Abdulkadir Osman Abdullahi

Teaching and learning method

 Introduction
Meaning of Terms
Before we tackle the major terms, let’s begin by defining their various components: teaching,
methods, techniques, approach, and strategies.

The Mariam Webster Dictionary (2016) defines teaching as the act of imparting or providing
knowledge or skills to another. Thus, the act, occupation, or profession of a teacher. It
encompasses both instructions in procedures, a process to guiding pupils to the information they
will need, and challenging them to engage in thinking about concepts they construct in their
minds. All of these are needed in order to teach students to become fully functioning individuals
with good thinking capacities.

Dictionary.com defines ‘method’ as a procedure, technique, or way of doing something,

especially in accordance with a defined plan. Thus, it’s a manner of a logical, orderly, and
systematic procedure for instruction, investigation, experimentation, presentation, etc. For
example, there are several methods of farming.

The Oxford Advanced Learners Dictionary (2016) defines a technique as a way of carrying out a
particular task, especially in the execution of duty. For instance, new surgical techniques mean
quality treatment in a shorter time. Thus, a technique is a systematic formula by which a task is
accomplished.

Cambridge dictionary (2016) defines an approach as a way of considering or doing something.

For instance, a person’s approach to life, thus, his perspective or view of life.

The Mariam Webster Dictionary (2016) again defines a strategy as a careful plan for achieving
goals usually over a long period of time. It is a plan of action designed to achieve a specific goal
or series of goals. For instance, soldiers strategize ways to win a battle.

From the above definitions, we can come up with the following definitions for the various terms
teaching methods, teaching techniques, teaching approach, and teaching strategies.

Teaching methods are the procedure, technique, or way of teaching, especially in accordance
with a defined plan. The term teaching method refers to the general principles, or pedagogy 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-centered and
student-centered

Teacher-Centered vs Student-Centered Methods

Across all disciplines, many studies that have attempted to answer the question of whether
teacher-centered or student-centered methods are the ideal way to help students achieve learning
outcomes (Barrett et al., 2018; Connell et al., 2016; Garceau et al., 2012; Prins, 2009). While
significant research exists on the college professor’s utilization of particular teaching methods,
the findings on what methods achieve the best results in the classroom are varied (Marmah,
2014; Novelli & Fernandes, 2007).

According to Marmah (2014), amongst the variety of teaching methods, lecture is widely
recognized as a traditional, teacher-centered method. However, the efficacy of the lecture method
as a teaching strategy is mixed. Williams and McClure’s (2010) study of 70 students enrolled in
three separate sections of a leadership and service course used lecture, experiential learning, and
public pedagogy (utilization of popular media) as teaching methods. Each section was taught
using a singular method. The results indicated the lecture format was inadequate for imparting
leadership practices as compared to the student-centered experiential learning and public
pedagogy. In contrast, Deslauriers et al. (2019) in a study of 149 physics students found that
students felt they learned more in a lecture-based class versus one that used active learning
strategies. However, the students also had a high level of agreement that active learning was a
better test of their learning. Along those lines, Muganga and Ssenkusu (2019) found that teacher-
centered methods defined as “lecture, handouts/slides/syllabus content, and teacher-directed
reading/viewing” (p. 28), were more frequently used by professors than student centered
methods. Mathew and Pillai (2016) found that nursing students indicated that they preferred the
lecture method as compared to peer teaching, demonstrations, or discussion.

Other studies on teacher-centered approaches in the classroom, like the use of films, have
indicated mixed results. Moskovich and Sharf (2012) found that the use of films “facilitated high
levels of self-involvement and cooperative learning” (p. 60). Derelioǧlu and Sar (2010) indicate
that if teachers encourage students to use films beyond just the traditional use, films can allow
students to be active learners, make connections, think critically, and reflect about the content.
Another teacher-centered approach that has been extensively used in the classroom are quizzes
(pop, weekly, or reading), primarily to get students to review, interact with the material, and
enhance their learning. In a study of 55 philosophy students, Tropman (2014) found that 85% of
the students reported a high or moderate level of desire to read course material as a result of
required reading quizzes. Additionally, 89% of students indicated positive views of quizzes and
“students also perceived quizzes to have a positive impact on their ability to engage in class
discussion” (p. 141).

Across academic majors, the utilization of student-centered teaching methods is the preferred
method for classroom instruction (Barrett et al., 2018; Bradford et al., 2016). Janor et al. (2013),
in a study of five finance courses taught at a business school in Malaysia, focused on student-
centered methods that included case studies, class discussions, group discussions, group projects,
and student presentations. The researchers argued that these particular “teaching methods require
students to enhance their teamwork skills, while applying knowledge to the ‘real world’
problems” (p. 114). Similar results were obtained by Prins (2009) who found that a “student-
centered approach aided in their learning of the material” (p. 10). To further illustrate the use of
student-centered methods in the professions, Wehbi (2011) examined the effects on student
learning using in-class experimental methods in a social work program. The results indicated that
this method could expose students to a way of learning skills that could be used in a real-world
setting. Furthermore, student reflections on their impressions of the experiential method and their
learning outcomes were positive. In a study of 58 criminal justice majors, Bradford et al. (2016)
found that student-centered methods like team-based learning, incentive-based learning, and the
flipped classroom improved student learning and increased student engagement.

