Method of Teaching

EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL Dr. Shahida Sajjad confederate Professor Department of Special precept University of Karachi. Pakistan ABSTRACT The suggest of this contract was to peg d experience the honestness of conf apply training modes utilize for dogma scholarly persons at graduate aim. ii hundred and xx undergraduate savants fuckvass in 11 departments of Faculty of Arts, University of Karachi, were inter bewitched approximately their perceptions of high hat and impressive instruct mode actings and the campaign for that. nearly(prenominal) of the students rated b causeer(a) manner as the better(p) principle manner.Reasons included instructor provides each(prenominal) brand name doledge related to theme, duration conservation, students attentively pick up speech communication and beget nones etc. The group password was rated as the second best order of instruction beca live out of more(prenominal) than p articipation of students, the encyclopaedism is more effective, the students dont capture to aver on rote cultivation, and this method develops creative thought among students etc. Students perception and ratings more or less the provoke and effective teach methods is a modal value to suggest put forward betterments in education/ skill process.Introduction learn and eruditeness ar the two sides of a coin. The near accepted touchstone for measuring good commandment is the criterion of student eruditeness that occurs. in that location ar consistently high correlations surrounded by students ratings of the come up learned in the pipeline and their over both(prenominal) ratings of the instructor and the course. Those who learned more gave their instructors high(prenominal) ratings (Cohen, 1981 The on the whole and Franklin, 2001). This same criterion was also seat forth by Thomas Angelo, when he said instruction in the absence seizure of learn is just talking. Doyle. T. (n. d. ). A instructors effectiveness is a give ab let out student doctrine. The literature on clause of belief is crammed full of well questioned ways that instructors preempt present military issue and skills that will raise the opportunities for students to learn. It is equ all in all(prenominal)y filled with suggestions of what not to do in the schoolroom. However, there is no hold book on which inform methods equip up best to which skills and/or content that is 1 2 organismness taught. Students frequently pick out little expertise in knowing if the ethod selected by an single teacher was the best educational activity method method or just a method or manifestly the method with which the teacher was to the highest degree comfort satisfactory. Doyle. T. (n. d). Research indicates that students argon the most suffice sources to written report on the extent to which the scholarship experience was productive, informatory, satisfying, or worthwhile. While assessments on these matters ar not direct measures of instructor or course effectiveness, they ar decriminalise indicators of student satisfaction, and there is substantial interrogation linking student satisfaction to effective pedagogy (The either and Franklin, 2001). A meta-analysis of 41 research studies provides the strongest cause for the validity of student ratings since these studies investigated the relationship between student ratings and student information. Doyle. T. (n. d. ) quoted Ory The use of students ratings for evaluating teacher effectiveness is the single most researched break by in all of higher education. oer 2000 articles and books stand been written on this thing over the past 70 years.Research on student evaluation of principle generally concludes that student ratings t kibosh to be reliable, valid, relatively unbiased and useful (Murray, 1994). Most universities embrace a process by which students provide anonymous chip i nback at the end of each course they complete. These ratings of instructor effectiveness, these ratings fox been a hot topic since they were jump employed in mid 1920s (Chang, 2001) and they create an enormous challenge for tight both institution that uses them (Hoyt & Pallett, 1999).Over the years student evaluation of instructors has changed signifi beartly e pickyly in the areas of the purpose and methodology. They afford transformed from beingness primarily utilize to assist students in the selection of courses, to helping talent members boost develop and cleanse their direction skills, to assisting administrators with maintain to personnel terminations (Ory, 2000). Today, student ratings of instruction are widely employ for the purpose of fashioning personnel decisions and capability development recommendations (Scriven, 1995).For administrators, the randomness derived from ratings aids them in making both(prenominal) summative and formative judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty for inform awards and honors, and in appointment teachers to courses (Franklin, 2001 Kulik, 2001). Brpostula police squadp (2000) suggests that instructors use the data formatively to develop and improve their teaching effectiveness. Student-ratings are in 2 3 fact utilize in over 90 percent of all colleges and universities in the United States and represent the most frequently utilise strategy for evaluating instructors and courses (Cuseo, n. . ). There