Methods of Teaching

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موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

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“This poor man cried out, and the LORD heard him, and saved him out of all his troubles

.”Psalm 34:6

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Humor:

Teacher: I wish you’d pay a little attention, David.

David: I'm paying as little as I can, teacher.

Dear visitor,

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منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد

والتصحيح الكترونيا

Methods

Teaching

Mr. / Girgis

(Approach, Method,

Design, Procedure,

Technique, Model )

What, Why, and How to Implement a Flipped Classroom Model

Significance

The term Teaching method refers to the general principles, pedagogy and management strategies 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:

Approach

It could be seen as your perspective, ideology, belief or theoretical stance on something. It encompasses a set of logical assumptions that could be made for better comprehension of issues. It could also be seen as a term that births your systematic plans and the strategies that you'll use to achieve particular objectives.

Approach is a theory of language and of language learning. When an instructional design is quite explicit at the level of theory of language and learning, but can be applied in many different ways at the level of objectives, teacher and learner roles and activities, it is usually referred to as an approach.

Communicative language teaching is generally regarded as an approach, because the principles underlying it can be applied in many different ways.

Method

A METHOD is a target plan or set of orderly procedures that are based on a credible approach. It reveals what needs to be done in a systematic way and how to focus on achieving those goals.

When an instructional design includes a specific level of application in terms of objectives, teacher and learner roles and classroom activities, it is referred to as a method.

Method is the steps of an approach. With a method, there are prescribed objectives, roles for teacher and learners and guidelines for activities, and, consequently, little flexibility for teachers in how the method is used. The teacher’s role is to implement the method. Audio-lingualism,

Total Physical Response and Silent Way are examples of methods. Methods refer to how to teach the lesson; through a lecture, small group. power-point, active learning or CLT.

Design

Design is a definition of linguistic content, a specification for the selection and organization of content, and a description of the role of teacher, learner, and teaching materials.

Procedure

Procedure is concerned with techniques and practices in a method.

Technique

A technique is a precise strategy, concrete trick or a tested and trusted tip that’s designed to help you reach your goals. It could be in form of an exercise or just any activity that you have to do to complete your mission.

Model

The model is discussed with reference to recent proposals in

methodology, and the application of the model is demonstrated.

Cooperative Learning

Cooperative Learning refers to a method of teaching and classroom management that emphasizes group work and a strong sense of community.

This model fosters students’ academic and social growth and includes teaching techniques such as "Think, pair, share" and reciprocal teaching.

Cooperative learning falls under the student-centered approach because learners are placed in responsibility of their learning and development. This method focuses on the belief that students learn best when working with and learning from their peers.

Teacher-Centered Approach to Learning

A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these.

Here are the latest modern teaching methods in schools and colleges, today. We should select the most suitable ones to apply in our lesson presentation inside our teaching rooms.

Every teacher and educationist of experience knows that even the best curriculum analysis, course content and the most perfect syllabus remain dead unless quickened into life by the right methods of teaching and right kind of teachers.

Teachers are the main authority figure in this model. Students are viewed as empty vessels whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment.

It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

Student-Centered Approach to Learning

While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material.

Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.

To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning.

Through these three teaching methods, teachers can gain a better understanding of how to govern their classroom, implement instruction and connect with their students. Within each of these three main teaching styles are teaching roles or “models.”

Theorist A.F. Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator.

To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching.

أساليب التعليم

تُعرف أساليب التعليب بأنها الطريقة المرجو منها إيصال المعلومات من المُعلِم إلى المُتعلِم، حيث تختلف أساليب التعليم باختلاف المعلومة المراد إيصالها، بالإضافة للأشخاص المراد تعليمهم إيّاها، فأساليب تعليم الطفال مثلاً تختلف عن أساليب التعليم في الجامعات

ومن أهم أساليب التعليم ما يلي

طريقة الأسئلة

التي تتيح للطلاب طرح الأسئلة التي تجول في عقولهم، مما يؤدي إلى وصول المعلومة على شكل أجوبة مما يسهل عملية حفظها وتحليلها في عقل الطالب.

التعليم التعاوني،

وهو أحد أساليب التعليم التي تعتمد على تشكيل مجموعات من الطلاب يتم فيها النقاش فيما بينهم البعض، أو لغرض عمل تجارب علمية، وتتيح هذه الطريقة للطلاب فرصة النقاش في المعلومة وتشكيلها لحين فهمها فهماً تامّاً من قبل جميع أعضاء المجموعة.

التعليم المُتنوع

يختلف هذا الأسلوب عن بقية أساليب التعليم بحيث يظهر تباين في طرق توصيل المعلومات للأفراد، بحيث أن مستويات الفهم عند الطلاب ليست متساوية، وكل طالب له أسلوب خاص يستطيع من خلاله فهم المعلومات

أساليب الدراسة

من المُمكن أن ينفق الطالب على الدراسة الكثير من الوقت والخروج بفائدة قليلة، وفي هذه الحالة يمكن القول أن الدراسة التي قام بها ليست فعالة، لذلك أُجريت العديد من البحوث لإيجاد طرق الدراسة الصحيحة والفعالة وتطوريها،

ومن هذه الطرق ما يلي:

جعل أوقات الدراسة مجدولة بحيث يتم تخصيص عدد ساعات مُعينة للدراسة. تدوين الملاحظات والحفاظ على دفتر الملاحظات بترتيبٍ جيد وواضح. الدراسة في منطقة مُعينة مُجهزة للدراسة، تحتوي على جميع الأدوات اللازمة