method education

Methods for Quantitative Research in Psychology

• Conducting Research

Psychological Research

August 2023

This seven-hour course provides a comprehensive exploration of research methodologies, beginning with the foundational steps of the scientific method. Students will learn about hypotheses, experimental design, data collection, and the analysis of results. Emphasis is placed on defining variables accurately, distinguishing between independent, dependent, and controlled variables, and understanding their roles in research.

The course delves into major research designs, including experimental, correlational, and observational studies. Students will compare and contrast these designs, evaluating their strengths and weaknesses in various contexts. This comparison extends to the types of research questions scientists pose, highlighting how different designs are suited to different inquiries.

A critical component of the course is developing the ability to judge the quality of sources for literature reviews. Students will learn criteria for evaluating the credibility, relevance, and reliability of sources, ensuring that their understanding of the research literature is built on a solid foundation.

Reliability and validity are key concepts addressed in the course. Students will explore what it means for an observation to be reliable, focusing on consistency and repeatability. They will also compare and contrast different forms of validity, such as internal, external, construct, and criterion validity, and how these apply to various research designs.

The course concepts are thoroughly couched in examples drawn from the psychological research literature. By the end of the course, students will be equipped with the skills to design robust research studies, critically evaluate sources, and understand the nuances of reliability and validity in scientific research. This knowledge will be essential for conducting high-quality research and contributing to the scientific community.

Learning objectives

• Describe the steps of the scientific method.
• Specify how variables are defined.
• Compare and contrast the major research designs.
• Explain how to judge the quality of a source for a literature review.
• Compare and contrast the kinds of research questions scientists ask.
• Explain what it means for an observation to be reliable.
• Compare and contrast forms of validity as they apply to the major research designs.

This program does not offer CE credit.

More in this series

Introduces applying statistical methods effectively in psychology or related fields for undergraduates, high school students, and professionals.

August 2023 On Demand Training

Introduces the importance of ethical practice in scientific research for undergraduates, high school students, and professionals.

ECE 364: Programming Methods for Machine Learning (Fall 2024)

Teaching Staff

Class Time & Location

Work submission logistics.

Gradescope for assignments (self-enrollment code EV6W7W ): [link]

Course Information

In this course, you will learn how to use auto-differentiation tools like PyTorch, how to leverage them for basic machine learning algorithms (linear regression, logistic regression, deep nets, k-means clustering), and how to extend them with custom methods to fit your needs. Auto-differentiation is one of the most important tools for data analysis and a solid understanding is increasingly important in many disciplines. In contrast to existing courses that focus on algorithmic and theoretical aspects, here we focus on studying material that permits deploying auto-diff tools to your area of interest. Pre-requisites:  Math 257 (Linear Algebra with Computational Applications) or equivalent, basic probability, and proficiency in Python. Recommended Reference Texts: (1) Pattern Recognition and Machine Learning by Christopher Bishop (2) Machine Learning: A Probabilistic Perspective by Kevin Murphy (3) Deep Learning by Ian Goodfellow and Yoshua Bengio and Aaron Courville

Please note that these books are more comprehensive than the material covered in this class. Course Deliverables: (1) Homeworks (submission on Gradescope) (2) Midterm Exams: There will be two midterm exams.

40% Homeworks; 30% each Midterm

The syllabus is subject to minor changes.

• Open access
• Published: 28 August 2024

Using PACS for teaching radiology to undergraduate medical students

• Mojtahedzadeh Rita 1 ,
• Mohammadi Aeen 1 ,
• Farnood Rajabzadeh   ORCID: orcid.org/0000-0001-6581-4716 2 &
• Akhlaghi Saeed 3  

BMC Medical Education volume  24 , Article number:  935 ( 2024 ) Cite this article

Metrics details

Traditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.

This study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.

Fifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.

No significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p  = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p  = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p  = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).

PACS-based training enhances medical students’ diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results

Peer Review reports

Introduction

Radiology is a fundamental component in basic medical education, bridging the gap between anatomy and clinical practice. Like other fields of medical education, radiology education faces the challenge of transitioning from passive learning to interactive and experiential learning [ 1 , 2 ]. With the expansion of the field of radiology, radiology education has undergone a revolution. Doctors used to carry plain films and show them using projectors or view boxes because plain films were the only main diagnostic method in radiology during the 1970s. Since the introduction of computed tomography (CT) and magnetic resonance imaging (MRI) in the late 1980s, the increase in the amount of image data associated with these imaging modalities has led to a greater demand for compatible information storage systems. Therefore, the picture archiving and communication system (PACS), capable of storing, retrieving, distributing, analyzing, and digitally processing medical images, has become an essential tool in clinical work today [ 3 , 4 , 5 ]. However, due to hardware and software limitations, the use of PACS in radiology education remains somewhat limited [ 6 , 7 ]. Currently, most radiology education still relies heavily on textbooks and traditional computer media such as PowerPoint or Word files both of which lack student interaction. PACS offers advantages such as interactive image viewing, 3D reconstruction capabilities, and the ability to simulate real-life radiology practice, which traditional methods lack. These features enhance students’ understanding and interpretation of radiological images, addressing the shortcomings of conventional methods. There is a minimal probability for a medical student to see whole images like a real radiologist in class. It is often a challenge for them to understand 3D anatomical images, as well as a comprehensive view of diseases. Consequently, some students may attempt to independently identify abnormal findings and analyze and formulate radiological diagnoses. According to one study, only a limited number of final-year medical students had satisfactory basic radiology interpretation skills, which necessitates the search for a more effective method of training [ 8 ].

Recent advancements in radiology teaching methods have previously been reported in addition to face-to-face teaching, including problem-based learning (discussion of a case or scenario consistent with curriculum objectives and students’ independent research to complete subject knowledge and share findings), case-based learning (showing several radiographs of the same subject and discussing them), and team-based learning (student collaboration by creating learning groups) [ 8 ].

In contrast to these conventional methods, a new method was created under the concept of learning from experience. This virtual method is based on individual learning in the PACS software environment, enabling students in the role of radiologists to interpret and diagnose radiology in a simulation environment. All common items are shown to the student using PACS instead of selected specific images. Students are allowed to see the whole image, do basic reconstructions of the images freely, and find specific features of the image by themselves. During this process, students can access PACS and clinical information, integrating clinical knowledge and 3D reconstruction ability, essential to arriving at radiological diagnoses PACS enables efficient archiving and transfer of medical images. Initially developed in the U.S. in the 1980s, it later expanded to Europe and Asia, including China, Japan, and Korea [ 9 ]. Iran has also implemented PACS, improving its medical imaging infrastructure with global DICOM standards.

The goal of this learning method was to compare the effectiveness of practical radiology training through traditional face-to-face interactive lectures with the virtual practical radiology training method based on individual learning in the PACS software environment for medical students.

The use of PACS in healthcare in Iran has only recently become widespread, primarily for patient management and diagnosis, and is rarely used for educational purposes. Iran, as a country with a rapidly developing healthcare system, faces unique challenges in medical education. This study seeks to compare radiology education in Iran with existing literature and to understand its context in relation to the region and worldwide. Managing medical education effectively is a significant challenge. And this research addresses this by introducing innovative teaching methods. Specifically, current study investigates the effectiveness of using PACS on medical students radiology education compared to traditional methods.

The research population was the medical students of the Islamic Azad University of Mashhad during the academic year 2021–2022. The entry criteria were: being a medical trainee student, consent to enter the study, and the exclusion criteria were: students who had previously graduated in radiology or other medical sciences and students who had renewed their course in radiology. participation in the study was voluntary, and students were informed that it would not impact their end-of-section evaluation After obtaining informed consent, they participated in the study. Ethical approval for this study was obtained from the Virtual University of medical sciences with the reference number [IR.VUMS.REC.1400.022]. This proposal was implemented after being approved by the ethics committee and obtaining the code of ethics.

Participants

The sample size was calculated using power analysis to ensure the study had sufficient power to detect a statistically significant difference between the control and intervention groups. Assuming an effect size of 0.5, a significance level (alpha) of 0.05, and a power of 0.80, it was determined that at least 50 participants were needed. To account for potential dropouts and ensure robustness, a total of 53 students were included in the study. According to the calculated sample size, four rotations of radiology internship students were included in the study for each of the control and intervention groups (each rotation is about 5–10 students). Due to the prevention of contamination, the first four rotations were assigned to the control group and the next four rotations to the intervention group.

The validity of the tools used in this study was established through expert review and pilot testing. Content validity was confirmed by 10 faculty members specializing in radiology. Reliability was assessed using Cronbach’s Alpha, yielding a coefficient of 0.91, indicating high internal consistency. In this study, three tools were used: measuring the level of knowledge, measuring the level of performance, and measuring the satisfaction of students in both groups (Appendix 1 ) and self-evaluation for PACS learning in the intervention group (Appendix 2 ). After one month of class, the final exam was taken which was a combination of 20 multiple choice questions and 5 short answer type questions (description and image recognition). The scores of the questions were collected as an objective assessment. To provide a subjective assessment of radiology learning, all students were invited to complete a satisfaction questionnaire on how radiology was taught. Also, the students of the intervention group were invited to complete a questionnaire for their self-evaluation of the amount of PACS learning. A 5-point Likert scale was used in both researcher-made questionnaires. The questionnaire used was created for this study. Informed consent was obtained from each patient whose data was used in the study, ensuring they were fully aware of how their medical images would be utilized for educational purposes.

Familiarization with PACS

Before starting the study with the PACS system, students were given an introductory session that covered the basics of PACS functionality, including how to navigate the software, view and manipulate images, and use the various tools available for image analysis.

Knowledge and performance measurement tools

In the knowledge section, questions evaluated theoretical content, and the performance section involved diagnosing radiographic image. Students described the type of radiography, pathological signs, and the final diagnosis. Multiple-choice questions and short answer questions were used to assess knowledge and performance The specific type of radiography used in this study included plain radiographs, computed tomography (CT) scans, and magnetic resonance imaging (MRI). These imaging modalities were chosen to cover a broad spectrum of radiological techniques relevant to the medical curriculum. In the subject of knowledge, 20 multiple-choice questions were proposed based on the objectives of the lesson and the blueprint, which was approved by two colleagues of the radiology department, which must have been consistent with the objectives of the lesson. In the discussion of the performance of 5 of radiology images, which again corresponded to the objectives of the lesson and the blueprint, and it was approved by two colleagues of the radiology department that the objectives of the lesson were covered, they were provided to the students, and the students had to describe and diagnose the radiographies. The radiology images in both groups adequately covered the goals, but they were taught to the students in two different ways described.

Student satisfaction questionnaire

This questionnaire aimed to determine student’s satisfaction with the educational method. It consisted of ten questions graded on a 5-point Likert scale the range of scores was between 10 and 50 and higher scores indicating greater satisfaction. The content and form validity were confirmed by 10 faculty members and reliability was obtained by Cronbach’s Alpha test of 0.91.

Student self-assessment questionnaire

This questionnaire evaluated the learning rate of the PACS teaching method. It consisted of twelve questions graded on a 5-point Likert scale, and the range of scores was between 12 and 60, and higher scores indicate learning. Content and form validity were confirmed by 10 faculty members and reliability was assessed with a Cronbach’s Alpha of 0.91.

Implementation method in the control group

The teaching strategy involved traditional face-to-face interactive lectures using PowerPoint presentations. The practical part included demonstrating selected radiographic images on slides and discussing their interpretation.

This method aimed to develop the student’s ability to diagnose and interpret radiographs through structured lectures and guided discussions. A pre-test was conducted in the first session to determine the student’s initial knowledge and performance levels. The classes were held daily in person. After teaching the theoretical part with a PowerPoint presentation, radiographic images were shown to the control group for interpretation and discussion. This conventional method aimed to develop the ability to diagnose and interpret radiographs. The post-test to determine knowledge and performance was performed and the education satisfaction questionnaire was completed at the end of each rotation.

Bias caused by human factors during the teaching of the two groups was controlled by standardizing the teaching materials and methods across both groups. Additionally, the instructors were blinded to the group assignments to prevent any conscious or unconscious bias in teaching and assessment.