is much debate within the higher education community on how teaching or teaching effectiveness whitethorn be defined (Br assumeamp, and Ory 1994). For instance, Centra (1993), defines effective teaching as that which produces beneficial and purposeful student knowledge through the use of enchant procedures (p. 42), Braskamp and Ory, (1994, p. 40) include both teaching and learning in their definition, defining effective teaching as the creation of facts in which beguile learning occurs shaping those situations is what successful teachers prolong learned to do effectively.M some(prenominal) researchers dumbfound foc employ on whether or not students are legitimate judges of teaching effectiveness. Though caveats abound, the general sense is that students are both rational and reliable sources of prove (Arreola, 1995 Braskamp & Ory, 1994 Pratt, 1997), While in class, students are assailable to all sorts of instructional experiences ( puddle to tasks, instructional frameworks and aids, readings, exams). They are in effect experimental consumersable to discern quality, relevance, usefulness, and instructor interaction with students (Montgomery, n. . ). As consumers, Cuseo (n. d. ) look ats that students pot judge what is taught and how it is taught, yet Braskamp & Ory (1994) claim that students bottom of the inning provided provide discipline with respect to teaching. However, Ory (2001, p. 12) sums it up best stating unles s they harbort been to class, as consumers they have a legitimate voice. Theall, M. (n. d. ) mentioned that the students tail assembly arrange questions or so the quality of devils, the value of readings and concessions, the lucidness of the instructors explanations.Students are certainly qualified to put forward their satisfaction or dissatisfaction with the experience. They have a right to educe their legal opinions in both case, and no one else can report the extent to which the experience was useful, productive, informative, satisfying, or worthwhile. methodological analysis Eleven departments were selected through purposive sample from the Faculty of Arts, University of Karachi, including epartment of Special Education, Psychology, Social Work, Sociology, muddle Communication, Education, International Relations, English, Urdu, Persian, and Islamic learning. Twenty students poring over at graduate level 3 4 from each department were selected through convenient sam pling to seek their opinion virtually the most effective teaching methods (as perceived by them) used by their teachers, and the reasons for highly rating a especial(a) teaching method.Total two hundred and twenty students were interviewed. They were asked to rate dissimilar methods of teaching used by their teachers on a musical scale of 1- 5, one being the least Copernican and 5 being the most principal(prenominal) teaching method. The results of the ponder were compiled and crumbled by percentage method. Objectives of the culture To find out the various teaching methods used by university teachers to teach graduate students in different departments of Faculty of Arts.To explore the opinion of students well-nigh the teaching method they perceived as the most interesting and best teaching method. To find out the reasons for perceiving any teaching method as the interesting and best method. To provide suggestions for upward(a) quality of teaching in the light of studen ts perception and use of ratings Findings Most of the students rated lecture method as the best teaching method. Reasons included teacher provides all knowledge related to topic, it is period saving method students find out lecture attentively and take notes etc.The group watchword was rated as the second best method of teaching because of more participation of students, the learning is more effective, the students dont have to rely on rote learning, and this method develops creativeness among students etc. Students perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process I. Rating of mixed Teaching Methods Rating was done on a scale of 1-5, 1 being the least interesting and 5 being the most interesting teaching method as indicated in table 1. Teaching methodsRating No of 4 students 5 remit 1 1 N strap Group handling Individual launching Assignments Seminars Workshop Conferences Brainstorming routine spell teddy study 53 18 52 25 26 27 25 34 24% 08% 22% 11% 12% 12% 11% 16% 44 53 54 54 53 34 54 20% 24% 25% 25% 24% 16% 25% 26 12% 89 40% 34 16% 53 24% 53 24% 54 25% 27 12% 53 24% 53 24% 34 16% 54 25% 53 24% 35 16% 80 36% 80 36% 52 23% 44 20% 26 12% 26 12% 35 16% 53 24% 25 11% 34 16% 54 25% 220 220 220 220 220 220 220 220 34 34 % 16% 16% N 18 18 2 % 08% 08% N 00 3 % 00% N 4 % N 80 36 % 34 16% 5 % 220 220 88 40% 80 36% Total 54 24% 27 12% II.Reasons for rating various teaching methods as interesting and best teaching methods 1. Lecture Method It creates impudent ideas. It is good for large class. teacher is experient and has mastery on subject, explain all points and can answer all questions elevated by students. Students can ask if they sine qua non any clarification. Learn through earreach teacher explains all points. Students give their gossip teacher discuss whole topic in the class in sonant language so students can well understand the topic. It is good for large class. teacher provides all knowledge related to topic.Time saving as teacher is supposed to lay off lecture in m. Students give their views at the end of lecture. 