to be called "the CTW model": a system of planning, production, and evaluation that combined the expertise of researchers and early childhood educators with that of the program's writers, producers, and directors.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
A flipped classroom is an instructional strategy and a type of blended learning. It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom with a mentor's guidance.
Facing History & Ourselves is a global non-profit organization founded in 1976. The organization's mission is to "use lessons of history to challenge teachers and their students to stand up to bigotry and hate." The organization is based in Boston, Massachusetts, with 180 staff members in the main office and in other U.S. states.
The popular American video sharing platform YouTube has become widely used in educational settings.
References
- ↑ "Flipping the classroom", The Economist , 17 Sep 2011
- ↑ Diana Mehta (8 Sep 2011), "Video in the class keeps savvy students engaged", The Canadian Press
- ↑ Daniel Pink (12 Sep 2010), "Flip-thinking - the new buzz word sweeping the US", The Daily Telegraph
- ↑ Brockfeld, Thomas; Müller, Bringfried; de Laffolie, Jan (17 December 2018). "Video versus live lecture courses: a comparative evaluation of lecture types and results". Medical Education Online. 23 (1). doi:10.1080/10872981.2018.1555434. PMC 6300084 . PMID 30560721.
- ↑ "Video improves learning in higher education: A systematic review". psyarxiv.com. 2019-01-01. Retrieved 2023-04-10.