Implementation method in the intervention group

The stages of developing the training course using PACS software and DICOM were as follows: 1). Initial planning and curriculum alignment, 2) Selection of relevant radiographic cases, 3) Configuration of PACS workstations, 4) Training faculty on PACS software, and 5) Implementation of PACS-based learning sessions for students, followed by assessment and feedback.

After the control group, the rotations of the intervention group were included in the study, and the pre-test was administered to the students of the intervention group. Assessment of knowledge with multiple choice questions and performance with radiographic images was with short answer questions. The classes were held daily in person. In the intervention group, after participating in the theoretical part of the course, which was similar to the control group and was held face-to-face, for the practical part, they were trained in a virtual way with Adobe Connect software, and there was no face-to-face class for radiography images. In this way, students were given access to PACS Radiant software (installation on personal desktop). Following the teaching of the theoretical part, based on the goals of the radiology course for medical trainees, a number of images of the brain, lungs, bones, urinary tract, and digestive system (including radiography, CT and MRI) were assigned to the students of the intervention group, and the images of these patients were completely at their disposal.

The computers used were personal desktops with standardized configurations. Adjustments and calibrations were made to ensure all students could view images with consistent quality and brightness, replicating the clinical environment as closely as possible. This software enables students to perform basic operations with images, such as windowing, comparing different MRI sequences, and performing cross-sectional reconstruction (MPR) or 3D reconstruction, exactly as a radiologist does and has the facilities. After studying the material and checking the images, the students were required to announce the completion of their study to the teacher and they were given the opportunity to review the pictures, ask questions, and solve problems with the teacher in the virtual space.

The post-test to determine knowledge and performance was performed in the intervention group. The education satisfaction questionnaire was completed at the end of each rotation. The self-assessment questionnaire for PACS learning was completed at the end of each rotation.

Data analysis

The data was analyzed with SPSS-17 software, IBM, US. Central and dispersion indices were used in the descriptive statistics report, and a T-test was used in the analytical section, independent t-test, paired t-test and, chi-square test were used to compare the data. The confidence level was set at p  < 0.05.

A total of 52 students entered this study, 28 students in the intervention group and 25 in the control group. The students were similar in terms of age, gender, and overall academic average ( p  = 0.05) (Table  1 ). The average age in the control group is 26.04 ± 3.96 and in the intervention group is 24.29 ± 2.14. The result of the independent t-test shows that the average age in the two groups is not different ( P  = 0.060). The average overall academic grade point average of the medical course in the control group is 15.73 and in the intervention group is 16.01, which has no difference ( P  = 0.383) (Table  1 ).

The control group included 25 people, 16 of whom were women and 9 of whom were men, and the intervention group included 28 people of whom 16 were women and 12 were men. The result of the chi-square test shows that the two groups do not differ in terms of gender ( P  = 0.610). Evaluation result: At the beginning of the exam, there were two parts of a multiple-choice test and a short answer for the interpretation of radiology images (pre-test). The same exam was done twice at the end of the one-month session (post-test). It was a multiple-choice test to check knowledge and a short answer test to check performance.

The result of the independent t-test shows that the score of the multiple-choice test before and after the intervention, as well as the changes in the test score, are not different in the two groups. ( P  = 0.084, P  = 0.883, P  = 0.764) The result of the paired t-test shows that the multiple-choice test scores of the students before and after the intervention differ between the case and control groups, and it is higher after the intervention. ( P  < 0.001, P  < 0.001) (Table  2 ) The result of the independent t-test shows that the score of the student’s short answer test, which was for the interpretation of radiology images, is not different before and after the intervention ( P  = 0.002 and P  = 0.444, respectively). The changes in the test scores are different in the two groups and are more in the intervention group. ( P  < 0.001) The result of the paired t-test shows that the score of the short answer test of the students before and after the intervention is different according to the case and control groups, and it is higher after the intervention. ( P  < 0.001, P  < 0.001)

The result of the independent t-test shows that there is no difference in the level of satisfaction with the teaching method between the two control groups with a score of 39.44 ± 7.76 and the intervention group with a score of 36.54 ± 5. ( P  = 0.129) (Table  3 ).

The analysis of the satisfaction questionnaire in the intervention group showed that most students were satisfied with the organization (64%) and interaction of the learning activity (64%) (Table  3 ). Most students use this learning activity to learn radiology (85%). They found it useful. More importantly, a large percentage of students stated that PACS training encouraged personal interest in radiology (82%) as well as satisfaction with the quality of learning (71%). Also, in the intervention group, based on the self-evaluation form, they stated that with the abilities of PACS (75%), the principles of CT (71.4%) and its interpretation (64.3%), choosing the appropriate window (75%), the location of different organs in the image (82.9%) and their vicinity (85.7%) are familiar (Table  3 ). An evaluation of the impact of the intervention on participants’ knowledge is included, showing significant improvements in their understanding and diagnostic skills, highlighting the effectiveness of the PACS-based training method.

Traditional practical radiology training that continues to be used today provides only a cross-section of the entire routine imaging. While this teaching method may be useful in helping students manage the features of routine imaging, it may be inadequate for learning anatomy [ 10 ]. Hence, students may have difficulty interpreting images independently during clinical practice when they are expected to do so [ 11 ]. Although a variety of radiology educational models such as problem-based learning and the use of dynamic images can solve part of this problem, images of the main workplace are the most ideal learning method [ 12 , 13 ]. The experiential learning theory, developed by Dewey, Kolb and others provide explanations for how students learn things in their own way as they react to their perceptions of a real experiences. This concept is explained by principle of constructionism, which is the base of experiential learning [ 13 ].

During this study, a training course using PACS software and DICOM viewer was developed to simulate a work environment that reflects the typical clinical work of a radiologist. The results of the study indicated that this educational approach allows for better clinical guidance, which is necessary to help students form a holistic view of anatomy and pathology. Most importantly, this educational method helps students to develop critical thinking and a systematic approach to formulating imaging interpretation and differential diagnosis, which may be partially due to the exploratory atmosphere of the experiential learning mode. Apart from the objective improvement in imaging descriptions and interpretations, subjective improvements in self-confidence from students’ feedback to self-assessment questionnaires, as well as skills including determining the order of imaging reading, choosing the appropriate window, and also choosing the reconstruction method, which may result under the influence of direct activity during The course of learning and discussion should be free. In addition, the experiential approach allows for better interactions that increase interest in radiology [ 14 ].

To provide students with access to the Radiant PACS software (installed on their personal desktops), following the theoretical section and based on the objectives of the radiology course for medical trainees, a number of images from the brain, lungs, bones, urinary, and gastrointestinal systems (including radiography, CT, MRI) were assigned to the intervention group. These patient images were fully available to them. This software enables students to perform basic operations on images, such as window adjustment, comparing different MRI sequences, and performing multiplanar reconstruction (MPR) or 3D reconstruction, exactly as a radiologist does within the PACS system.

To resolve the issue of patient confidentiality, all patient identifiers were removed from the images before they were made accessible to students. Additionally, access to PACS was restricted to ensure that students could only view and analyze the images without accessing sensitive patient information.

Undergraduate students had limited access to PACS, ensuring they could not modify or delete any content. Additional software controls were implemented to restrict access and prevent any unauthorized changes. This ensured that the integrity of the medical images was maintained, and patient care data was not compromised.

Our study shows the effectiveness of PACS in training in the study of anatomical imaging. Anatomy is the basis of radiology training. In theory, reading CT and MRI images is a good way to study anatomy because continuous scanning helps students understand the three-dimensional concepts of the relative adjacencies of body parts [ 15 , 16 ]. Globally, they concluded that anatomical imaging increases the quality and efficiency of teaching human anatomy [ 17 ]. However, it is difficult to discern the entire anatomical structure from a single cross-section of the image, which increases students’ confusion [ 16 ]. The results of this study provide evidence that continuous scan reading improves students’ comprehensive understanding of anatomy. Furthermore, by using multiple reconstruction methods, 3D images are more comprehensively examined by students, which has been confirmed by other studies [ 18 ].

The integration of PACS in medical education has been shown to enhance the learning experience by providing students with interactive and practical tools for understanding radiological images. Recent advancements in healthcare technology acceptance highlight the importance of user-friendly interfaces and training for successful implementation [ 19 ]. Moreover, the current state of medical education in the UK emphasizes the adoption of advanced technologies like PACS to improve educational outcomes and prepare students for real-world clinical environments [ 20 ]. The utilization of big data technologies in conjunction with PACS further enhances the management and analysis of medical images, facilitating a more personalized and effective learning experience for medical students [ 21 ]. Additionally, recent market reports indicate a steady growth in the adoption of medical imaging technologies, including PACS, driven by advancements in AI and machine learning, which are poised to revolutionize medical education [ 22 ]. These developments collectively underscore the critical role of PACS in modernizing medical education and improving the quality of training for future healthcare professionals. Also, the implementation of PACS could significantly enhance radiology education by providing access to digital imaging resources that may otherwise be unavailable.

Compared to Chen et al.‘s study [ 1 ], the study was conducted on 101 students, but our study was on 52 students. Satisfaction with PACS training in Chen’s study was on average 80% and in our study, it was about 65%. The percentage of being interested in radiology in this study and Chen’s study was almost similar. Also, in our study, similar to Chen’s study, there was no difference in pre-test scores between the two intervention and control groups. Also, the final scores in Chen’s study and our study were not significantly different, but the scores of interpretations of pictures, which in our study were equivalent to a number of stereotypes in the form of PowerPoint with short answer questions, showed a significant difference in both our study and Chen’s study.

​ In the study of Restauri [ 6 ] and Soman [ 23 ], as in our study, PACS was used to teach medical students, and at the end of the course, only a survey form was filled by the students, and the impact of using PACS on the ability to interpret radiology images by students was not done. In the above two studies, after using PACS, students stated that they gained more confidence on interpreting images and would use PACS in the future, which was similar to the survey results in our study. It takes a lot of effort to do this kind of training. PACS and a suitable DICOM viewer represent basic software requirements for training and to protect patient privacy, DICOM data from PACS rather than linking to the original PACS. Copied In this way, a PACS simulation for medical education was obtained [ 6 ]. In addition, teacher guidance is a vital element in education. A minimum of 3 instructors with experience in standard radiology training is required for a class, as team discussion is a major component of the training. In experimental courses, students need educational help both to guide reading the picture and to answer the questions. Therefore, teaching professors need specific work experience in the radiology department. Having said that, the lack of a radiology professor prevents the use of this training and this training model acts as a limitation on a larger scale. There are several limitations to the study. First, due to the limited number of supervisors, the sample size was correspondingly limited. Secondly, it was a single study center. Thirdly, due to the limitation of the operation, some students did not answer some of the questions in the questionnaire. Although the probability is very low, it still has the chance to bias the result. Fourth, although we control for faculty and teaching standards between the two groups, human bias is still a factor that cannot be completely avoided in practice. Fifth, although we used objective assessment measures, the study also revealed the weakness of our assessment system in radiology education. The study instrument consisted of paper and pencil tests, with most questions consisting of objective items that test memory, such as multiple-choice questions and short answer questions. Furthermore, the mental items used to test application ability are limited. As a result, only a small part of the final test reflects the difference between the experimental training group and the control group. Other test forms such as bedside examinations and multi-station examinations should be used in the future for better evaluation [ 24 , 25 ]. In this study, according to the curriculum, students entered the radiology department with different numbers during different periods, and 4 periods of students were entered into the study for each group. The exams were held at the end of the one-month section, so the exam was held in the control group and in the intervention group at different times, although we tried to make the questions the same in terms of number and content similarity. In the study of Chen et al [ 8 ], the test was conducted at the end of the semester and simultaneously for two groups. If this study is conducted with a larger number of students and in multiple centers, the results will be more valid.

PACS-based training is beneficial for medical students, enhancing their diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results. We believe that our findings suggest that PACS which is used routinely in healthcare diagnostic context, can also be used in medical students’ education and healthcare can be integrated in education.

Data availability

The demographic and clinical datasets generated and/or analyzed during the current study are available from the corresponding author (Dr. Farnood Rajabzadeh ) upon reasonable request.

Abbreviations

Picture Archiving and Communication System

Computed Tomography

Magnetic Resonance Imaging

Grade Point Average

Digital Imaging and Communications in Medicine

Statistical Package for the Social Sciences

Multi planar Reconstruction

Artificial Intelligence

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Acknowledgements

Farbod Rajabzadeh for helping in data gathering, Ladan Goshayeshi for helping in editing, Lena Goshayeshi for helping in editing.

