Dear Vilemar and dear  Ranadeep 

As you mentioned the method of teaching in very important , but explaining the most successful results depend on many factors: 

Every teacher develops a particular way of going about the complex task of teaching.

The way one introduces a topic, raises question, makes assignments- all these and hundreds of other behaviors together make up a teacher’s classification by researchers, colleagues, and students.Traditional teaching style is described as a teacher-directed approach while in transitional style, both teacher and students 

are expected to assist each other during  the teaching and learning process .

The logical and proper relationship and friendship  of teachers' ratio with their students' achievement  and retention of learning should be considered too. 

 Please the link below on advance methods of teaching.

Many thanks,

Debra

https://www.researchgate.net/post/I_am_looking_for_new_trends_or_usefullness_advanced_methods_of_teaching

Personally, I don't think so. I think the best teachers are eclectic and use what works for them. Anyone who is strictly following a rule book is going to lack the flexibility to deal with the tremendous variety and complexity of real-life situations that teaching presents.

There are basic approaches that I would generally recommend, such as encouraging students to discuss the contents of lectures with each other, and others I would not, such as asking each student to stand up in turn and answer a question, but even then what works is conditioned by culture, what the students expect, etc. Teachers using what I might consider "boring" or outmoded methods will succeed if they have the trust of their students, while teachers with all kinds of interesting ideas and methods will fail if they do not first establish rapport with their students and help them to adapt to methods they may be unfamiliar with (and hence resistant towards).

The other thing that needs to be considered here is what is meant by "success". Is success measured in terms of supplying meek, obedient members of the workforce, people who will shut up and do what they are told? Is it measured in terms of students' ability to think for themselves and make creative and positive life decisions? Is it measured by exam results? By student feedback?

In order to determine what kinds of teaching are successful we need to know how "success" is to be measured.

Finally, if I had to say what was the basic recipe for success as a teacher I would say it lies in the answer to the question "What do you teach?"

If you answer "people" then you've probably got the right idea! More than chemistry, or geography, or literature, teachers are engaging with people's lives. They want their students to achieve their potential, they are there to help and guide and support them. If the aim of the course is (for example) to be able to write a 1000-word academic paper, then they work with each student to try to show how that aim can be achieved.

If there is any "miraculous" approach then I think this is it.

How important are teaching methods (approaches) for ideal results in education?

Is there anything like my method, my religion, as a strict miraculous teaching method that every one has to follow in order to have success in a classroom setting?

It is my view. There are several components of a curriculum, e.g., the contents, methods, tools, and the process of the teaching. The curriculum itself is developed following its educational goal in respect of the stakeholders, environment, and the education program. In a classroom teaching setting, of course, the methods are essential; but, its uses have to consider systematically the other parts of the curriculum because they are interrelated in order to reach the educational goal. Following the previous opinions, I believe that the flexibility of the method utilization can be highlighted with regard to the teaching goal, considering who are the stakeholders (actors), where is the environment, and what the education program is.

Hi Vilemar,

I have been involved with education, in all its glorious messiness, for the past 30 years. Although I doubt such a method exists, if you do find a "miraculous method" which guarantees success then please let me know. 

Kevin

Crucial. This is why pedagogy is a two-edged sword: knowing one´s subject plus conveying its content as simply as possible without trivializing. Best Paul

Actually dear Kevin I hate to know that someone thinnks he got that method. People taught how to read 30 years ago in a very different way it is taught today, and yet people learned how to read just like now or even better. Foreign languages were taught in a way I do not agree with in the early 30's. Spies were taught how to speak like natives. We have several different methods nowadays, but it is true that at time and now people are still learning new foreign languages. Therefore, no "true" methods are there.

I posted this question to find out how people are working with that and their expectatives for the future.

Dear, 

Teaching methods are an important aspect of teaching and learning: determine the activities of teachers and students, the quality of the teaching process, implicitly sending a message about what teaching is,  how children learn, what is knowledge. In accordance with contemporary conceptions of teaching methods made the thesis of the plurality teaching methods and the need for more balanced use of different teaching methods. In addition to the thesis of the plurality of teaching methods, current evidence suggests that teaching methods, their function is achieved only in the specific context. These findings open up a different insight into the understanding of teaching methods and their impact on the quality of teaching. Analysis method of application of teaching methods in the context of the teaching process can lead to a deeper understanding of the quality of students' knowledge, the work of teachers, etc. and understanding of the educational function of the method in the present context. 

