We mostly transfer our knowledge to students by frontal lecture. We do so over 30 hours a week and know that this very efficient method is less advantageous the more we use it as monodidactic. Therefore many educators the last 500 years postulated to reduce frontal lecture by 50 % and introduce knowledge transfer by other methodologies f.e. problem based learning and handorientated learning and and and. Some of them showed better learning results with reduced quantity of knowledge transfer. We could proof in agreement with results of Carl Wieman, USA and Cnd that the learning efficiency had risen by factor 2. But, and that is my question, we could not proof the storage of knowledge in short or long term memory dependent on learning methodology. Does anybody know published results on that question? Has anybody ideas how to answer this question scientifically? It would be great if you will answer here. Peter
The optimum blend of lecture and problem based methodology will be more effective as it requires listening and brain storming.
Dear Subhash,
thank you for answering. Yes it is clear or let me say it should be clear for each teacher that a mixture of methodologies improves the learning efficiency much.
But my question is, how we an quantify this scientifically unproofed practical experience in context with storage in memory.
It would be very important for me if you let me participate from your knowledge.
Thank you again
Peter
Teaching is a complex business; as such, teachers must adapt their teaching to the situation and be flexible by adopting various strategies. I agree with Prof. Subhash C. Kundu " an optimum blend of lecture and problem based methodology will be more effective."
Every teaching situation has its own byzantine complexities defined by cognitive, affective, and instructional parameters. For real learning to take place, teachers should first make sure that learners' competitive spirit has been substituted by a sense of collaboration. Solving a problem analogically resembles climbing a mountain and requires full involvement of the teachers and is a key to generating cooperation. By carefully incorporating the problem solving method, teachers can become a very important part of the learning process helping learners to grow into maturity or move up the ladder of success.
Thank you Professor Peter Eyerer for inviting me to answer your important question.
According to this reference, there are 150 teaching methods:
https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/InstructionalMethods/150TeachingMethods.pdf
While I was studying education (after my BSc & before my PhD), my professional teachers reiterated this advice : In each lesson, you teach, vary your activities & get out of the box. Do not follow the "monotonous" path of sending-receiving teaching-learning process since the students will get bored & fed up and the outcome will be poor.
I really did that especially in my field research in 1976 in Jordan (that was a requirement for the degree of diploma in education) by applying 2 items of the given reference on a single chapter of a textbook for a single class " 20. Reading assignments in supplementary books & 22. Assignment to outline certain supplementary readings ". The students were told that their final exam will contain questions from the supplementary books & readings. When I wrote up my diploma dissertation, I included diverse samples of the authentic exam papers of the students.
The results were superb for the students (through increasing their knowledge) & me (I was promoted to class" A " teacher with a good increase in my monthly salary).
As long as the teacher leaves the traditional method of teaching "partially" & diversifies the classroom activities, the gained knowledge will go into the memories of the students for a long duration.
In the year 2000, I met one of my Jordanian students (he was in the 40s then) in my country. He was successful in his career & he told me that the most successful persons were those of the class that I targeted for study among whom was his brother who won Jordan's prize for the top student in reading after competing with many students including several of his classmates.
Identify technological applications and resources used in classrooms today. Embed technology through a range of teaching and learning strategies. Developing students' knowledge and skills related to ICT in the school years . Inputs (or information) become part of our working (short-term) memory.
Also digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them.
Mixed methodologies as suggested by Subhash C. Kundu can be fruitful for teaching and learning. Lecture method is good for information to the students, but problem-solving methods makes it effective.
Teachers should give(provide) information, however developing thinking power and skill to solve problems in natural and social sciences, is necessary.
Teachers have their responsibility not only to update the study material but to enhance the knowledge by keeping in mind their study material so that student may be equipped not only for their regular studies but also to help them the knowledge of their respective areas .
If the students get their learning in their above line this may help them to study their advance material for the career which may subsequent help them to their career development .
If the student are equipped in above line this may help them to carry out the knowledge & also with the discussion with their colleague . This may help them to carry out their own introspection which may be subsequent help them in the guideline for the memory & also may guideline for their thinking phase or even their research problem .
This is my personal opinion
I believe that the frontal method of teaching has been used efficiently. At the same time, mixing the frontal method with other methods of teaching, such as problem solving, can be more efficient and effective.
Teaching is a multi-faceted activity with different segments of learners. Teachers must vary their teaching methods to boost more learning outcomes in their students. This should be based on:
1. The learners and their RPKs as well as knowledge grasping abilities
2. The content of knowledge to be taught
3. The TLMs available
When students use technology to conduct research projects, solve problems, design products and assess their own work, they work with others to create and new knowledge .
Their are a number of assumptions and questions that must be considered:
- firstly it is the learner that learns and the educator or teacher is the creator and manager of the learning environment and the potential learning experience,
- Secondly the outputs and the outcome expected from the learning experience, for example is it "facts" (it is important to distinguish between assumptions and truths)?, "theories" ?, " Concepts" ?, " applications" ?, " the creation of new knowledge"?, or various combinations the examples mentioned,
- Thirdly it is assumed that it is the learner that learns, if we accept this assumption learner must actively participate in the learning experience.
- Fourthly if we assume that all methods used are means of communication, then there must be a feedback loop between the communicator and receiver (this could be difficult in traditional teaching style, this assumption together with the assumptions that learners are at different levels of cognitive development, the individuals prior knowledge in respect of the content "taught" , etc gave rise to individualized learning,
- In my experience as an teacher, lecturer , senior lecturer , Head of the School of Human Anatomy and physiology, facilitating MBA students, Education planner and specialist over the last 40 years, I have found the most effective method for learners to acquire , conceptualize , apply information is active learner participation, in the form of group activities,( including debates, group projects, group critique of information presented, lab work and assignments), individual activities or a combination.
- The most important tasks of the educator is to identify and formulate the most important concepts (including theories), and manage the learning situation
Sydney
Normally frontal gets reinforced with problem based or application oriented learning process. Hence to guide the learning process, it is essential that introduction happen with theory following practice sessions. Finally the retrieval to be tested as quiz or any collaborative participation technique.
In my point of view ,the most important tasks of the educator is to identify and formulate the most important concepts including theories and manage the learning situation.Identify technological applications and resources are used in the classrooms today.
Lectures are for teaching, problems are for assessment - how effectively the student has been able to learn whatever has been taught.
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