This study was supported by the Smart university of medical sciences and Mashhad Azad University of Medical Sciences.

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Mojtahedzadeh Rita & Mohammadi Aeen

Department of Radiology, Faculty of Medicine, Mashhad Medical Sciences, Islamic Azad university, Mashhad, Iran

Farnood Rajabzadeh

Department of Community Medicine, University of Medical Sciences, Mashhad, Mashhad, Iran

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RM, FR, designed the study. FR was involved in the data gathering and interpretation of the results. AM and SA performed analyses. FR wrote the first draft of the manuscript. FR and RM edited the final version of the manuscript. All authors read and approved the final version of the manuscript.

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Correspondence to Farnood Rajabzadeh .

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Rita, M., Aeen, M., Rajabzadeh, F. et al. Using PACS for teaching radiology to undergraduate medical students. BMC Med Educ 24 , 935 (2024). https://doi.org/10.1186/s12909-024-05919-9

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IIT Roorkee concludes 10-day iRISE workshop for teacher development

Iit roorkee recently concluded a 10-day teachers' development workshop under the irise programme, aimed at empowering educators in uttarakhand to enhance stem education. the initiative, in collaboration with scert uttarakhand and iiser pune, focused on fostering innovation and practical teaching methods..

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• IIT Roorkee's iRISE workshop empowers teachers with STEM and innovation skills
• The 10-day workshop focused on hands-on, inquiry-based learning approaches
• Collaboration with SCERT Uttarakhand and IISER Pune boosts educational growth

The Indian Institute of Technology Roorkee (IIT Roorkee) successfully wrapped up a 10-day Teachers’ Development Workshop under the Inspiring India in Research Innovation and STEM Education (iRISE) programme. Conducted from August 21 to August 30, 2024, the workshop was a collaborative effort with the State Council of Educational Research and Training (SCERT) Uttarakhand and the Indian Institute of Science Education and Research (IISER) Pune. The primary goal was to empower teachers of classes VI to X in Uttarakhand to become Innovation Champions within their districts.

As a leading institution of national importance, IIT Roorkee played a crucial role in facilitating this workshop. The Continuing Education Centre (CEC) at IIT Roorkee, which focuses on advancing knowledge and professional development, teamed up with iRISE and IISER Pune to ensure the workshop's success. The programme introduced educators to foundational concepts in STEM education, process innovation, and cascade training, emphasising hands-on, inquiry-based learning approaches.

Professor Naveen Kumar, Dean of Academic Affairs at IIT Roorkee, highlighted the institute's dedication to educational innovation, stating, "At IIT Roorkee, we are committed to advancing educational excellence and fostering innovation. This workshop reflects our ongoing efforts to provide educators with the skills and knowledge needed to inspire the next generation of innovators. By empowering teachers, we are paving the way for a more innovative and forward-thinking future."

Professor Kamal Kishore Pant, Director of IIT Roorkee, emphasised the broader impact of the workshop, saying, "IIT Roorkee is dedicated to being a leader in education and research. By hosting this workshop, we are not only contributing to the professional growth of teachers but also advancing our mission to support STEM education across India. Our aim is to empower educators to lead with innovation and encourage students to think critically and creatively."

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Teaching Methods: Not as Simple as ABC

Teaching methods [teacher-centered], teaching methods [student-centered], what about blended learning and udl, teaching methods: a to z, for the love of teaching.

Whether you’re a longtime educator, preparing to start your first teaching job or mapping out your dream of a career in the classroom, the topic of teaching methods is one that means many different things to different people.

Your individual approaches and strategies to imparting knowledge to your students and inspiring them to learn are probably built on your academic education as well as your instincts and intuition.

Whether you come by your preferred teaching methods organically or by actively studying educational theory and pedagogy, it can be helpful to have a comprehensive working knowledge of the various teaching methods at your disposal.

[Download] Get the Complete List of Teaching Methods PDF Now >>

The teacher-centered approach vs. the student-centered approach. High-tech vs. low-tech approaches to learning. Flipped classrooms, differentiated instruction, inquiry-based learning, personalized learning and more.

Not only are there dozens of teaching methods to explore, it is also important to have a sense for how they often overlap or interrelate. One extremely helpful look at this question is offered by the teacher-focused education website Teach.com.

“Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use,” according to the informative Teach.com article , which breaks down a variety of influential teaching methods as follows:

Teacher-Centered Approach to Learning Teachers serve as instructor/authority figures who deliver knowledge to their students through lectures and direct instruction, and aim to measure the results through testing and assessment. This method is sometimes referred to as “sage on the stage.”

Student-Centered Approach to Learning Teachers still serve as an authority figure, but may function more as a facilitator or “guide on the side,” as students assume a much more active role in the learning process. In this method, students learn from and are continually assessed on such activities as group projects, student portfolios and class participation.

High-Tech Approach to Learning From devices like laptops and tablets to using the internet to connect students with information and people from around the world, technology plays an ever-greater role in many of today’s classrooms. In the high-tech approach to learning, teachers utilize many different types of technology to aid students in their classroom learning.

Low-Tech Approach to Learning Technology obviously comes with pros and cons, and many teachers believe that a low-tech approach better enables them to tailor the educational experience to different types of learners. Additionally, while computer skills are undeniably necessary today, this must be balanced against potential downsides; for example, some would argue that over-reliance on spell check and autocorrect features can inhibit rather than strengthen student spelling and writing skills.

Diving further into the overlap between different types of teaching methods, here is a closer look at three teacher-centered methods of instruction and five popular student-centered approaches.

Direct Instruction (Low Tech) Under the direct instruction model — sometimes described as the “traditional” approach to teaching — teachers convey knowledge to their students primarily through lectures and scripted lesson plans, without factoring in student preferences or opportunities for hands-on or other types of learning. This method is also customarily low-tech since it relies on texts and workbooks rather than computers or mobile devices.

Flipped Classrooms (High Tech) What if students did the “classroom” portion of their learning at home and their “homework” in the classroom? That’s an oversimplified description of the flipped classroom approach, in which students watch or read their lessons on computers at home and then complete assignments and do problem-solving exercises in class.

Kinesthetic Learning (Low Tech) In the kinesthetic learning model, students perform hands-on physical activities rather than listening to lectures or watching demonstrations. Kinesthetic learning, which values movement and creativity over technological skills, is most commonly used to augment traditional types of instruction — the theory being that requiring students to do, make or create something exercises different learning muscles.

Differentiated Instruction (Low Tech) Inspired by the 1975 Individuals with Disabilities Education Act (IDEA), enacted to ensure equal access to public education for all children, differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs.

In some instances, this means Individualized Education Programs (IEPs) for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.

Inquiry-Based Learning (High Tech) Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.

Expeditionary Learning (Low Tech) Expeditionary learning is based on the idea that there is considerable educational value in getting students out of the classroom and into the real world. Examples include trips to City Hall or Washington, D.C., to learn about the workings of government, or out into nature to engage in specific study related to the environment. Technology can be used to augment such expeditions, but the primary focus is on getting out into the community for real-world learning experiences.

Personalized Learning (High Tech) In personalized learning, teachers encourage students to follow personalized, self-directed learning plans that are inspired by their specific interests and skills. Since assessment is also tailored to the individual, students can advance at their own pace, moving forward or spending extra time as needed. Teachers offer some traditional instruction as well as online material, while also continually reviewing student progress and meeting with students to make any needed changes to their learning plans.

Game-Based Learning (High Tech) Students love games, and considerable progress has been made in the field of game-based learning, which requires students to be problem solvers as they work on quests to accomplish a specific goal. For students, this approach blends targeted learning objectives with the fun of earning points or badges, much like they would in a video game. For teachers, planning this type of activity requires additional time and effort, so many rely on software like Classcraft or 3DGameLab to help students maximize the educational value they receive from within the gamified learning environment.

Blended Learning Blended learning  is another strategy for teachers looking to introduce flexibility into their classroom. This method relies heavily on technology, with part of the instruction taking place online and part in the classroom via a more traditional approach, often leveraging elements of the flipped classroom approach detailed above. At the heart of blended learning is a philosophy of taking the time to understand each student’s learning style and develop strategies to teach to every learner, by building flexibility and choice into your curriculum.

Universal Design for Learning (UDL) UDL incorporates both student-centered learning and the “multiple intelligences theory,” which holds that different learners are wired to learn most effectively in different ways (examples of these “intelligences” include visual-spatial, logical-mathematical, bodily-kinesthetic, linguistic, musical, etc.). In practice, this could mean that some students might be working on a writing project while others would be more engaged if they created a play or a movie. UDL emphasizes the idea of teaching to every student, special needs students included, in the general education classroom, creating community and building knowledge through multiple means.

In addition to the many philosophical and pedagogical approaches to teaching, classroom educators today employ diverse and sometimes highly creative methods involving specific strategies, prompts and tools that require little explanation. These include:

• Appointments with students
• Art-based projects
• Audio tutorials
• Author’s chair
• Book reports
• Bulletin boards
• Brainstorming
• Case studies
• Chalkboard instruction
• Class projects
• Classroom discussion
• Classroom video diary
• Collaborative learning spaces
• Creating murals and montages
• Current events quizzes
• Designated quiet space
• Discussion groups
• DIY activities
• Dramatization (plays, skits, etc.)
• Educational games
• Educational podcasts
• Essays (Descriptive)
• Essays (Expository)
• Essays (Narrative)
• Essays (Persuasive)
• Exhibits and displays
• Explore different cultures
• Field trips
• Flash cards
• Flexible seating
• Gamified learning plans
• Genius hour
• Group discussion
• Guest speakers
• Hands-on activities
• Individual projects
• Interviewing
• Laboratory experiments
• Learning contracts
• Learning stations
• Literature circles
• Making posters
• Mock conventions
• Motivational posters
• Music from other countries/cultures
• Oral reports
• Panel discussions
• Peer partner learning
• Photography
• Problem solving activities
• Reading aloud
• Readers’ theater
• Reflective discussion
• Research projects
• Rewards & recognition
• Role playing
• School newspapers
• Science fairs
• Sister city programs
• Spelling bees
• Storytelling
• Student podcasts
• Student portfolios
• Student presentations
• Student-conceived projects
• Supplemental reading assignments
• Team-building exercises
• Term papers
• Textbook assignments
• Think-tac-toe
• Time capsules
• Use of community or local resources
• Video creation
• Video lessons
• Vocabulary lists

So, is the teacher the center of the educational universe or the student? Does strong reliance on the wonders of technology offer a more productive educational experience or is a more traditional, lower-tech approach the best way to help students thrive?

Questions such as these are food for thought for educators everywhere, in part because they inspire ongoing reflection on how to make a meaningful difference in the lives of one’s students.

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8 methodologies that every 21st century teacher should know

New teaching methodologies are changing the educational environments around the world and driving better academic performance among students. We go over some of the main innovative approaches that educators have forged over the last few years and that every 21st century teacher should be acquainted with.

Flipped Classroom

One of the modern methodologies that has gained more popularity in recent years, Flipped Classroom is a pedagogical approach in which the traditional elements of the lesson taught by the teacher are reversed – the primary educational materials are studied by the students at home and, then, worked on in the classroom.

The main objective of this methodology is to optimize time in class by dedicating it, for example, to meet the special needs of each individual student, develop cooperative projects or work on specific tasks.

Project-Based Learning

With the arrival of new information and communication technologies to schools, both new teaching methodologies as well as  new versions of existing methodologies , now revised and updated for the digital generation, have emerged. One of the most used in class at present is Project-Based Learning (PBL).

In its essence, PBL allows students to acquire key knowledge and skills through the development of projects that respond to real-life problems.

The teaching based on projects or integrated tasks, is today the best didactic guarantee for an effective development of key skills while also acquiring the knowledge of the curriculum’s content.

Starting from a concrete problem, instead of the traditional theoretical and abstract model,  sees notable improvements in students’ ability to retain knowledge as well as the opportunity to develop complex competencies such as critical thinking, communication, collaboration or the problem solving.

Cooperative Learning

“Stronger together”. This concept in a simple way cooperative learning, a methodology that teachers use to group students together and, thus, impact on learning in a positive way.

