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Teaching Method

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Teaching Method

Concepts and Terminology

In every scientific and specialized category, it is necessary to be familiar with specialized terms, because we deal with these terms in a practical way during scientific activity. In teaching methods, it is also necessary to be familiar with the following terms:

1. Method: A planned effort to achieve the desired is called a method. Therefore, if an effort is made without planning, that work will not be methodical. Also, planning without effort and effort to achieve the desired does not fall under the category of methods.

2. Teaching: The mutual activity or interaction between the teacher and the learner with the aim of learning is called teaching. The basic point of this type of activity is that it is two-sided, and the psychology of communication will be the basis for this issue. It has been said that the set of logical and continuous actions that the teacher performs in order to present a lesson is called the teaching process.

3. Learning: It is a process by which relatively stable, experience-based, and conscious changes are made. Since the basis of education is learning, we will discuss it in a separate topic and explain its factors, obstacles and stages.

4. Motivation: The skill and power of the teacher in the ability to motivate the learner is called motivation, the key to learning is motivation and the art of the teacher is manifested in creating motivation among the learners. We use the concept of motivation when we want to discuss the cause or causes or determinants of personal or group behaviors and find out what internal and external factors have caused such behavior to appear or have led to that behavior.

Curriculum Design; Pre-Teaching Skills

Course design is the process by which a teacher's work plan is determined throughout the academic year. To design a course of study, it must be broken down into smaller components and presented in a specific and pre-designed schedule. This section is very similar to the content analysis previously mentioned, but it is more detailed and specific.

Curriculum design is generally divided into two parts:

a) Practical plan and program

Teaching includes the way a teacher teaches and his practical method, including the quality of lesson presentation and side programs such as requesting individual and group research, conferences, daily evaluation, and weekly exams. The teacher's creativity and innovation are very effective in this section, and with perseverance and strong will, a teacher can carry out a practical curriculum plan and program regularly and continuously, thus shaping his personality in the minds of the students. For example, a teacher can tell a short moral story for each lesson and prioritize moral education over scientific education. It is worth noting that the teacher has the option of stating the above at the very beginning of the year or of demonstrating his plan in practice by regularly performing these behaviors.

 

b) The correct plan and program that is presented at two stages.

1. Annual Curriculum Plan and Program (Long Term)

On the first day of the training period, the teacher presents this plan by writing the general topics on the board and verbally referring to some of the details that are effective in motivating students to attend classes. In fact, before attending the class, he must arrange the materials according to a specific schedule and present them later so that there is no change or displacement in the implementation of this scientific plan. This action sets a clear horizon for the learners from the end of this training period and they can plan for themselves in accordance with this annual plan of the teacher.

It is worth noting that the annual plan should never be limited to the list of books, but the teacher should refer to the educational text and select some materials that are not on the list, but are consistent with the materials of the teacher's annual plan or have a significant impact on the attractiveness of the materials, and include them in the plan. The official holidays of the country should be taken into account and the educational text should never be divided into three parts for one third and four parts for one half, but this scheduling is done by referring to the calendar. The year should be divided into smaller parts such as months, weeks and days and the educational content should be put into these time frames. There should always be the necessary coordination between the goal and other educational activities in each year.

2. Daily lesson plan and program (short term)

In addition to the annual plan that contains the general outline of the desired educational text, the teacher should also write a lesson plan and program for each school day. In other words, a written and considered plan should be written for a session. In this lesson plan, the general contents of the material to be taught in a school day are written, and the details, examples, and essential points are written in a very concise and cryptic manner in a corner of this plan to be used in later years and, on the other hand, for the teacher in the classroom. It is obvious that in the first years of teaching, it is not possible for the teacher to memorize the material, and this lesson plan helps him remember the material, and in addition, the priority and delay of the material will also be logical. The lesson plan helps to gain the trust of the student, and he understands through this that the teacher takes time to teach and the discipline and moderation of the teacher's behavior in speech are due to this daily lesson plan, which saves time and makes optimal use of it.

The components of the daily lesson plan are:

1. Determining the goal of the new lesson; The teacher should determine the new goals of the desired lesson using the principles and techniques of goal classification that we briefly explained earlier.

2. Determining the entry behavior; The teacher should determine the students' learning and abilities before starting the new lesson in order to plan the new lesson in accordance with their previous learning.

3. Preparing the entry behavior test; The teacher can find out the student's knowledge by asking questions that are based on previous abilities and skills and general knowledge. Therefore, the questions should be determined in advance to achieve results in a short time.

4. Determining the teaching steps and methods; These steps can be considered mentally or written down on a paper designated as the lesson plan. These steps are listed as follows:

a) Preparatory activities before teaching, such as the presence and absence of students, ensuring the mental and physical health of students, and reminders for taking notes on the new lesson.

 

b) Preparing and motivating students, the method of motivation must be specified in advance.

c) Presenting a new lesson based on previously determined goals and paying attention to the absence of interference between generalities and details or between main and secondary content.

d) Supplementary activities, meaning that after presenting a new lesson, the teacher completes the teaching by summarizing or presenting a summary of the lesson or requesting repetition of the material from the learners, and speeds up the learning process by considering practice or research for them. All of these items must be specified in the lesson plan.

e) Selecting teaching aids in accordance with the subject under discussion and the facilities of the educational institution or economic and ancillary issues. In this section, one should not be idealistic and make promises that cannot be implemented and lead to broken promises.

Top Universities in the World for Teaching Methods:

1. Harvard University, USA

2. Oxford University, England

3. Imperial College London

4. British Columbia University

5. University of Melbourne, Australia