I like small classes (in mathematics) where one has a lot of interaction, with students doing most of the thinking and talking (if possible). Some people call this IBL (inquiry-based learning).

I do like asynchronous debates but I only use it if it is appropriate for meeting the lesson objectives. The latter helps students to think critically about the course topic and often results in high levels of participation by students due to the competitive nature of debating. Here's a link to a conference paper that explains how to set-up the debate and the feedback from students: Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Best regards,

Debra

I like a class with one-third lecture, one-third small group activity, and one-third student presentation to the rest of the class of what their groups learned.

Hi!

I prefer (-; to lecture from my rich experience and deep knowledge in my specialised areas and make an intelligent remark and fun joke here and there. And students may also both appreciate it and prefer it when compared to more demanding study work and teaching designs. That does not mean that it is what I should do. Teachers are not primarily in the happiness business anyway.

I write this just to question if "preference" is important or should be leading in what teachers should do. Learning is fun, but mostly in retrospective. It is hard and complex work for the most. Teaching as well. I really think that Biggs, in his reasoning about "constructive alignment", has a point when he say that we should not focus on sorting the student in good or bad, nor think that everything depends on the teacher. The most important is that students engage with the content and take teacher and other students to help. Whatever causes that can be a constructive way of teaching.

I share the same with Anders that teachers are constantly looking to utilize those effective teaching practices that are likely to yield a positive outcome for students. In fact, it's essential that I may try new things to add to my pedagogical repertoire, but it's important to focus on purpose and intentionality. And then, what really weighs to a greater extent more than anything is the reason behind why I do what I do.

I would often choose to step offstage and facilitate entire class discussion because this allows my students to learn from each other. It's also a great opportunity for me to formatively assess, through observation, how well my students are understanding, learning materials to the level they are supposed to learn.

Hello,

Methods are important sign posts that teachers use to attain the targeted outcomes of a given course. However, the use of the method should not influence the teacher's creativity. To support my position, I use professor Kumaravadivelu's actor/author dichotomy. Blind adherence to the guidelines provided by a specific method would turn a teacher into an actor who has to follow a script mechanically. The teachers should act as authors using their professional ingenuity to satisfy the needs of the learners in particular situations. Therefore, while the use of methods are crucial, it is the teacher's arts and craftsmanship that pave the way for effective learning.

Best regards,

R. Biria

I have recently come across a book entitled Naked Teaching. In fact, one of my colleagues suggested it to us. Effective teaching has to account for the current student--you know the student who has an attention span of about two text messages. If we try to do what we always have done, we may not succeed. I think working in small groups, if possible, is a very good technique. Usually I put reading material on emails to my class, then do a quick review of the material convered in the email. This is done in small groups, with groups reporting to the whole group, and a whole-group consensus resulting. My class, which is a graduate class in Speech-language pathology, is a lab class, so much of the five hour class is taken up with labs. We mix lab partners daily so everyone gets to work with everyone else. This has proved to be very effective. I do agree with all the above responses to this very interesting question. I try to take the students where they are, and, hopefully, help them gain new knowledge based on what they already know.

The method that I use depends on the class. I think educators need to explore different methods and put them in a toolkit. Not every class is the same and to be set on a method may minimalize the desired effect. Take inventory of who your learners are, this will help align the method of instruction to the learning community and minimalize rigidity. Whatever method you employ, remember that it should encourage the student (and yourself) to develop a growth mindset (Mindset, Carol Dweck, 2016).

Dear Betty Ann Kling,

Yes a agree with you.

with my best wishes!

Dr. Adel OUESLATI

Dear Jeffrey Knox ,

Yes, i agrre with you. With my best regards!

Dr. Adel OUESLATI

Dear Reza Biria ,

I agree with with my best regards!

Dr. Adel OUESLATI

Dear Tefera Tadesse ,

Thanks a lot for your elegant reply.

with my best wishes!

Dr. Adel OUESLATI

Dear Prof. Anders Norberg ,

Thanks so much for your detailed reply.

I agree with you. with my best regards!

Dr. Adel OUESLATI

Dear Debra Sharon Ferdinand-James ,

Thank you veru much for your elegant reply.

The recommended paper is an excellent work.

With my best wishes!

Dr. Adel OUESLATI

Dear Kirk MacGregor ,

Thanks a lot for your reply.

I agree with you.

with my best regards!

Dr. Adel OUESLATI

I like small classes (in mathematics) where one has a lot of interaction, with students doing most of the thinking and talking (if possible). Some people call this IBL (inquiry-based learning).

Dear Prof. Annie Selden

Thanks alot for your elegant reply. I'a gree with you.