The proponents of this model theorize that working in a group improves the attention, involvement and acquisition of knowledge by students.

The final goal is always group-oriented and will be achieved if each of the members successfully perform their tasks.

The main characteristic is that it is structured based on the formation of groups of 3-6 people, where each member has a specific role and to reach the objectives it is necessary to interact and work in a coordinated manner.

In a cooperative learning context, the final goal is always common and will be achieved if each of the members successfully performs their tasks. On the other hand, individual learning has students focusing on achieving their objectives without having to depend on the rest of their classmates.

Gamification

The integration of game mechanics and dynamics in non-ludic environments, or gamification, has been practiced for a long time. Over the past few years, however, and particularly due to the evolution of videogames, the phenomenon has gathered unprecedented dimension, and is one of the most talked about as a current and future trend of the EdTech industry.

Since, in the 80’s, games with an international vocation such as the “Carmen Sandiego” series or “Reader Rabbit” (see infographic below) have gained worldwide popularity, the development of educational titles has increased consistently. Not only those aimed at the general public but, ever more often, those specifically designed for students and particular courses.

This trend was consolidated with the increasing inclusion of gamification in school curricula and it is estimated that this inclusion will continue to grow in the future.

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Problem-Based Learning

Problem-Based Learning (PBL) is a cyclic learning process composed of many different stages, starting with asking questions and acquiring knowledge that, in turn, leads to more questions in a growing complexity cycle.

Putting this methodology into practice does not only mean the exercise of inquiry by students, but convert it into useful data and information. According to several educators , the four great advantages observed with the use of this methodology are:

• The development of critical thinking and creative skills
• The improvement of problem solving abilities
• Increased student motivation
• Better knowledge sharing in challenging situations

Design Thinking

Education has always been a prolific space for innovation. Teachers all over the world are constantly coming up with new ideas and methodologies to introduce in the classroom making the best of the tools at their disposal.

Design Thinking (DT) applied stems from industrial designers and their unique method to solve problems and satisfy the needs of their clients. Applied to education, this model makes possible to identify with greater accuracy the individual problems of each student and generate in their educational experience the creation and innovation towards the satisfaction of others, which then becomes symbiotic.

Thinking-Based Learning

Beyond the debate around the effectiveness of learning by memorizing facts and data when discussing education, one of the most talked about aspects is the need to show students how to work with the information they receive at school. Teach them to contextualize, analyze, relate, argue… In short, convert information into knowledge.

This is the goal of Thinking-Based Learning (TBL), developing thinking skills beyond memorization and, in doing so, developing effective thinking on part of the students.

Competency-Based Learning

By definition, all learning methodologies have the acquisition of knowledge, the development of skills and the establishment of work habits as their main goals. Competency-Based Learning (CBL) represents a set of strategies to achieve this.

Through assessment tools such as rubrics, teachers can go through the academic curriculum without significant deviations but focusing it in a different way, putting into practice real examples and, thus, transmitting to their students a more tangible dimension of the lessons.

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Teaching Methods and Strategies: The Complete Guide

You’ve completed your coursework. Student teaching has ended. You’ve donned the cap and gown, crossed the stage, smiled with your diploma and went home to fill out application after application.

Suddenly you are standing in what will be your classroom for the next year and after the excitement of decorating it wears off and you begin lesson planning, you start to notice all of your lessons are executed the same way, just with different material. But that is what you know and what you’ve been taught, so you go with it.

After a while, your students are bored, and so are you. There must be something wrong because this isn’t what you envisioned teaching to be like. There is.

Figuring out the best ways you can deliver information to students can sometimes be even harder than what students go through in discovering how they learn best. The reason is because every single teacher needs a variety of different teaching methods in their theoretical teaching bag to pull from depending on the lesson, the students, and things as seemingly minute as the time the class is and the subject.

Using these different teaching methods, which are rooted in theory of different teaching styles, will not only help teachers reach their full potential, but more importantly engage, motivate and reach the students in their classes, whether in person or online.

Teaching Methods

Teaching methods, or methodology, is a narrower topic because it’s founded in theories and educational psychology. If you have a degree in teaching, you most likely have heard of names like Skinner, Vygotsky , Gardner, Piaget , and Bloom . If their names don’t ring a bell, you should definitely recognize their theories that have become teaching methods. The following are the most common teaching theories.

Behaviorism

Behaviorism is the theory that every learner is essentially a “clean slate” to start off and shaped by emotions. People react to stimuli, reactions as well as positive and negative reinforcement, the site states.

Learning Theories names the most popular theorists who ascribed to this theory were Ivan Pavlov, who many people may know with his experiments with dogs. He performed an experiment with dogs that when he rang a bell, the dogs responded to the stimuli; then he applied the idea to humans.

Other popular educational theorists who were part of behaviorism was B.F. Skinner and Albert Bandura .

Social Cognitive Theory

Social Cognitive Theory is typically spoken about at the early childhood level because it has to do with critical thinking with the biggest concept being the idea of play, according to Edwin Peel writing for Encyclopedia Britannica . Though Bandura and Lev Vygotsky also contributed to cognitive theory, according to Dr. Norman Herr with California State University , the most popular and first theorist of cognitivism is Piaget.

There are four stages to Piaget’s Theory of Cognitive Development that he created in 1918. Each stage correlates with a child’s development from infancy to their teenage years.

The first stage is called the Sensorimotor Stage which occurs from birth to 18 months. The reason this is considered cognitive development is because the brain is literally growing through exploration, like squeaking horns, discovering themselves in mirrors or spinning things that click on their floor mats or walkers; creating habits like sleeping with a certain blanket; having reflexes like rubbing their eyes when tired or thumb sucking; and beginning to decipher vocal tones.

The second stage, or the Preoperational Stage, occurs from ages 2 to 7 when toddlers begin to understand and correlate symbols around them, ask a lot of questions, and start forming sentences and conversations, but they haven’t developed perspective yet so empathy does not quite exist yet, the website states. This is the stage when children tend to blurt out honest statements, usually embarrassing their parents, because they don’t understand censoring themselves either.

From ages 7 to 11, children are beginning to problem solve, can have conversations about things they are interested in, are more aware of logic and develop empathy during the Concrete Operational Stage.

The final stage, called the Formal Operational Stage, though by definition ends at age 16, can continue beyond. It involves deeper thinking and abstract thoughts as well as questioning not only what things are but why the way they are is popular, the site states. Many times people entering new stages of their lives like high school, college, or even marriage go through elements of Piaget’s theory, which is why the strategies that come from this method are applicable across all levels of education.

The Multiple Intelligences Theory

The Multiple Intelligences Theory states that people don’t need to be smart in every single discipline to be considered intelligent on paper tests, but that people excel in various disciplines, making them exceptional.

Created in 1983, the former principal in the Scranton School District in Scranton, PA, created eight different intelligences, though since then two others have been debated of whether to be added but have not yet officially, according to the site.

The original eight are musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal and naturalistic and most people have a predominant intelligence followed by others. For those who are musically-inclined either via instruments, vocals, has perfect pitch, can read sheet music or can easily create music has Musical Intelligence.

Being able to see something and rearrange it or imagine it differently is Spatial Intelligence, while being talented with language, writing or avid readers have Linguistic Intelligence. Kinesthetic Intelligence refers to understanding how the body works either anatomically or athletically and Naturalistic Intelligence is having an understanding of nature and elements of the ecosystem.

The final intelligences have to do with personal interactions. Intrapersonal Intelligence is a matter of knowing oneself, one’s limits, and their inner selves while Interpersonal Intelligence is knowing how to handle a variety of other people without conflict or knowing how to resolve it, the site states. There is still an elementary school in Scranton, PA named after their once-principal.

Constructivism

Constructivism is another theory created by Piaget which is used as a foundation for many other educational theories and strategies because constructivism is focused on how people learn. Piaget states in this theory that people learn from their experiences. They learn best through active learning , connect it to their prior knowledge and then digest this information their own way. This theory has created the ideas of student-centered learning in education versus teacher-centered learning.

Universal Design for Learning

The final method is the Universal Design for Learning which has redefined the educational community since its inception in the mid-1980s by David H. Rose. This theory focuses on how teachers need to design their curriculum for their students. This theory really gained traction in the United States in 2004 when it was presented at an international conference and he explained that this theory is based on neuroscience and how the brain processes information, perform tasks and get excited about education.

The theory, known as UDL, advocates for presenting information in multiple ways to enable a variety of learners to understand the information; presenting multiple assessments for students to show what they have learned; and learn and utilize a student’s own interests to motivate them to learn, the site states. This theory also discussed incorporating technology in the classroom and ways to educate students in the digital age.

Teaching Styles

From each of the educational theories, teachers extract and develop a plethora of different teaching styles, or strategies. Instructors must have a large and varied arsenal of strategies to use weekly and even daily in order to build rapport, keep students engaged and even keep instructors from getting bored with their own material. These can be applicable to all teaching levels, but adaptations must be made based on the student’s age and level of development.

Differentiated instruction is one of the most popular teaching strategies, which means that teachers adjust the curriculum for a lesson, unit or even entire term in a way that engages all learners in various ways, according to Chapter 2 of the book Instructional Process and Concepts in Theory and Practice by Celal Akdeniz . This means changing one’s teaching styles constantly to fit not only the material but more importantly, the students based on their learning styles.

Learning styles are the ways in which students learn best. The most popular types are visual, audio, kinesthetic and read/write , though others include global as another type of learner, according to Akdeniz . For some, they may seem self-explanatory. Visual learners learn best by watching the instruction or a demonstration; audio learners need to hear a lesson; kinesthetic learners learn by doing, or are hands-on learners; read/write learners to best by reading textbooks and writing notes; and global learners need material to be applied to their real lives, according to The Library of Congress .

There are many activities available to instructors that enable their students to find out what kind of learner they are. Typically students have a main style with a close runner-up, which enables them to learn best a certain way but they can also learn material in an additional way.

When an instructor knows their students and what types of learners are in their classroom, instructors are able to then differentiate their instruction and assignments to those learning types, according to Akdeniz and The Library of Congress. Learn more about different learning styles.

When teaching new material to any type of learner, is it important to utilize a strategy called scaffolding . Scaffolding is based on a student’s prior knowledge and building a lesson, unit or course from the most foundational pieces and with each step make the information more complicated, according to an article by Jerry Webster .

To scaffold well, a teacher must take a personal interest in their students to learn not only what their prior knowledge is but their strengths as well. This will enable an instructor to base new information around their strengths and use positive reinforcement when mistakes are made with the new material.

There is an unfortunate concept in teaching called “teach to the middle” where instructors target their lessons to the average ability of the students in their classroom, leaving slower students frustrated and confused, and above average students frustrated and bored. This often results in the lower- and higher-level students scoring poorly and a teacher with no idea why.

The remedy for this is a strategy called blended learning where differentiated instruction is occurring simultaneously in the classroom to target all learners, according to author and educator Juliana Finegan . In order to be successful at blended learning, teachers once again need to know their students, how they learn and their strengths and weaknesses, according to Finegan.

Blended learning can include combining several learning styles into one lesson like lecturing from a PowerPoint – not reading the information on the slides — that includes cartoons and music associations while the students have the print-outs. The lecture can include real-life examples and stories of what the instructor encountered and what the students may encounter. That example incorporates four learning styles and misses kinesthetic, but the activity afterwards can be solely kinesthetic.

A huge component of blended learning is technology. Technology enables students to set their own pace and access the resources they want and need based on their level of understanding, according to The Library of Congress . It can be used three different ways in education which include face-to-face, synchronously or asynchronously . Technology used with the student in the classroom where the teacher can answer questions while being in the student’s physical presence is known as face-to-face.

Synchronous learning is when students are learning information online and have a teacher live with them online at the same time, but through a live chat or video conferencing program, like Skype, or Zoom, according to The Library of Congress.

Finally, asynchronous learning is when students take a course or element of a course online, like a test or assignment, as it fits into their own schedule, but a teacher is not online with them at the time they are completing or submitting the work. Teachers are still accessible through asynchronous learning but typically via email or a scheduled chat meeting, states the Library of Congress.

The final strategy to be discussed actually incorporates a few teaching strategies, so it’s almost like blended teaching. It starts with a concept that has numerous labels such as student-centered learning, learner-centered pedagogy, and teacher-as-tutor but all mean that an instructor revolves lessons around the students and ensures that students take a participatory role in the learning process, known as active learning, according to the Learning Portal .