Best regards, 

Marina Ilic

Beyond the (best fitting & available) tools needed to achieve desired results, teaching methods are very much geared (or should be) toward your audience's characteristics and needs (as well as your own personality, though many instructional design "formulas" forget that the instructor's own "design" is an integral part of the event). What works marvelously in one setting with one instructor may feel like a complete failure when there are slight tweaks in the organizational system.

Dear colleague,

   Teaching methods acquire a crucial role for the achievement of ideal results in the process of  education. The following papers deal with this issue:

      https://www.researchgate.net/publication/276542671_SOME_STRATEGIES_OF_THE_EFFECTIVE_TEACHING_OF_FOREIGN_LANGUAGES

  https://www.researchgate.net/publication/286624705_FOR_THE_IMPROVEMENT_OF_TEACHING_FOREIGN_LANGUAGES_ON_THE_UNDERGRADUATE_LEVEL_ON_THE_EXAMPLE_OF_THE_REFORMS_CARRIED_OUT_AT_THE_FACULTY_OF_HUMANITIES_OF_IVANE_JAVAKHISHVILI_TBILISI_STATE_UNIVERSITY_GEOR

Kind regards

Article SOME STRATEGIES OF THE EFFECTIVE TEACHING OF FOREIGN LANGUAGES

Article FOR THE IMPROVEMENT OF TEACHING FOREIGN LANGUAGES ON THE UND...

Just to clarify:

You are asking two questions here. The first is, "How important are teaching methods?", and the answer to that has to be that they are very important. The second is, "Is there ... a strict miraculous teaching method that every one has to follow in order to have success in the classroom?" and my answer to that would be no, there isn't. There are many successful teachers using different methods and approaches around the world. Many of the most successful teachers do not confine themselves to a single method, but synthesize from a variety of methods. If there is a single unifying characteristic then it is probably the ability of successful teachers to establish rapport with their students.

Teaching methods are very important and can enhance or prevent teaching effectiveness. However, no method can be recommended for every context. Different methods are appropriate for different contexts. Furthermore, teaching methods are only ONE component of the many that interact and are entangled in a teaching event. Amongst others are: the commitment of the teacher; the physical and psychological conditions of the teaching space; the commitment of the learners; support of caregivers and parents; the relationship between the curriculum and the interests and needs of the students. Finally, it must always be remembered that learning is a PROCESS, a BECOMING.

Teaching method is very important to student academic achievement. It is the key to successful learning. 

Denise,

You are absolutely right. Thanks for reminding us of those other factors. Nothing new, but the basics are always forgotten when people look for new impacting solutions for education.

Choose most appropriate method according to need of the target group (learners).

A flexible approach may be effective.

I want to agree with  Denise  Newfield  on this one and just add a different  perspective. The teaching method that you choose at any one time depends first and foremost on the level of students that you are dealing with. Are they pre-schoolers, primary , secondary or  higher education learners? Secondly are they adults or not? Thirdly , and perhaps more importantly , the choice of a teaching method will also depend on your aim or goal or objective - Do you want to impart knowledge? Do you want to enable your learners to acquire a skill or a competency of some kind? Do you  wish to change an attitude in your learners? Finally , the choice of a teaching method will also depend on the subject matter that you are handling. You see certain disciplines are  are better taught using certain techniques and methods. I agree , nevertheless that it is important to consider what is allowable in your environment in terms of resources and the variety of methods that you have at your disposal.

As many have answered teaching is more than a science and therefore not quantifiable.  No one method will work and no one belief will work.  Teaching deals with individuals and as we know no two individuals are alike not even identical twins.  As a teacher with experience across, phases: primary, secondary and FE, and curriculum subjects (Mathematics, English, DT and Humanities) success requires the ability to be flexible, consistent, knowledgeable in both your subject and a touch of psychological understanding proves very helpful.

Probably, there is a lot of teaching methods which can be used by teachers. First, you need a proper teaching method. However, the focus should not be only in teaching, but also in students learning. This means that teachers should adapt themselves in order to achieve both the teaching goals and the learning goals. To check whether students have met the learning objectives, carry out an evaluation is needed. Then, one of the main issues that teachers must deal with is the evaluation system. Evaluation is often biased, that is, it is affected by subjective circumstances. So the evaluation system used, becomes especially important.