With my best wishes!

Dr. Adel OUESLATI

Like Jeffrey Knox, I also prefer to provide reading materials in advance and discuss that in the class through small group sharing. The problem in my context is finding the up-to-date and good reading materials on various topics...

I think that the problems is not to bring a bulk of teaching pedagogies; it is to apply what to suit your audience all the time and because we are humans and we are exposed to a flux of change, thus the flipped pedagogy is the best

Dear Dr. Ahmed Awad Amin Mahmoud Raba ,

Thanks a lot for the elegant answer. I agree with your reply; flipped pedagogy can be a prefered way of teaching.

With my best regards!

Dr. Adel OUESLATI

Dear Dr. Adel,

Best regards

I prefer to collaborate with colleagues and involve and engage students in orienting themselves/exploring problems/dilemmas/"training" skills that are relevant for them as teachers/discussing theory and linking it to practice. I usually organize them in groups and follow/comment their progress through digital plattforms and by "visiting" them. To ensure that students learn relevant content and are prepared to solve tasks, they read articles/books//watch videos before seminars and I usually also add to this/comment on the content in a short lecture. Some student groups prepare themselves without much push. Others need push. In case they need push, I make student-groups responsible to check that we all have prepared ourselves for seminars. Often they do this through a kahoot/quiz that is used to "kick start" the seminar.  

there is no one method for me. I use mixed method of them all.

It dependes on topic what you are going to teach but I would like to use discussion method with my class and group discussion also .

Since I work with high school students with severe and profound multiple disabilities, I use a variety of teaching methods in my classroom. For example, I talk for those who can hear, use picture symbols for those who cannot hear, and tactile representations for those who have vision and hearing impairments. If my students are verbal, I expect a verbal response. If not, my students use picture symbols and voice output devices to participate and communicate.

This year I am implementing project-based/service learning into my curriculum. It is a slow process, but my students are more engaged and attentive. We are learning about Earth's materials, specifically rocks, and participating in the Kindness Rocks Project. This combines academics, transition, and social skills. So far, so good!

Dear Denise Griffin ,

Thanks so much for your elegant and detailed reply. It's a good to learn how to manage students with disabilities. Certainly, you have a good personal qualities which allow you to succed in your work.

With my best regards!

Dr. Adel OUESLATI

Nothing. No teaching method suits me best. I prefer teaching method that best suits my particular set of students.

I normally prefer teaching methods which would rather help students to properly understand the topic to be discussed. As an Art tutor, some topics requires you to demonstrate to students whiles other would expect you to lecture and later send students on a field tripe.

Good night:

I believe that the CLT and its extension TBL are the most suitable for my classes, considering my teaching context. Now, considering current trends about Postmethods in Pedagogy, a combination of CLT-Postmethod and TBL-post method would be excellent to foster critical thinking and communicative skills in my students.

Regards,

I use Mediated Learning Theory as I’m an educator in product design

design is an experience so Theory is only limited to 10 minute presentation rest are all one to one sessions and student presentactions with active critiquing and learning.Studentshave to apply Theory to practical situations. Situations are simulated and every student or a group of students is given a different area to work. While presenting most real life scenarios are covered

I mediate if and when necessary .

Dear Dr Poornima,

I agree with you. I believe that your teaching method is efficient.

with my best regards!

Dr. Adel OUESLATI

Dear Sadaf Sadeghi,

Thanks so much for your elegant reply. Thanks a lot for your video.

With my best wishes!

Dr. Adel OUESLATI

Adding to the previous comments of mine, I would like to highlight the key concept of Coyote teaching such as edge experience

Interesting discussion!

I completely agree with Dr. Anders.This has so far proved to be a great success, for more focus in class and reduction in the absenteeism.

Best wishes

The choice of specific teaching method depends on what i am teaching in the lecture . A specific teaching method may suitable for a subject ,but it may be not so for other subjects,so that i use many methods for teaching as the educational situation required.

I share the same with Anders that teachers are regularly looking to exploit those effective teaching practices that are probable produce a positive outcome for students.

PPT presentation alongwith story telling method.

It is depend on subject. However, Ppt presentation good method.

Dear colleague Aamer,

Thanks a lot for the reply. Yes, PPT presentation can be a suitable method.

With my best regards!

DR. Adel OUESLATI

Black board presentation of the material, with discussion of concepts, clarification of doubts and exercises for problem solving.

at the end of the lecture ppt slides provided which consist of the a collection of important ideas and results related to the lecture presentation.

Dear Debopam,

Thanks a lot for your elegant reply.

With my best regards!

Adel

Black board and Power Point Presentation, Group Discussion, Question-Answering etc.