In this model, a teacher is just a facilitator, meaning that they have created the lesson as well as the structure for learning, but the students themselves become the teachers or create their own knowledge, the Learning Portal says. As this is occurring, the instructor is circulating the room working as a one-on-one resource, tutor or guide, according to author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. For this to work well and instructors be successful one-on-one and planning these lessons, it’s essential that they have taken the time to know their students’ history and prior knowledge, otherwise it can end up to be an exercise in futility, Alonso said.

Some activities teachers can use are by putting students in groups and assigning each student a role within the group, creating reading buddies or literature circles, making games out of the material with individual white boards, create different stations within the classroom for different skill levels or interest in a lesson or find ways to get students to get up out of their seats and moving, offers Fortheteachers.org .

There are so many different methodologies and strategies that go into becoming an effective instructor. A consistent theme throughout all of these is for a teacher to take the time to know their students because they care, not because they have to. When an instructor knows the stories behind the students, they are able to design lessons that are more fun, more meaningful, and more effective because they were designed with the students’ best interests in mind.

There are plenty of pre-made lessons, activities and tests available online and from textbook publishers that any teacher could use. But you need to decide if you want to be the original teacher who makes a significant impact on your students, or a pre-made teacher a student needs to get through.

Read Also: – Blended Learning Guide – Collaborative Learning Guide – Flipped Classroom Guide – Game Based Learning Guide – Gamification in Education Guide – Holistic Education Guide – Maker Education Guide – Personalized Learning Guide – Place-Based Education Guide – Project-Based Learning Guide – Scaffolding in Education Guide – Social-Emotional Learning Guide

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12 Best Teaching Methods That Every Educator Should Know

1. Game-based Learning

2. student-centered approaches, 3. teacher-centered learning, 4. project-based learning, 5. social emotional learning, 6. flipped classroom model, 7. collaborative learning strategies, 8. inquiry-based learning, 9. problem-based learning, 10. personalized learning.

Throughout history, teaching methods have evolved alongside societal changes and knowledge advancements. Initially, knowledge was transmitted orally in ancient civilizations, then formal schools emerged in classical societies like Greece and Rome. The Renaissance fostered individual learning and inquiry, paving the way for modern education.

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Today, in an era of technological progress and global diversity, classrooms reflect a mix of cultures, languages, and ideologies. A one-size-fits-all teaching approach is inadequate for students’ diverse backgrounds and learning styles. Contemporary education demands varied teaching methods tailored to each student’s unique needs, ensuring effective, engaging, and relevant learning.

In this blog, we will delve deep into some of the best teaching methods educators can explore and implement , ensuring a comprehensive and inclusive approach to learning for all students.

Experience the future of learning with an innovative game-based approach and transform how your students engage with education!

What are Teaching Methods?

Teaching methods are specific techniques educators employ to deliver knowledge or skills, such as lectures, discussions, or hands-on activities.

Difference Between Teaching Methods and Teaching Strategies:

Teaching Methods: The actual techniques used, like group discussions or lectures.

Teaching Strategies: The overarching plans or approaches guiding how content is taught.

3 Importance of Teaching Methods

The right types of teaching methods are crucial in education. A recent study emphasized the value of active learning, where students aren’t just passive listeners but active participants. This aligns with Vygotsky’s 1978 concept of the ‘zone of proximal development,’ highlighting the space where learners, with guidance, can achieve beyond their independent capabilities. 

Here’s why teaching methodologies matter:

• Enhancing Engagement: Active approaches to teaching capture students’ attention and foster a deeper connection with the subject matter. When students are actively engaged, they are more likely to internalize and reflect upon the content.
• Catering to Diverse Learning Needs: Every student has a unique learning style and pace. By employing a variety of methods of teaching, educators can ensure that they address all students’ diverse needs and preferences, making learning more inclusive.
• Improved Retention: The right approaches to teaching don’t just impart knowledge; they make it stick. Educators can enhance understanding and retention of content by catering to different learning styles and actively involving students.

List of 12 Best Teaching Methods to Explore

In the diverse world of education, various teaching methods stand out for their effectiveness and adaptability. Dive into these standout approaches that are shaping modern classrooms and enhancing student learning experiences .

Best for: Kids of all ages

Game-based learning is an innovative teaching method that integrates games into the curriculum. Rather than traditional teaching techniques, it uses the mechanics of games to engage students, making the learning process more interactive and enjoyable. This method taps into the natural love for play, turning educational concepts into fun challenges.

Advantage: Engages students, makes learning fun, and improves retention.

Disadvantages: Increased screen time and might not be suitable for all topics.

Example: SplashLearn is a prime example of game-based learning in action. It offers a plethora of interactive math and reading games tailored for preK-grade 5 kids. By transforming complex concepts into engaging challenges, SplashLearn makes learning enjoyable and ensures deeper understanding and retention, showcasing the effectiveness of game-based teaching methods.

Ready to make learning an adventure? Get started with SplashLearn and watch your students thrive with game-based learning!

Best for: Middle School and High School students (ages 12-18)

Student-centered approaches shift the focus from the teacher to the student. In these teaching approaches, students play an active role in their learning journey, with educators acting as facilitators. The curriculum is often tailored to students’ interests and needs, promoting autonomy, self-direction, and a deeper connection to the content.

Advantage: Encourages critical thinking , fosters independence, and caters to individual learning needs.

Disadvantages: Can be challenging to manage in larger classrooms and might require more preparation time.

Example: Implementing group projects where students choose their topics and presentation methods.

Best For: All age groups, but especially prevalent in traditional classrooms.

Teacher-centered learning is one of the classic ways of teaching where the educator is the central figure. In this approach, the teacher is the primary source of information, guiding the flow of lessons, while students primarily listen and absorb knowledge. It’s a structured method that ensures consistency in content delivery.

Advantage: Structured and consistent, ensuring all students receive the same content.

Disadvantages: Might not cater to diverse learning styles and can limit student engagement.

Example: A lecture where the teacher presents a topic, and students take notes, with limited interaction.

Best for: Middle School, High School, and College students (ages 12-22)

Project-Based Learning (PBL) is an education methodology where students learn by actively engaging in real-world and personally meaningful projects. Instead of traditional instruction, students are posed with a question or challenge and then seek out solutions through research, collaboration, and creativity.

Advantage: Encourages deep understanding, fosters collaboration, and allows students to apply knowledge in practical scenarios.

Disadvantages: Requires careful planning and can be time-consuming.

Example: Students working on a project to design a sustainable city, incorporating concepts from science, math, and social studies.

Best for: All age groups, with a particular emphasis on Elementary and Middle School students (ages 6-14)

Social Emotional Learning (SEL) focuses on teaching students about emotions, relationships, and responsible decision-making. It’s not just a teaching style but a holistic approach that integrates emotional and social competencies into the curriculum.

Advantage: Enhances emotional intelligence , improves interpersonal skills, and fosters a positive classroom environment .

Disadvantages: Can be challenging to integrate into academic subjects and requires consistent practice.

Example: Classroom activities that involve role-playing to understand and manage emotions or group discussions about empathy and understanding.

Best for: High School and College students (ages 15-22)

The Flipped Classroom Model is a modern teaching method where traditional homework and lectures are reversed. Students first explore new topics at home through videos or readings, and then classroom time is dedicated to discussions, exercises, and projects that enhance understanding.

Advantage: Maximizes classroom interaction, caters to self-paced learning, and allows for deeper exploration of topics during class time.

Disadvantages: Relies heavily on students’ discipline to study at home and requires access to technology.

Example: Students watching a video lecture on a historical event at home and then participating in a group discussion or simulation activity in class.

Best for: All age groups, with a particular emphasis on Middle School, High School, and College students (ages 12-22)

Collaborative Learning Strategies are teaching models that emphasize the power of collective intelligence. In this approach, students work together in groups, leveraging each member’s strengths and knowledge. It’s rooted in the belief that collaborative processes can lead to deeper understanding and more meaningful learning experiences than individual efforts alone.

Advantage: Fosters teamwork , enhances communication skills , and exposes students to diverse perspectives.

Disadvantages: Can be challenging to manage, and individual assessment might be tricky.

Example: Students working in groups to create a presentation on a specific topic, dividing tasks and combining their research.

Inquiry-Based Learning is a teaching method that places students at the heart of the learning process. Instead of being passive recipients of information, students are encouraged to ask questions, investigate, and explore topics in depth. This method transforms classrooms into hubs of curiosity and active learning , where students drive the educational journey.

Advantage: Encourages critical thinking, fosters curiosity, and promotes independent research skills.

Disadvantages: Might require more preparation time and can be challenging to guide without leading.

Example: Instead of directly teaching a scientific concept, posing a question like “Why do apples fall from trees?” and guiding students to discover the concept of gravity.

Problem-based Learning is one of the teaching model that centers around presenting students with real-world problems and challenging them to find solutions. Instead of traditional instruction, students use critical thinking, collaboration, and research skills to address complex issues, making learning more relevant and applicable.

Advantage: Enhances problem-solving skills, makes learning relevant, and fosters collaboration.

Disadvantages: Requires well-defined problems and can be time-consuming.

Example: Presenting students with a real-world environmental issue and asking them to devise sustainable solutions.

Best for: All age groups, but especially beneficial for Elementary and Middle School students (ages 6-14)

Personalized Learning is one of the different teaching method that tailors the educational experience to meet the unique needs, interests, and strengths of each student. Instead of a one-size-fits-all approach, content, pace, and learning methods are adapted for individual learners.

Advantage: Addresses individual learning needs, promotes student autonomy, and can lead to deeper understanding.

Disadvantages: Requires extensive resources and can be challenging to implement in larger classrooms.

Example: Using adaptive learning software that adjusts the difficulty level based on a student’s performance.

Discover the power of personalized learning. Tailor the educational journey to each student’s needs and watch their understanding deepen.

11. Kinesthetic Learning

Best for: Elementary and Middle School students (ages 6-14), but can benefit learners of all ages.

Kinesthetic Learning is among the teaching method examples that cater to learners who understand and retain information best through physical activities. Instead of just listening or watching, kinesthetic learners benefit from doing, moving, and touching.

Advantage: Engages active learners, enhances retention for those who learn best through movement, and can make abstract concepts more tangible.

Disadvantages: Can be disruptive in traditional classroom settings and might not cater to all learners.

Example: Teaching geometry concepts using physical shapes that students can manipulate and explore.

12. Competency-based Learning

Best for: High School, College students, and Adult learners (ages 15 and above)

Competency-based Learning focuses on ensuring students achieve specific skills or competencies at their own pace. Instead of time-based progression, students move forward when they demonstrate mastery of a particular skill or topic.

Advantage: Ensures deep understanding, allows students to progress at their own pace, and focuses on mastery over time spent.

Disadvantages: Requires clear competency definitions and can be challenging to assess.

Example: A course where students progress to the next module only after passing a competency test on the current module.

In the ever-evolving landscape of education, it’s imperative for educators to stay updated with diverse teaching methods that cater to all learners. From game-based learning to specialized techniques for students with special needs, embracing a multifaceted approach ensures every student’s potential is realized. As we journey forward, let’s champion inclusivity, innovation, and individuality in our classrooms, crafting a brighter, more inclusive future for all learners.

Embrace the teaching methods of tomorrow and ensure your students aren’t left behind.

Frequently Asked Questions (FAQs)

How can educators stay updated with the latest teaching methods.

Educators can attend professional development workshops, join educational forums, read industry journals, and collaborate with peers to stay updated.

Are traditional teaching methods now obsolete?

No, traditional methods still have value. The key is to blend them with modern approaches to cater to diverse learning needs effectively.

How can technology complement these teaching methods?

Technology offers tools and platforms that can enhance engagement, provide personalized learning experiences, and facilitate collaboration among students.

Is it challenging to implement multiple teaching methods in one classroom?

While it can be challenging, with careful planning and flexibility, educators can effectively integrate multiple methods to benefit all students.