You could read the following article:

"A proposal for the learning evaluation in a new engineering curriculum within a military context"

http://www.educacioneningenieria.org/index.php/edi/article/view/425/216

I strongly suggest that you also look at the work of Etta R. Hollins on Teaching as an Interpretive Practice.

It is crucial that teachers be equipped, trained, and understand the purposes for various instructional methods.  For instance, the most popular methods today tend to fall under the realm of constructivism, which fosters a discovery-oriented mindset in the classroom.  The problem there is that students, if not equipped with the necessary background knowledge going into such activities have been demonstrably shown to under-perform compared to direct instruction (Mayer, 2004).

I would encourage you to look up Paul Kirschner and Jeroen J.G. van Merrienboer's (2007) "Ten Steps to Complex Learning", which is more a blueprint to move learners through scaffolded designed experiences and is applicable to many methods.

Reference:

Mayer, R.E.  (2004).  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.  American Psychologist, 59(1): 14-19.

Teaching methods are no doubt very essential for ideal results but  our course curriculum is lacking somewhere in that.Like if we are teaching political science to students theoretical teaching is not sufficient we can show them parliament and its working in order to create their interest in the subject. Without practical implementation interest cannot be created.

Try methods from 

https://methopedia.eu

and give feedback (with disqus) if it works...

Best regards,

Peter Koppatz

I think that matching method with audience (course, year, students age, gender, culture etc.) is the key for success. For example, flexibility in student choosing their own assessment tasks (assignment topic) or form of written or oral presentation, based on student interest, pro-activity and creativity, work very well in my classes. 

In my opinion, to obtain ideal results in education it is necessary to consider something more than the methods of education. We must not forget the deep knowledge of the content that is going to be taught (in Ma's sense, 1999) and the characteristics of the learning of estudiantes relative to the content that is tried to teach (as habitual mistakes, difficulties and expectations), between other aspects.

Hi!

Teaching should not be seen as isolated from learning, lets see the teaching-learning process as ideally one process, with two sides, like Vygotsky's "Obuchenie", when it works as intended. Teaching without learning is no real use but happens frequently, learning without teaching happens all the time which is positive. High-performing learners teaches themselves but makes their teachers look like heroes even if they are really not good teachers at all. Learners with obstacles, problems or disabilities of varying kind really need good teachers, that can adapt to their needs and situation, and all results are really good results. They can make a difference! But these teachers for students in need are often working in low-income areas, with low salary and poor or no education, and appear as bad teachers because their students don't perform as good as the "good" students. How can we switch? 

I already answered above, but I would like to add a suggestion for a newly published article in the SoJo Journal: Educational Foundations and Social Justice Education, Vol. 2(1), 2016, 59-73 titled Reconceptualizing Context and Complexity in Teacher Education--Learning Teaching as an Interpretive Practice. This article provides a glimpse into some of my colleagues' early work in reconceptualizing our teacher education coursework based on Teaching as an Interpretive process (TIP).

Dear Clare V. Bell,

Thanks indeed for your kind support.

Vilemar

The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Understanding your teaching style early on will prove effective for both you and your students, creating and maintaining a balance between your teaching preferences and your students’ learning preferences. Understanding your teaching style early on will prove effective for both you and your students, creating and maintaining a balance between your teaching preferences and your students’ learning preferences.

1 The Desire Method :-Here’s a quick start to use the Desire Method. As you know, the absolute most important part of effective teaching is how you start.

2 feel the pain:- The second best effective teaching tip is to have students feel the pain of missing this benefit.

3 How To Create Anticipation For Your Curriculum.

4 Visual is seeing the material, Audio is hearing the material, and Kinesthetic is feeling the material.  

5 Integrated teaching makes learning come alive for students by generating interest, curiosity, and motivation to make a difference.

6 Teachers and students together will design rubrics for the evaluation of projects, based on BIS Academic Standards.

7 Student–centered classrooms involve the students as leaders in their education.

 we also will inspire them to make a difference through their beliefs, action and work. The goals of tolerance and mutual respect of all people are inherent to all institutions. We will also participate in professional development opportunities with International Schools. Teachers will focus on global competence when planning units of study.