Here is a thorough comparison of teacher-centered and student-centered approaches to education:

Teacher-Centered Approach:

 The teacher is the primary source of knowledge and information in the classroom.
 Lessons are structured around the teacher's delivery of content through lectures,
demonstrations, and direct instruction.
  Students are passive recipients who are expected to absorb and recall the information
presented by the teacher.
 Assessments focus on measuring students' ability to memorize and reproduce the taught
material.
 The teacher makes most of the decisions about what is learned, how it is learned, and the
pace of learning.
 This approach is efficient for covering a large amount of content, but can lead to
disengagement and surface-level learning for students.

Student-Centered Approach:

 The focus is on facilitating students' active construction of knowledge and skills.

 Lessons provide opportunities for students to explore, question, collaborate, and apply
their learning.
 The teacher acts more as a guide, facilitator, and co-learner rather than the sole provider
of information.
 Students take a more active role in determining learning goals, processes, and outcomes.
 Assessments emphasize students' ability to analyze, synthesize, and apply their
knowledge.
 This approach promotes deeper understanding, critical thinking, and student engagement,
but may cover less content in the same time frame.

The choice between teacher-centered and student-centered approaches depends on the specific
learning objectives, subject matter, student needs, and the overall pedagogical philosophy of the
educational institution. Many effective teachers use a balance of both approaches to create a
dynamic and enriching learning environment.

TYPES OF TEACHING STRATEGIES

There are many kinds of teaching strategies some of them are mentioned below

1. Brainstorming

Brainstorming is a process for generating multiple ideas/options in which judgment is suspended

until a maximum number of ideas have been generated. Al-maghrawy in Al-khatib (2012: 31)
also defines that brainstorming as a group creativity forum for general ideas. Moreover, Sayed in
Al-khatib (2012: 31) purposed some importance of brainstorming for the students. These are: (a)
helping students to solve problems; (b) helping students to benefit from the ideas of others
through the development and build on them; and (c) helping the cohesion of the students and
building relationships among them and assess the views of others. In addition, brainstorming has
some advantages, they are: (a) actively involving learners in higher levels of thinking; (b)
promoting peer learning and creating synergy; (c) promoting critical thinking, and (d) helping
groups reach consensus. On the other hand, there are some disadvantageous to brainstorming. (a)
Requiring learner’s discipline; (b) may not be effective with large groups, and (c) can lead to
“group think”.

2. Case-based Small-Group Discussion

In this teaching strategy, small groups of 5-10 address case-based tasks, exchanging points of
view while working through a problem-solving process. In this teaching strategy process,
Srinivasan, Wilkes, Stevenson, Nguyen, and Slavin (2007) explained that the group focuses on
creative problem solving, with some advanced preparation. Discovery is encouraged in a format
in which both students and facilitators share responsibility for coming to closure on cardinal
learning points. Case-based Small-group Discussion has some advantageous. They can be

1. Actively involves participants and stimulates peer group learning;

2. Helps participants explore pre-existing knowledge and build on what they know;

3. Facilitates exchange of ideas and awareness of mutual concerns; and

4. Promotes development of critical thinking skills; On the other hand,

Case-based Small-group Discussion has some disadvantageous. It

1. Can potentially degenerate into off-task or social conversations;

2. Can be a challenge to ensure participation by all, especially in larger groups; and

3. Can be frustrating for participants when they are at significantly different levels of knowledge
and skill.
 3. Demonstration

Demonstration means performing an activity so that learners can observe how it is done in order
to help prepare learners to transfer theory to practical application. Moreover, the demonstration
strategy involves the teacher showing learners how to do something (Adekoya and Olatoye,
2011).

The advantage of demonstration is to

a. Help people who learn well by modeling others

b. Promote self-confidence;

c. Provide an opportunity for targeted questions and answers; and

d. Allow attention to be focused on specific details rather than general theories.

The disadvantageous of demonstration:

a. is of limited value for people who do not learn best by observing others;

b. May not be appropriate for the different learning rates of the participants; and

c. requires that demonstrators have specialized expertise if highly technical tasks are involved.

4. Games

Games are used to bring competition, participation, drills, and feedback into the learning
experience as a motivator and opportunity for the application of principles. Carefully planned
uses of games in the classroom (e.g., for practicing certain verbs, tenses, questions, locatives,
etc.) add some interest to a classroom (Brown, 2000: 146).

The advantages of game:

a) Actively involves learners;

b) Can add or regenerate motivation;
c) promotes team learning and collaborative skills;
d) provides a challenge that can lead to confidence in knowing and expressing the material;
e) Provides feedback; and
f) Can create a “fun” learning environment.

The disadvantageous of game:

a) Can create in-group/out-group feelings;

b) Can demotivate students who are not competitive by nature;
c) Can create feelings of inadequacy in those not as skilled or forceful; and
d) Can discourage creativity if the format is very rigid and the focus is strongly on winning
5. Independent Study

Independent study is a teaching strategy designed to enhance and support other instructional
activities. Learning activity is typically done entirely by the individual learner (or group of
learners) using resource materials. It may be done using computer/web-based technology.
Alberta Learning (2002: 73) also defines independent study as an individualized learning
experience that allows students to select a topic focus, define problems or questions, gather and
analyze information, apply skills, and create a product to show what has been learned.

The advantageous of independent study:

a) fosters independent learning skills;

b) Allows learners to progress at their own rate; and
c) Enhances other learning experiences.

The disadvantageous of independent study:

a) may be disconnected from immediate objectives, and

b) may be difficult to identify/access appropriate materials.

Finally, while there are many different teaching techniques, these are just a few.

END