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Teaching Methods Overview

The Faculty Center promotes research-based instructional strategies and classroom techniques that improve student performance and learning. Because instruction at UCF takes place in many formats, environments, and class sizes, there is no single most effective teaching method for all contexts. However, research does support a practical range of methods that can be adapted to the various circumstances in which we teach. These strategies fall somewhere on the continuum illustrated below between teacher- and student-directed. We hope the resources on these pages will help you develop a repertoire of evidence-based instructional strategies that meet your and your students’ needs. Refer also to our Learning Spaces pages for strategies and techniques to implement active learning in various classroom configurations . Finally, a synopsis of teaching and learning principles from various sources helps frame some beneficial strategies to improve student learning.

We have provided short descriptions and links to more information for best practice for some popular teaching methods below. They are presented in order from more teacher-directed to more student-directed. For a video discussion of the above, please view the following brief video:

Lecture—Showing/Telling

Direct instruction is a widely used and effective instructional strategy that is strongly supported by research. In direct instruction, the teacher

• models an interaction with the subject, demonstrates an approach to an issue, or shows example solutions to problems,
• provides opportunities for guided practice, often assigning small group work in class with an emphasis on constructive feedback, and
• assigns independent practice with an emphasis on mastery learning.

Lecture can help students organize extensive readings, but it should not be used to simply duplicate those readings. Because learning results from what students do, lectures should be crafted so that students are intentionally active as much as is reasonable. Direct instruction can be easily combined with other teaching methods and can be transferred to online teaching by using videos for the modeling stage and discussion groups for the guided practice stage.

Worked Examples

Worked examples are step-by-step demonstrations of how to complete a problem or perform a task. Concepts are first introduced in their simplest form, then the teacher gradually progresses from simple to complex procedures. Worked examples are a way to impart information. Therefore, the process is considered a form of lecturing. Worked examples are particularly useful in STEM fields, and are most effective when learners are not already familiar with the processes being presented. Students must actually work their way through the examples, rather than skip over them to homework problems, in order to see real benefit.

This sample video from Khan Academy gives a sense of how worked examples play out in practice.

Interactive Lecture

Many instructors build their lectures around questions that students, individually or in small groups, can answer using colored flashcards or polling technologies like clickers or BYOD apps. The advantage to using polling technologies is their scalability, ease of providing collective feedback on student performance, and integration with the online gradebook for uploading participation or quiz points. Other interactive techniques involve short writing exercises, quick pairings or small group discussions, individual or collaborative problem solving, or drawing for understanding. We also have a list of suggested interactive techniques .

View the following video for some ideas about good practices for lecturing:

Flipped Classroom

In the basic structure of a “flipped classroom,” the students first engage the content online (through readings, video lectures, or podcasts), then come to class for the guided practice. It requires explicit communication of learning objectives, procedures, roles, and assessment criteria. It requires a detailed curriculum design organized around scaffolding learning toward mastery. Some critics equate direct instruction with just lecturing; however, here the term is used as “directing” student learning. In direct instruction, the role of the teacher is similar to that of a coach.

Many faculty opt to create video lectures using PowerPoint. The steps are simple: after the slides are ready, click the Slide Show tab and locate the “Record” icon near the middle. The slideshow will start, and audio will be captured for each slide. Upon completion, click File-SaveAs and switch the filetype from .pptx to .mwv or .mp4. After the video file is created, many faculty upload the video to YouTube for maximum accessibility, and link to it (or embed) from Webcourses.

For a basic introduction and resources on flipped classrooms, see this Edutopia website . For a more theory-based introduction, see Vanderbilt University’s discussion . Finally, please view our brief video:

Socratic Questioning

Socratic questioning involves the teacher’s facilitation of critical thinking in students by dint of carefully designed questions. The classic Greek philosopher, Socrates, believed that thoughtful questioning enabled students to examine questions logically. His technique was to profess ignorance of the topic in order to promote student knowledge. R. W. Paul has suggested six categories of Socratic questions: questions for clarification, questions that probe assumptions, questions that probe evidence and reasoning, questions about viewpoints and perspectives, questions that probe implications and consequences, and questions about the question.

See Intel.com’s article on the topic for a good overview of Socratic questioning, and view our following video:

Discussion-Based Learning

One of the primary purposes of discussion-based learning is to facilitate students’ meaningful transition into the extended conversation that is each academic discipline. Discussions allow students to practice applying their learning and developing their critical-thinking skills in real-time interactions with other viewpoints. Often, the challenge for the teacher is to get students to engage in discussions as opportunities to practice reasoning skills rather than simply exchanging opinions. One tip for addressing this challenge is to create a rubric for assessing the discussion and to assign certain students to act as evaluators who provide feedback at the end of the discussion. Students rotate into this role throughout the semester, which also benefits their development of metacognitive skills.

See the Tip Sheets at Harvard’s Bok Center for practice ideas on discussion questions and discussion leading.

The Faculty Center also offers the following brief video on discussion-based learning:

Case-Based Learning

Case-based learning is used widely across many disciplines, and collections of validated cases are available online, often bundled with handouts, readings, assessments, and tips for the teacher. Cases range from scenarios that can be addressed in a single setting, sometimes within minutes, to sequential or iterative cases that require multiple settings and multiple learning activities to arrive at multiple valid outcomes. They can be taught in a one-to-many format using polling technologies or in small teams with group reports. Ideally, all cases should be debriefed in plenary discussion to help students synthesize their learning.

For discipline-specific case studies repositories, check out the following:

• National Center for Case Study Teaching in Science (Science topics)
• Online based-based biology for community colleges (Biology/Ecology topics)
• Roy Rosenzweig Center for History and New Media (History topics)
• Science Case Net (Sciences)
• NASPAA Publicases repository (Public Administration, Public Policy topics)

Collaborative Learning

Learning in groups is common practice across all levels of education. The value of learning in groups is well supported by research and is required in many disciplines. It has strong benefits for at-risk students, especially in STEM subjects. In more structured group assignments, students are often given roles that allow them to focus on specific tasks and then cycle through those roles in subsequent activities. Common classroom activities for groups include: “think-pair-share”, fishbowl debates, case studies, problem solving, jigsaw.

• Center for Teaching at Vanderbilt University website

Inquiry-Based Learning

Inquiry-based learning encompasses a range of question-driven approaches that seek to increase students’ self-direction in their development of critical-thinking and problem-solving skills. As students gain expertise, the instructor decreases guidance and direction and students take on greater responsibility for operations. Effective teaching in this mode requires accurate assessment of prior knowledge and motivation to determine the scaffolding interventions needed to compensate for the increased cognitive demands on novices. This scaffolding can be provided by the instructor through worked scenarios, process worksheets, opportunities for learner-reflection, and consultations with individuals or small groups. Students are generally allowed to practice and fail with subsequent opportunities to revise and improve performance based on feedback from peers and/or the instructor.

For a basic definition and tips about inquiry-based learning, see Teach-nology.com’s resources.

Problem-Based Learning

Often referred to as PBL, this method is similar to the case study method, except the intention is generally to keep the problem, the process, and the outcomes more ambiguous than is comfortable for students. PBL asks students to experience and struggle with radical uncertainty. Your role as the teacher is to create an intentionally ill-structured problem and a deadline for a deliverable, assign small groups (with or without defined roles), optionally offer some preparation, and resist giving clear, comfortable assessment guidance.

To learn more about problem-based learning, go here .

Project-Based Learning

Project-based learning is similar to problem-based learning, and both can be referred to as PBL, but in project-based learning, the student comes up with the problem or question to research. Often, the project’s deliverable is a creative product, which can increase student engagement and long-term learning, but it can also result in the student investing more time and resources into creative production at the expense of the academic content. When assigning projects to groups that include novice students, you should emphasize the need for equitable contributions to the assignment. Assessments should address differences in effort and allow students to contribute to the evaluations of their peers.

Learn more about project-based learning here .

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pedagogy , the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology , which encompasses scientific theories of learning , and to some extent on the philosophy of education , which considers the aims and value of education from a philosophical perspective.

Teaching methods

The teacher and the learner.

In the act of teaching there are two parties (the teacher and the taught) who work together in some program (the subject matter) designed to modify the learners’ experience and understanding in some way. It is necessary to begin, therefore, with observations about the learner, the teacher, and the subject matter and then to consider the significance of group life and the school. It will then be possible to consider the factors and theories involved in modifying a person’s experience and understanding. They include theories of learning in education, of school and class organization, and of instructional media.

A child enters school with little if any attainment in written expression and leaves it capable of learning much from human culture . It was thought originally that such progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the pupil’s intellectual powers must include a large element of development through different phases, beginning with simple sensorimotor coordination ; going on to the beginnings of symbolizing, helped by the growth of language and play ; and then on to logical thought, provided the material is concrete; and, finally, in midadolescence, on to the power to examine problems comprehensively, to grasp their formal structure, and to evoke explanation. Regarding emotional experience, the child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. The physical growth of the child is so obvious as to need no comment. Any attempt to educate the child intellectually and emotionally and for action must take account of those characteristics. Education must pace development, not follow it and not ignore it. The components in the child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies , and dissonances in experience.

What is required of teachers is that they enjoy and be capable of sharing with children work programs designed to modify their experience and understanding. That means making relevant experience available to the student at the right time. The teacher must be mature, have humour with a sense of status, be firm yet unruffled, and be sympathetic but not overpersonal. With large classes, the teacher becomes a leader of a group, providing stimulating learning situations.

The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into the broad headings of languages, humanities , sciences , mathematics , and arts . Although each group of subjects has something in common with others in terms of the demands it makes on the thinker, each area has also something quite specific in its mode of development. Languages call for verbal learning and production based on oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and between human beings and their environment . The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.

A large part of the teacher’s role is as a group leader, and the group life of the school and the classroom must influence the teaching situation. Group life shows itself in the dynamic structure of the class—including its manner of reaching group decisions, the hierarchy of its members, the existence of cliques and of isolated individuals—and in its morale and overall response to the school and the rest of the staff. Individual pupils also conduct themselves under the influence of the groups to which they belong. Their achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and they set their standards according to those influences.

In many schools, the range of ages in any class is about one year, and the narrow range makes for some uniformity of subject-matter coverage. But in rural one- and two-teacher schools, groups of children may be heterogeneous by age and ability, and the mode of teaching has to cope with a number of smaller subunits moving along at different rates. The teacher’s problem is to coordinate the work of those small, dissimilar groups in such a way that all get attention. Creative free activity has to be practiced by one group while another has more formal instruction from the teacher.

The effect of “ streaming ,” or “tracking”—that is, selecting homogeneous groups by both age and intellectual ability—has promoted much inquiry. The practice evokes extreme opinions, ardent support, and vociferous condemnation. The case for uniformity is that putting pupils with their intellectual peers makes teaching more effective and learning more acceptable. The case against it draws attention to its bad effects on the morale of those children in the lower streams. That view supports the heterogeneous class on the grounds that the strongest are not overforced and the weakest gain from sharing with their abler fellows. Experimental evidence on the problem is diverse .

The school community is housed in a physical complex, and the conditions of classrooms, assembly places, and play areas and the existence (or nonexistence) of libraries , laboratories , arts-and-crafts rooms, and workshops all play their part in the effectiveness of the teaching-learning situation. Severe restrictions may be caused by the absence of library and laboratory services.

The social forces immediately outside the school community also influence the teaching situation. They emanate from home, neighbourhood, and wider social groupings. Teaching is a compact among several groups, including teachers, students, and parents, in the first place, with youth organizations and civic and sometimes religious groups playing a secondary role. The overall neighbourhood youth subculture also sets standards and attitudes that teachers must take into account in their work.

Teaching Methods

Who's doing this at UT?

Ruth Buskirk , Biological Sciences,  designs her courses by thinking about what she wants her students to know and be able to do by the end of the course. She then decides which teaching methods would best help students achieve these learning outcomes. The deeper the understanding, the more active learning she puts into the class. Active learning, she believes, also increases engagement greatly and improves retention.

How Can I Do This?