Teachers have to carry out his teaching in the line with the program & the syllabus prescribe for the students but the responsibility of the teacher never ends in this regards .Teachers have viewed the student ,interest,progress , his behavior ,& approach with the teacher in the line with his study program & thereby teachers also with the observation & progress of the student may help him to evaluate the students for the guideline ,his program ,his interest for the development of his future guideline for the career.

This is my personal opinion 

John Hattie, Robert Marzano, and several others have systematized the findings of many studies on what works best in education.

For starters, most things can be positive if a sustained and focused effort tries them out.  However, there are some methodologies for instruction that are less effective.  They are almost entirely pure discovery approaches; such as problem-based learning.  In designing instruction if your students are unguided and use these types of instructional desings they learn less.

Direct instruction has been a consistent strong performing method of instruction (Barak Rosenshine has a nice article summarizing key principles of this method that you can find with a Google search).

I hope that helps.

How important are teaching methods (approaches):    Yes. Very important.

Ideal results in education?          Most difficult part to answer. Almost impossible to define what is ideal.

My method....my religion?          No. Teaching is dynamic and never in equilibrium like metabolism. Like metabolism and the living process, teaching-learning process must be optimized to keep balance between the academic environment and the target of teaching. Adaptation is the key to evolution and it applies to teaching also. No body regulates the environment alone, either for living or for teaching. 

i agree with you 100%,  dear Ranadeep Mahanta. And I would add that this is not only difficult, but impossible to define an ideal  situation. But as mathmatics and physics can work with ideal situations, I understand that we also can benefit from this concept. In physics they are able to analyze a freel fall ignoring air resistance and so forth. So, can teachers benefit from an ideal setting concept.

Dear Vilemar and dear  Ranadeep 

As you mentioned the method of teaching in very important , but explaining the most successful results depend on many factors: 

Every teacher develops a particular way of going about the complex task of teaching.

The way one introduces a topic, raises question, makes assignments- all these and hundreds of other behaviors together make up a teacher’s classification by researchers, colleagues, and students.Traditional teaching style is described as a teacher-directed approach while in transitional style, both teacher and students 

are expected to assist each other during  the teaching and learning process .

The logical and proper relationship and friendship  of teachers' ratio with their students' achievement  and retention of learning should be considered too. 

Teaching methods are very important in conveying the material in case there is a kind of harmony between teaching method and syllabus material. It is impossible to wait good results from communicative language teaching method for example without depending on communicative-based syllabus. 

Liqaa 

Sure dear Parisa. You are absolutely right.

Teaching methods (approaches) are even more important in today's culturally diverse classroom filled with digital natives. The methods/approaches used should accommodate for such diversity and the flexible nature of learning given the range of mobile devices now used both F2F and online. The attached elaborate more on the latter that I hope would be helpful for you.

Best regards,

Debra

Data Flexible Learning Environments-Theories-Trends-Issues

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Hello 

You can use a pattern of method, that you can change or adapted for every class. You are in the right way.  Improve for your class this form please. And then publish. I wait a copy

Conference Paper Estudio Analítico de la Didáctica y Método a Emplearse en la...

Ranadeep Mahanta Sir,

You wonderfully said:Adaptation is the key to evolution and it applies to teaching also.my point of view is teaching methods are very important to create balance between teaching methods & syllabus.

Dear colleagues, your answers are really wonderful. Teaching methods are decisive  for ideal results in the process of teaching.

Vilemar, bom dia,

Sugiro a leitura do livro "Professores de Ensino Superior: características de qualidade", de Maria José Milharezi Abud (Cabral Editora, 2001). A autora, em sua pesquisa, discute para além da questão do método, assim, concordando com o que disse John R. Yamamoto-Wilson, acima. Copio abaixo os capítulos do livro dela:

Capítulos do livro

Capítulo 1: O Contexto universitário no cotidiano: a sala de aula

Capitulo 2: Qualidade de ensino e atuação do professor

Capítulo 3: Uma análise: os caminhos para a construção dos conhecimentos científicos, a percepção sobre o papel do professor e seus modos de reflexão