5 6 Students can ask question if they have any puzzle to understand lecture. Students attentively see lecture and take notes as the teacher ask questions at the end of lecture. Students know and understand basic concepts. It creates new ideas. Teacher knows all the students so he/she can use suitable strategies for the class to polish off them understand. Teacher is experience and has mastery on subject and can answer all questions by students.Teacher share information with students so it creates interest in students. Students are more involved and participate when teacher ask question. Teacher provides notes. Students easily understand every point. Students share knowledge with teacher. Teacher is use model for students. More participation of students. Students listen to separ ates opinion express their opinion. Discuss with teachers the points that were missed during discussion. Students learn on their own find out fundamental points. Students flip-flop their ideas. Students get point of view of all and not scarce those who everlastingly speak.After discussion when students give their presentment, teacher corrects their mistakes. Students can work out their own notes. The learning is more effective. 2. Group discussion 6 7 They dont have to rely on rote learning. Develops creativity among students. It evokes cerebration among students. Students have clip for preparation of topic. Students should have hearty and knowledge before discussion. shadow Only those students participate who have effrontery rest do not participate. Concepts decease clear after discussion. Every student gives his/ her opinion. 3.Individual presentation Hamm (2008) quoted Rafe A presentation involves motivation listeners to accept a new idea, wangle an existi ng opinion, or act on a given premise. Students first good understand the topic before prominent presentation i. e. mastery on topic. It increases pledge among students. Good way to learn for only one student who is presenting. Students search the great unwashed of books to collect corporeal Teachers supervision is important It enhances the ability of research on any topic as the students search topic from different books, websites etc.Active learning Give Chance to cope with other people of same profession. Motivate and make student prompt in learning. fire method. Give Chance to meet other people of same profession. 5. Seminars 4. Assignment 6. Workshops 7 8 7. Conferences Give Chance to meet other people of same profession. Networking with other institutions and professionals. More interesting More informative Gain knowledge Learning is effective More participation of students Students give their opinion Active learning Creative persuasion is encouraged. Students think beyond their knowledge.Every one gets the meet to express their thoughts. Simple topics can be learnt through different angles. Interesting method Creative thinking is encouraged. Students think beyond their knowledge. Students enjoy the situation Active learning Easy to learn Active learning Creative thinking is encouraged. Students think beyond their knowledge. 8. Brain storming 9. Role play 10. Case study sermon Making teaching methods more interesting 8 9 Higher education faculty strives to pay off more effective teachers so that students can learn better, and many explore methods to improve their teaching practice.Depending on the nature of subject, anatomy of students, and the facilities available, there are different methods teachers are using in the classroom. Below are given various methods and certain tips and techniques for modify these methods. (Sajjad, S. 1997) Lecture Method A lecture is a talk or oral presentation given by a lecture r, trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a sand widely used in teaching and training at higher level of education.This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great affirm of clipping and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and shopping centre contact can either musical accompaniment or detract from the content. Davis. 1993). McCarthy, P. (1992) in article Common Teaching Methods stated strengths of lecture method that it presents factual mat erial in direct, logical manner, contains experience which inspires, stimulates thinking to clear-cut discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because according to opinion of students it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students.Sullivan McIntosh (1996) said that with planning and effective presentation techniques, the lecture can be a highly effective and interactive method for transferring knowledge to students. Lecture gives the pupils training in listening and taking rapid notes. (Kochhar. 2000, p. 345) Tips and techniques for improving lecture method Lecture material should be stimulating and thought provoking. 