The teaching methods you choose reflect the type and depth of learning that you want your students to achieve. The deeper the understanding expected from students, the more active they have to be in their learning. When you think about the learning outcomes for your course, module, or lesson, consider which method will help students: 

Most of our courses are content driven, which means students need to get information from various sources. It is important for students to turn this information into their own knowledge for them to be able to retrieve and use it. You can do this through:

• Effective Lectures
• Peer to peer learning 
• Learning from texts and videos 

The one who does the work does the learning. Students need to practice applying their knowledge to have a deeper understanding of the content and to make it more meaningful and transferable. Encouraging analysis and evaluation develops critical thinking. You can do this through:

• Interactive lecture activities
• Problem solving
• Group learning 
• Discussions
• Learn More about Critical Thinking

Students need opportunities to apply their knowledge and critical thinking toward something generative and productive. Guiding students to conduct research, contribute through artistic expression, develop new theories or practical solutions, or present something they’ve put together for themselves develops creative thinking. You can do this through:

• Inquiry/problem-based learning
• Experiential learning

Why Is This Important?

Not all learning opportunities are nails, and therefore not all teaching methods are hammers. It’s easy to fall into an instructional rut based on what we’ve always done or how we were taught. Using the right approach that aligns with your outcomes helps your students reach the targeted level of learning.

Students should be given a variety of ways to learn because it can play to their strengths while also giving them practice with less-developed modes of learning. Variety of instructional strategies not only appeals to a broader range of students, but reinforces learning in multiple ways.

Students aren't the only ones to be motivated by the stimulation of creative class time. Instructors also experience a renewed joy of teaching when a fresh approach gets through to students in new ways, or a clever tweak to a particular lesson unlocks deeper learning. Stoking the coals of teaching will keep the flames of learning burning strong.

Instructional Strategies

Engagement is essential for learning.

Experiential Learning

Any method that supports students in applying their knowledge and conceptual understanding to real-world problems (critical thinking and/or research).

Flipped Classroom

The flipped class reverses the traditional setup: students acquire basic content outside of class, and then work together in class on application-oriented activities.

• Office of Curriculum, Assessment and Teaching Transformation >
• Teaching at UB >
• Course Development >
• Design Your Course >

Teaching Methods

Choosing optimal methods to support learning outcomes.

On this page:

The importance of teaching methods.

Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students:

• master the content of the course
• learn how to apply the content in particular contexts

Instructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness depends on this alignment. To make the most appropriate choice, an instructor should consider learning outcomes, student needs and the learning environment.

Consider the following example:

• Learning outcome: Solve a complex math equation.
• Learning environment: An in person, upper-level math course with 20 students.
• Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and scaffolding. Students take time to  ask questions and receive clarifications. Next, students practice applying these skills together and then independently. The instructor uses formative assessment to check for understanding.

This example demonstrates alignment of what the instructor wants students to do, and how they are supported in these tasks. If the instructor choses a different teaching method, such as a traditional lecture, students would need to process the lecture’s content and apply principles simultaneously. This is very difficult to do and would lead to less successful outcomes.

Choosing the appropriate teaching method brings instruction to life while encouraging students to actively engage with content and develop their knowledge and skills.

The chart below provides a number of teaching methods to choose from. Teaching methods vary in their approach, some are more student-centered while others are more instructor centered, and you will see this reflected in the chart. Choose methods that will best guide your students to achieve the learning outcomes you’ve set and remember that your teaching approach, teaching methods and activities all work together.

Table adapted from: Nilson (2016)

Choose Your Methods

Using the Course Design Template   explore the aspects that will likely affect your course.

• Step 1: Review your learning outcomes.
• Step 2: Identify the teaching methods that best align to these learning outcomes and fill in the appropriate column.
• Step 3: Consider possible activities which will next be examined in further detail.

Now that you’ve reviewed a variety of teaching methods and considered which ones align with your learning outcomes, the next step is to consider activities.

• Nilson, L. B. (2016). Teaching at Its Best: A Research-Based Resource for College Instructors (Fourth). John Wiley & Sons.

ChatGPT for Teachers

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Every teacher has her or his own style of teaching. And as traditional teaching styles evolve with the advent of differentiated instruction, more and more teachers are adjusting their approach depending on their students’ learning needs.

But there are a few fundamental teaching styles most educators tend to use. Which one is yours?

You’ve Got Style

These teaching styles highlight the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each.

The Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations. Students are expected to take notes or absorb information.

• Pros : This style is acceptable for certain higher-education disciplines and auditorium settings with large groups of students. The pure lecture style is most suitable for subjects like history, which necessitate memorization of key facts, dates, names, etc.
• Cons : It’s a questionable model for teaching children because there is little or no interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a better approach for older, more mature students.

The Demonstrator, or coach style

The demonstrator retains the formal authority role by showing students what they need to know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations. (Think: Math. Science. Music.)

• Pros : This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations.
• Cons : Although it’s well-suited for teaching mathematics, music, physical education, or arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.

The Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.

• Pros : This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects.
• Cons : Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization. So it’s a bit harder to measure success in tangible terms.

The Delegator, or group style

The delegator style is best suited for curricula that require lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.

• Pros : Guided discovery and inquiry-based learning place the teacher in an observer role that inspires students by working in tandem toward common goals.
• Cons : Considered a modern style of teaching, it is sometimes criticized as eroding teacher authority. As a delegator, the teacher acts more as a consultant rather than the traditional authority figure.

The Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teacher’s personality and interests with students’ needs and curriculum-appropriate methods.

• Pros : Inclusive! And it enables teachers to tailor their styles to student needs and appropriate subject matter.
• Cons : Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum—from math and science to English and history—it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.

What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory—a self-evaluation—of the teacher’s strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum.

Our guide encapsulates today’s different teaching styles and helps teachers identify the style that’s right for them and their students. Browse through the article or use these links to jump to your desired destination.

• What is a teaching style inventory, and how have teaching styles evolved?
• What teaching method is best for today’s students?

How does classroom diversity influence teachers?

Emergence of the teaching style inventory.

How have teaching styles evolved? This is a question teachers are asked, and frequently ask themselves, as they embark on their careers, and occasionally pause along the way to reflect on job performance. To understand the differences in teaching styles, it’s helpful to know where the modern concept of classifying teaching methods originated.

The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is credited with developing the classic five teaching styles. A follower of psychiatrist Carl Jung, Grasha began studying the dynamics of the relationship between teachers and learning in college classrooms. His groundbreaking book, Teaching with Style , was written both as a guide for teachers and as a tool to help colleagues, administrators and students systematically evaluate an instructor’s effectiveness in the classroom.

Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s classroom performance. He recognized that any system designed to help teachers improve their instructional skills requires a simple classification system. He developed a teaching style inventory that has since been adopted and modified by followers.

• Expert : Similar to a coach, experts share knowledge, demonstrate their expertise, advise students, and provide feedback to improve understanding and promote learning.
• Formal authority : Authoritative teachers incorporate the traditional lecture format and share many of the same characteristics as experts, but with less student interaction.
• Personal model : Incorporates blended teaching styles that match the best techniques with the appropriate learning scenarios and students in an adaptive format.
• Facilitator : Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking.
• Delegator : Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into a single category. Instead, he advocated that teachers play multiple roles in the classroom. He believed most teachers possess some combination of all or most of the classic teaching styles.

How does differentiated instruction affect teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of differentiated instruction and a pioneer in the development of learning-based teaching styles. If Grasha laid the groundwork for 20th-century teachers to adopt styles tailored to match their personalities and strengths, Tomlinson has advanced this theme into the 21st century by focusing on differentiated instruction.

In the simplest terms, differentiated instruction means keeping all students in mind when developing lesson plans and workbook exercises, lectures, and interactive learning. These student-focused differences necessitate instructional styles that embrace diverse classrooms for students at all learning levels and from various backgrounds without compromising the teacher’s strengths.

What teaching style is best for today’s students?

Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques you learned in college, or a classroom veteran examining differentiated instruction and new learning methodologies, consider that not all students respond well to one particular style. Although teaching styles have been categorized into five groups, today’s ideal teaching style is not an either/or proposition but more of a hybrid approach that blends the best of everything a teacher has to offer.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might seem to conflict with today’s emphasis on student-centered classrooms. Theoretically, the more teachers emphasize student-centric learning, the harder it is to develop a well-focused style based on their personal attributes, strengths, and goals.

In short, modern methods of teaching require different types of teachers—from the analyst/organizer to the negotiator/consultant. Here are some other factors to consider as teachers determine the best teaching method for their students.

Empty vessel : Critics of the “sage on the stage” lecture style point to the “empty vessel” theory, which assumes a student’s mind is essentially empty and needs to be filled by the “expert” teacher. Critics of this traditional approach to teaching insist this teaching style is outmoded and needs to be updated for the diverse 21st-century classroom.

Active vs. passive : Proponents of the traditional lecture approach believe that an overemphasis on group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and competitive students over passive children with varied learning abilities, thereby exacerbating the challenges of meeting the needs of all learners.

Knowledge vs. information : Knowledge implies a complete understanding, or full comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator, delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire in-depth knowledge and mastery of a given subject. This stands in contrast to passive learning, which typically entails memorizing facts, or information, with the short-term objective of scoring well on tests.

Interactive classrooms : Laptops and tablets, video conferencing, and podcasts in classrooms play a vital role in today’s teaching styles. With technology in mind, it is imperative that teachers assess their students’ knowledge while they are learning. The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase.

Constructivist teaching methods : Contemporary teaching styles tend to be group-focused and inquiry-driven. Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching, and test preparation through rubrics scaffolding. All of these are designed to promote student participation and necessitate a hybrid approach to teaching. One criticism of the constructivist approach is that it caters to extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than introverts; however, this assumes introverts aren’t learning by observing.

Student-centric learning does not have to come at the expense of an instructor’s preferred teaching method. However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs of 21st-century classrooms.

The ‘sage on the stage’ meets the ‘tiger mom’

The objective of blending teaching styles to leverage the teacher’s strengths while meeting the demands of diverse students has become increasingly difficult, as parents take a decidedly proactive role in child-learning techniques.

The traditional authoritative/expert, or “sage on the stage” lecture style, has come under attack by some parents—and contemporary educational leaders—who emphasize that a more diverse approach to teaching is necessary to engage students. This is compounded by the rise of “tiger moms,” a term made popular by parents devoted to improving the quality of education with laser-precision focus on A-list schools and a highly competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, it’s important for teachers to develop positive attitudes, set goals, and establish high expectations for students.

“Assume students can excel!” education authors Harry and Rosemary Wong declare. As former teachers with a combined 80-plus years of educational experience, the Wongs emphasize in their best-selling book, The First Days of School: How to Be an Effective Teacher and their more recent, The Classroom Management Book that successful teachers share three common characteristics:

• effective classroom management skills
• lesson mastery
• positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals, as well as the primary objective of education: student learning.

It is abundantly clear that today’s teachers are responsible for students with a diverse range of learning abilities. The 21st-century teacher does not have the luxury of “picking the low-hanging fruit” and then leaving the rest of the tree for experts who specialize in children with behavioral issues or learning disorders.

Today’s teachers must develop instructional styles that work well in diverse classrooms. Effective teaching methods engage gifted students, as well as slow-learning children and those with attention deficit tendencies. This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a given classroom—not just the few who respond well to one particular style of teaching.

The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that a-ha moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This transfer of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned and perfected.

Knowing how to engage students begins with selecting the teaching style that’s right for you. And remember, even though you may prefer one teaching style over another, you must find the style that works best for your students! Try different styles to meet different objectives, and always challenge yourself to find ways to reach each student.

You may also like to read

• Effective Teaching Strategies for Adolescent Literacy Teachers
• Effective Teaching Strategies for Special Education
• Activities for Teaching Tolerance in the Classroom
• Interactive Teaching Styles Used in the Classroom

Categorized as: Tips for Teachers and Classroom Resources

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[2023] Effective Teaching Methods: Strategies for Success in the Classroom

• July 29, 2023
• Student Engagement

Teaching is an art that requires a combination of knowledge, skill, and creativity. As educators, we are constantly searching for effective teaching methods that will engage our students, promote learning, and create a positive classroom environment. In this comprehensive guide, we will explore a variety of teaching strategies that have been proven to be effective in the classroom. From online learning to game-based learning, we will cover it all. So, let's dive in and discover the strategies that will help you become a more effective teacher!

Table of Contents

Quick answer, quick tips and facts, 1. online learning, 2. experiential learning, 3. differentiation, 4. blended learning, 5. game-based learning, 6. student-centered learning, recommended links, reference links.