3.1  Os caminhos para a construção dos conhecimentos científicos

3.1.1. Meios empregados para identificar o potencial de conhecimento prévio do aluno

3.1.2. Meios empregados para avaliar o progresso de aprendizagem do aluno

3.1.3. Percepção das diferenciações no aproveitamento escolar através de características da conduta do aluno

3.1.4. Recursos utilizados para incentivar no aluno o desenvolvimento do senso crítico, direcionado aos conteúdos tratados em aula

3.1.5. Tratamento dispensado aos diversos posicionamentos teóricos a respeito de um conteúdo trabalhado

3.1.6. Meios adotados para a exploração das referências bibliográficas

3.1.7. Tratamento dispensado ao conhecimento do senso comum como meio de acesso ao conhecimento científico

3.1.8. Meios empregados para levar o aluno a dominar o vocabulário usual da área de conhecimento da disciplina

3.2. A percepção sobre o papel do professor

3.2.1. Meios adotados para a condução das diferenças de ritmo de aprendizagem entre os alunos

3.2.2. Percepção da influência das relações interpessoais no aprendizado dos alunos

3.2.3. O esperado pelo aluno, na visão do professor, quanto às características do professor no seu exercício docente

3.2.4. A participação do professor na formação do aluno como cidadão e profissional consciente

3.3.  Os modos de reflexão do professor sobre a sua ação pedagógica

3.3.1. Administração da cronologia da aula

3.3.2. O despertar de novos interesses durante a evolução do curso

3.3.3. Percepção sobre a relação entre o que é ensinado e o que é apreendido pelo aluno

3.3.4. A qualidade da sua atuação como professor

Capitulo 4: A qualidade no ensino e o relacionamento em sala de aula

Espero que você goste da leitura!

Inté!

Eveline

 (Now, in English)

Dear Professor Vilemar Magalhães,

I suggest the reading of the book “Undergraduate professors: quality traits”, a research by Maria José Milharezi Abud,  published by Cabral Editing House (2001). The author discusses beyond the method issue, thus agreeing with John R. Yamamoto-Wilson’s answer, above. I will write the book chapters down:

 1.      The university context in the everyday life: classroom considerations

2.      Quality in teaching and in teachers’ practices

3.      Professors’ perceptions about ways to build scientific knowledge, about  their own role and about their practice

3.1  Professors’ perception about ways to build scientific knowledge

3.1.1        Ways professors identify students previous knowledge

3.1.2        Ways professors evaluate students’ progress in learning

3.1.3        Professors’ perceptions about difference in students achievement while observing students behavior

3.1.4        Resources used by professors to encourage students to become critical while learning discipline contents

3.1.5        How professors manage different theoretical positioning while teaching contents

3.1.6        Ways professors use to explore bibliographic references

3.1.7        Ways professors use to treat common sense as a medium to achieve scientific knowledge

3.1.8        Ways to make students apply technical vocabulary

3.2  Professors’ perception about their own role

3.2.1        Ways professors adopt to deal with difference in students’ learning rhythm

3.2.2        Professors perceptions of interpersonal relations in students’ learning

3.2.3        What professors think students expects of her/his practice (professors traits)

3.2.4        Professors’ part in students formation as a conscious professional and citizen

3.3  Professors’ perception about their own practice

3.3.1        Ways to administrate classroom chronology

3.3.2        Ways to evoke new interests during learning

3.3.3        Professors perception about the relation between what is taught and what is learned by the student

3.3.4        Professors perception about their practice as teachers

4.      A final word about teaching and classroom relationships

I hope you enjoy the reading!!!

Respectfully ours,

Eveline

Eveline, thanks for your kind contribution in Portuguese and English. 

Dear colleagues

In my opinion. The question of method in teaching is really important. Today we must attend not only to "what is said" but also "as it is said". The fact, alone that young generations have different learning styles (where they predominate, practical activity and audiovisual formats) requires that we to attend the problem of methods of culture transmission. If we also recognize the tendency to the professionalization of higher education, and its expression as competence training or problem solving ... then the problem of method is truly relevant. The colleague who gave us literature, warns that there are many good sources of deepening on this subject. Thank you

Yes Dr. Manuel, you are absolutely correct. I would add that we have to adapt the  culture transmission to our reality and communication means available nowadays. Today, students can reach even the authors of their books with a click of their computer keyboard.  There are a lot of possiblities to be be discovered and learning methods can be individualized as never before.

teaching methods are very important for discover and learn new possibilities. You can indivydualizer some person depending of  individual characterisitic

I think inquiry method is good for effective classroom teaching learning process.