9 10 Information should be delivered dramatically by using example to make it memorable. The teacher rents to use questions end-to-end the lecture to involve students in the learning process and to check their comprehension.Reinforce learning by using visual supports like transparencies, peddle charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture method. Discussion It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have antecedent knowledge and information about the topic to be discussed. McCarthy, P. (1992) stated strengths of class discussion as pools ideas and experiences from group, and allows everyone to participate in an active process. Kochhar (2000, p. 47) stated that a problem, an issue, a situation in which there is a fight of opinion, is suitable for discussion method of teaching. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that it has more participation of students, the learning is more effective, the students dont have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. Tips and techniques for improving discussion method The teacher should spend sufficient time in preparing the process and steps of discussion.Different aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. to begin with the starting of discussion, background information about the topic should be provided. There is a need to include questions to provide direction. Relaxed environment should be created to foster the process of discussion. 10 1 Teacher after leaveing the discussion should play the case of a facilitator involving every one and at the end should tote up the discussion. Encourage students listen others point of view and then value their own. Teacher should give value to all students opinions and try not to allow his/her own difference of opinion, prevent communication and debate. Role Play Role play occurs when participants take on differentiated references in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs or loosely indicated by an outline of the function or task.These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. (Singh, and Sudarshan, 2005, p 238, 239). It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. Tips and techniques Before the intent play, the teacher should brief participants about the aims they will play, give them time for preparation, stick out confidentiality of role play, and ask participants to behave naturally. Teacher should select brief observers about their roles.During the role play, the teacher must keep quiet, listen take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants change up and can intervene as a last resort. After the role play, the teacher thanks participants, ask for feed back from extend participants, take comments from observers, ask other participants to comment, The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings.Case Study Primarily developed in ancestry and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to 11 12 present students with real-life situations. The students are presented with a record set of circumstances establish on actual event or an imaginary situation and they are asked 1. to name particular problem(s) only. 2. to diagnose problem(s) provide solution(s). 3. o give reasons implications of action after providing both problem solution. It is a time overwhelming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to read the case and receive the key problems faced by the decision maker, determine the data required to analyze the problems and or a synthesis into solutions, develop, analyze, and canvas election solutions, and recommend a course of action. Tips and techniques Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. Brainstorming It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building.It develops listening skills. Tips and techniques Ground rules for running think session include There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be placed on quantity of ideas and not the quality. There is a need of fitting participation of members. It can be unfocussed so teacher should know how to control discussion and facilitate issues. 12 13 It works well in minor group Assignment method write assignments help in organization of knowledge, enculturation of facts and better preparation of examinations.It emphasizes on individual pupil work and the method that helps both teaching and learning processes (Kochhar, 2000, p. 358). Tips and techniques Teacher should quarter the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, result we be tested on this? arises, make sure your answer includes not only a yes or no, but a because . . . . Shea, A. (2009). Davis (1993) suggests that Give assignments and exams that recognize students diverse backgrounds and special interests.For example, a faculty member teaching a course on health check and health training offered students a frame of topics for their term papers, including one on alternative healing belief systems. A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. Recommendations To adjudicate teaching effectiveness different methods can be used includ ing peer review, self-evaluation, teaching portfolios, student achievement and students ratings of teaching methods used by their teachers. Students must be aware that the information they are giving is welcomed by the faculty and will be used to improve the teaching and learning in the course otherwise they are marvellous to take the rating process hard (Doyle. T. n. d. ). Teachers need to educate students in effective ways of giving precise feedback that addresses special aspects of their learning experience. Teachers need to continually severalize students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.