Les méthodes d'éducation influent évidemment sur la réussite scolaire. Elles s'inscrivent dans une importante pluralité de facteurs interagissant entre eux qui, pour certains, relèvent du contextuel (social, culturel, institutionnel, territorial, etc.), et d'autres du personnel (capacités, motivation, effort, etc.). Ce qui est intéressant, c'est qu'on peut peser sur les méthodes éducatives, ce qui en font un levier pour améliorer la réussite scolaire, tandis qu'il est très difficile de peser sur l'origine sociale, par exemple.

I agree with the answers from John R. Yamamoto-Wilson’s. Although I agree that establishing rapport is essential, it is not a teaching method but an outcome from teaching methods.

The second part of your question is over idealistic because teaching is awash with a jumble of variables with contradictory and therefore often unpredictable outcomes.

The most important thing a teacher can aspire to is developing as wide a range of teaching methods as possible and use the most appropriate one/s to promote optimal learning for each moment of learning while teaching. Therefore teaching can never be distilled down to a scientific principle or described as a practical craft because it is essentially an art. This is a very important conclusion because it undermines simplistic dogmatic approaches often espoused by politicians (e.g. traditional whole class teaching) in positions of power and those peddled through educational fashions (e.g. learning styles).

hello

Is of great importance in the high-level planning for the development of cadres and the development of students of science

regards

good greeting

I agree with Dr. Ali that teaching methods are important in the development of students and cadres alike

Sincerity of the teachers is important for the believing of students in the teachings, without sincerity all teaching method is obsolete.

Dear Mariano,

Could you please specify what is the role of "sincerity" in teaching? I understand that sincerity is important to build a good relationship with others. Is that in this sense that you highlight the need of sincerity in teaching? Or is it in a broader way? Please specify your point of view. 

Best regards,

Vilemar Magalhães

There is no single method. After each class in the schools each teacher changes some of their method. What matters is the didactic structure, that is how the components of the method relate.

I do not want to mention details related to psychology and methods of learning and education because there are huge details

But I tell you not to make the student away from your class lesson make your student loves your lesson

BEST REGARDS

Introducing better teaching methods

Dealing with students better and more well

Do not scratch the students' sense

Educating them about activities and education through fees

I think that, above all things, the methods that take into

account the other in their needs, emotions and interests,

whatever they are called, are more important than others

since they seek the emancipation of people, which is the

ultimate goal of Education

As a strong believer in individuality and freedom I don’t think there is a method that “ every one has to follow” also I don’t think there are any “miraculous teaching method“

I am risking going against the common view here by saying that there is a magic drug, though it has to be fit to each individual patient. This drug is the flipped or inverted classroom.

It basically means students become much more involved in the classroom, because they also have to do some teaching and argumentation, and not just passively listen.

I have recently implemented in in my own class room by utilizing PollEverywhere, an app which allows me to ask a question in class - students answer using text messages and their answers are updated on my Powerpoint slide as they text. We later discuss their answers, either in small groups or together, and they get to change their mind and vote again. There are many ways to integrate this methods, this is just one idea that worked well for me.

I am attaching an article about the method ( Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).)

Your question is interesting as I've never thought of a "method" as a stand alone object. As a teacher, I mix and match Methods, Media, and Modes to fit with the subject and the learners.

Methods (approaches to instruction) can include such items as...

• Game
• Role-play
• Lab
• Problem Solving
• Field Trip
• Lecture (which has its place - learners hear how an expert thinks about a subject)
• Discussion
• Job-Aid
• Demonstration
• Simulation
• Reading
• Group Project
• Presentation
• Report
• Manual

Media (means by which the method is delivered to the learner) can include items such as...

• Paper
• Audio
• Video
• Computer
• Real-World Environment

Mode (type of interaction between the learner and the content, instructor, and other learners) might include...

• Independent vs. Group
• Common Location vs. Distributed
• Asynchronous vs. Synchronous

In my experience, multiple combinations can be used to ensure sufficient opportunities for thorough assimilation of content.

If you want to see a visual history of how different methods came into widespread practice, here's a short video reviewing all the major ideas of the past 5000 years... https://vimeo.com/15448054

Maybe this could help you : http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.pdf

Thank you!

Very good paper related to my thesis topic.

Teaching is a technology, all technologies are developed and practiced by designing and adapting methods.

Error in formulating teaching technology is magnified with defective products with influence over the society.

Hi , based on my experience of teaching ECCE students at post grad and undergrad level, I think two things are important, 1) the academic or knowledge about the area one will teach is a must, even if the area is a bit new ,self study for the teacher is important.

2) it is important to have field experience ,as it makes teaching in class extremely interactive, value added and a two-way process.

It is a balance of what is being taught and how it is being taught that makes the process of learning fun and interesting ,for the whole group.

Students seem to relate more to those teachers who have an all rounded approach in teaching and who are open minded about learning from student discussions, rather than just standing and talking or teaching in one modality, that can get very boring beyond a point.

The teacher is the key to students' success. however, the teacher should receive a proper preparation, as well as professional development workshops, in order to broaden the scope of teaching strategies.

I agree with you Dr. Rachel. It is very difficult to understand how teachers form professionals who will later cut off from them the opportunity to be well prepared, receive a good remuneration, and have the ideal conditions of work.

Vilemar Magalhães

Providing a stimulating lesson is only the beginning. Making sure the student can transfer knowledge onto paper, for example, is often more difficult for many until they gain more experience.

I sometimes take students slowly through the transference, showing how functional many elements actually are.

My "classroom" principal components are few: (1) assume nothing about any particular student's proficiency in any particular subject or life's experience, (2) make it hard to say "no" to coming to class and to learning, (3) make the learning systems as simple as possible but no simpler.

I answered this question two years ago, but after reading what my colleagues have been writing I want to make another contribution.

Thanks Dallas McPheeters for the video on 5000 years timeline of learning theories. I could not agree more with the idea that "Technology enables history to repeat itself" Indeed in my twenty-something years of teaching graduate students of Education , I too ;... mix and match Methods, Media, and Modes to fit with the subject and the learners. ' In our part of the world where we are all talking about competency-based curricula, I have found that that is the best way to go. For instance, when I wish for my learners to grasp the complexities of educational policy-making and become effective professionals - I will introduce the concept of policy and policy-making as it is universally understood. However, in addition I will give them an assignment in which they will find themselves in a situation where they must of necessity write a policy brief. It becomes more interesting when they are made to produce one policy brief on an issue that they have debated and discussed in groups in spite of the fact that they occupy different offices and therefore play different roles/functions within the education sector.

What are the ideal results in education being referred too?

"Is there anything like my method, my religion, as a strict miraculous teaching method that everyone has to follow in order to have success in a classroom setting?"

Well, if all students are identical then an ideal educational method could be developed as a blueprint to achieve a consistent SMART student turnout. Just like making ginger breadmen using the same dough and cookie cutter. How would that lighten the load of the educator?

But, now students are not all identical and there goes the cookie-cutter method out the window. So if the consistency of the learner differs then the moulding should incorporate the variations among learners to produce consistency in the turnout of the educational standard.

No, one size does not fit all.

IDEAL RESULTS IN EDUCATION??? What a question in these strange and difficult COVID times, which have thrown up so many inequalities which we humans practice and the damage we humans are doing to the planet. We need to consider very carefully what education is and what it means and how it should be structured and set up for the future of our children and the planet.

I couldn’t agree more with that observation … oh this vile COVID; what have you done to us and our systems? But, seriously, Faculty are at the forefront of efforts to create and sustain high-quality, equitable, and inclusive learning environments both offline and online…However, while learning environments and campus/school structures are undergoing rapid adaptation…I am not so sure that human cognition and the essentials of how learning works have changed that much, have they?

Ideal results can only stem from an 'ideal' education system, especially in South Africa. The system continues to be fraught with inequalities and inequities exacerbated by political expediency. I concur with Denise to go back to the drawing board about education lest we further damage those who are recipients of our craft.

Yes, Msebenzi! More important than methods to reach 'ideal' results are:

Goals of education

Equality of quality education

Upgrading of competence of teachers who feel insecure

Motivation of learners by job opportunities!

These are some of the prerequisites.

Only then does the question of methodologies make sense.

Best wishes to you!