Effective teaching methods are strategies and techniques used by educators to engage students, promote learning, and create a positive classroom environment. These methods include online learning, experiential learning, differentiation, blended learning, game-based learning, and student-centered learning.

• Effective teaching methods promote active learning and student engagement.
• Different teaching methods work best for different subjects and learning styles.
• It's important to adapt teaching methods to meet the needs of diverse learners.
• Incorporating technology can enhance teaching and learning experiences.
• Ongoing professional development is essential for teachers to stay current with effective teaching methods.

Now, let's explore each of these teaching methods in more detail.

Online learning has gained popularity in recent years, especially with the advancement of technology. It provides flexibility and accessibility to students, allowing them to learn at their own pace and in their own environment. Online learning can take various forms, including video lectures, interactive quizzes, discussion boards, and virtual simulations.

Key features and benefits of online learning:

• Flexibility: Students can access course materials and complete assignments at their own convenience.
• Personalized learning: Online platforms can provide personalized feedback and adaptive learning experiences based on individual student needs.
• Access to resources: Online learning provides access to a wide range of resources, including multimedia content, e-books, and research databases.
• Collaboration: Online platforms often include discussion boards and group projects, allowing students to collaborate with their peers.
• Enhanced engagement: Multimedia elements, such as videos and interactive quizzes, can enhance student engagement and understanding.

✅ Recommended Online Learning Platforms:

• Khan Academy

Experiential learning is a hands-on approach that encourages students to learn through direct experience. It involves activities such as experiments, field trips, simulations, and role-playing. By actively engaging in real-world experiences, students can gain a deeper understanding of the subject matter and develop critical thinking and problem-solving skills.

Key features and benefits of experiential learning:

• Active engagement: Experiential learning encourages students to actively participate and engage in the learning process.
• Real-world application: Students can apply theoretical knowledge to real-world situations, enhancing their understanding and retention.
• Critical thinking: Experiential learning promotes critical thinking and problem-solving skills by challenging students to analyze and evaluate their experiences.
• Collaboration: Group activities and projects foster collaboration and teamwork among students.
• Motivation: Hands-on experiences can increase student motivation and interest in the subject matter.

✅ Recommended Experiential Learning Resources:

• National Geographic Education
• Project-Based Learning

Differentiation is a teaching approach that recognizes and addresses the diverse needs and abilities of students. It involves adapting instruction, assignments, and assessments to meet individual student needs. By providing varied learning experiences, teachers can ensure that all students have the opportunity to succeed.

Key features and benefits of differentiation:

• Individualized instruction: Differentiation allows teachers to tailor instruction to meet the specific needs of each student.
• Multiple learning modalities: Differentiation incorporates a variety of teaching strategies and resources to accommodate different learning styles.
• Personalized feedback: Teachers can provide individualized feedback to guide student learning and growth.
• Inclusive classroom environment: Differentiation promotes inclusivity and celebrates the diversity of students.
• Increased student achievement: By addressing individual needs, differentiation can improve student engagement and academic performance.

✅ Recommended Differentiation Resources:

• Teaching Tolerance
• ReadWriteThink

Blended learning combines traditional face-to-face instruction with online learning experiences. It integrates technology into the classroom, allowing students to access resources and complete assignments both in-person and online. Blended learning offers the benefits of both traditional and online learning, providing a flexible and engaging learning environment.

Key features and benefits of blended learning:

• Flexibility: Blended learning provides flexibility in terms of time, location, and pace of learning.
• Personalized instruction: Online components can be tailored to individual student needs, providing personalized instruction and feedback.
• Collaboration: Blended learning encourages collaboration and interaction among students through online discussions and group projects.
• Enhanced engagement: Multimedia elements and interactive activities can enhance student engagement and understanding.
• Data-driven instruction: Online platforms can provide data on student performance, allowing teachers to adjust instruction accordingly.

✅ Recommended Blended Learning Platforms:

• Google Classroom

Game-based learning incorporates educational games and simulations into the classroom to promote engagement and enhance learning. By combining entertainment with education, students can develop critical thinking, problem-solving, and decision-making skills in a fun and interactive way.

Key features and benefits of game-based learning:

• Engagement: Games capture students' attention and motivate them to actively participate in the learning process.
• Active learning: Games require students to make decisions and solve problems, promoting active learning and critical thinking.
• Immediate feedback: Games often provide immediate feedback, allowing students to learn from their mistakes and make improvements.
• Collaboration: Multiplayer games encourage collaboration and teamwork among students.
• Real-world application: Games can simulate real-world situations, allowing students to apply their knowledge and skills in a practical context.

✅ Recommended Game-based Learning Resources:

Student-centered learning focuses on the individual needs, interests, and abilities of students. It involves shifting the role of the teacher from the center of the classroom to a facilitator of learning. Students take an active role in their education, setting goals, making decisions, and reflecting on their learning experiences.

Key features and benefits of student-centered learning:

• Autonomy: Students have a voice in their learning, allowing them to take ownership and responsibility for their education.
• Personalized learning: Student-centered learning allows for individualized instruction and differentiation based on student needs and interests.
• Collaboration: Students often work in groups, fostering collaboration and communication skills.
• Critical thinking: Student-centered learning promotes critical thinking and problem-solving skills by challenging students to think independently and creatively.
• Lifelong learning: By developing self-directed learning skills, students are prepared for lifelong learning beyond the classroom.

✅ Recommended Student-centered Learning Resources:

• TeachThought

What method of teaching is most effective?

The most effective method of teaching depends on various factors, including the subject matter, student needs, and learning goals. Different methods, such as online learning, experiential learning, differentiation, blended learning, game-based learning, and student-centered learning, have been proven to be effective in different contexts. It's important for teachers to adapt their teaching methods to meet the needs of their students.

What are the 5 methods of teaching?

The five methods of teaching commonly used in education are lecture, demonstration, discussion, cooperative learning, and hands-on learning. Each method has its own benefits and limitations, and the choice of method depends on the subject matter and learning goals.

What are the 6 strategies for effective teaching?

The six strategies for effective teaching discussed in this article are online learning, experiential learning, differentiation, blended learning, game-based learning, and student-centered learning. These strategies promote student engagement, active learning, and personalized instruction.

What are the 4 general types of teaching methods?

The four general types of teaching methods are direct instruction, inquiry-based learning, cooperative learning, and experiential learning. Each method has its own approach to teaching and learning, and the choice of method depends on the subject matter and learning goals.

How can I incorporate effective teaching methods in my classroom?

To incorporate effective teaching methods in your classroom, consider the needs and interests of your students, the subject matter, and the learning goals. Experiment with different methods and strategies, and be open to feedback and reflection. Ongoing professional development and collaboration with other educators can also help you enhance your teaching practices.

In conclusion, effective teaching methods play a crucial role in engaging students, promoting learning, and creating a positive classroom environment. By incorporating online learning, experiential learning, differentiation, blended learning, game-based learning, and student-centered learning, educators can cater to the diverse needs and interests of their students. Remember to adapt these strategies to meet the unique needs of your students and continuously seek professional development opportunities to stay current with the latest teaching methods.

Now it's your turn to implement these strategies in your classroom and witness the positive impact they can have on your students' learning experiences. Happy teaching!

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Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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Teaching Methods: Definition, Types, Best Teaching Methods For All Levels

Teaching methods, as it pertains to education, are the techniques and strategies teachers use to help students succeed. Teaching methods can be classified into three categories: instructional design (teacher-led), student-centered (learner-directed), and collaborative/cooperative (group-oriented).

Learning is a process that can be assisted by various methods and techniques. The most common and best method of teaching and learning is the lectures method. Lectures are one of the many different teaching methods used to teach students about the course content. This blog post will discuss what teaching methods are, how they work, and other various types of teaching methods!

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What is a Teaching Method?

The teaching method is the strategy used to convey information for students to learn, it involves careful educational evaluation and assessments in ensuring the right knowledge is passed on to the pupils. Teaching methods can vary from institution to institution, but lectures are a standard method used in the classroom. The best method of teaching focuses on the best way to convey information for students of all different types. However, lectures are one of the more effective ways to do this because they allow instructors to use the best teaching method possible by covering a lot of ground for their lessons to be clearly understood!

A teaching method is a specific way in which teachers teach students. There are many different types and styles of education that teachers use when they interact with students. These methods may be used by either private or public school educators depending on their personal preference or state requirements for teacher certification. The type of education title you obtain will also depend upon your choice of educational style since there are several titles associated with each particular method. However, there are certain vital factors that you should consider before selecting your favorite technique for pedagogy, such as:

• What age group will be studying?
• What level of education does everyone have?
• Are they beginners or experts in their field already?
• How much time do I have to work with them, and how long can my attention span last when working individually/in groups?
• Do I want more information about the topic than just the basics. So, is it an educational experience, or do I need something fun and entertaining for people who don’t know anything about the subject matter at hand?

9 Types of Teaching Methods

1. lecture mode.

Lecture learning is one of the most common methods for teaching and learning in higher institutions of seminar. This method involves a teacher standing in front of students and talking about course content they need to know or understand. Some benefits of lectures include: students can ask questions if they do not understand something, teachers have complete control over what information gets shared with students during this type of instruction, and sometimes allow time so students can take notes on important concepts taught by the instructor. However, some challenges are associated with lecture learning, including how it may be boring for students who prefer more hands-on activities and lack engagement between instructors and their learners.

The lecture method help to break the topic into different segments and present them in smaller chunks. Instructors can use PowerPoint slides, videos, or online resources to help teach students about the course content. In addition, lecture methods are best used when instructors need more time to prepare for their lessons . Lectures can also be best used when instructors need to cover a lot of material in the shortest amount of time possible!

How Do Lectures Work?

Lectures work best when instructors have a lot of material to cover in the classroom. This method is best used when there isn’t enough time for students to engage with their course content from other perspectives, such as through group projects, small group activities, or hands-on learning. Lecture methods are best taught by teachers who can keep students’ attention and clearly share information so everyone can understand what is being said.

2. Problem Solving

This method of teaching involves having students work on specific problems or challenges directly related to course content being taught in class. Some benefits include increased engagement, students learning more deeply about the material, and allowing for more hands-on activities with instructors who may be standing at a whiteboard working through solutions together with their learners. However, there are some cons associated with this form, including the time needed for preparation if not familiarized beforehand with the topic/concepts covered during instruction. It can also be challenging to monitor all learners’ progress.

How Does Problem Solving Work?

Problem-solving involves the instructor presenting a problem or challenge to the students and then breaking up into small groups to work together on finding solutions. This method of teaching best suits visual, auditory, or kinesthetic learners because it allows students to engage with the material in different ways. During this type of instruction, teachers should closely monitor student progress, so all individuals make significant contributions and stay on task. They should also be engaged throughout each lesson period.

3. Role Playing

This teaching method involves having students dress up as characters and act out different situations/scenarios related to the material being taught at hand. Some benefits include increased engagement, allowing for hands-on activities with instructors who may participate, and opportunities for student practice before applying these newly learned skills outside their classroom. However, role-playing challenges include the time needed for preparation if not familiarized beforehand with the topic/concepts covered during instruction.

How Does Role-Playing Work?

The best way that role-playing can work is by allowing the instructor to present topics or concepts covered during the lecture time frame while also incorporating small groups into acting out scenarios related to these lessons. During this type of instruction, teachers should monitor student progress closely, so all individuals make significant contributions and everyone stays on task.

4. Group Work

Group work involves having students work with their classmates cooperatively on different assignments related to the material they are being taught at hand. Some benefits include increased engagement and learning more deeply about concepts through collaboration. However, there are drawbacks associated with group work, including the time needed for students’ preparation if not familiarized beforehand with the topic/concepts.

How does group work functions best in a learning environment?

First, students must be familiarized beforehand with the concepts and content they will learn. Then instructors must give their students specific instructions on how best to complete an assignment or project so that each student can best participate and contribute to the overall group effort. Students should also be given time for individual learning before applying these newly learned skills during group work.

5. Games Method of Teaching

Another type of teaching method includes games or activities. It involves having students participate in interactive elements such as board games related to the concepts being taught. Some benefits include increased engagement, learning more deeply about the material through hands-on activities with instructors who may actively participate, and shortening lesson times.

Games can be used to reinforce material that students have already learned. For example, after a lecture has been given on the French Revolution and its causes, instructors may choose to play Jeopardy with their classes using terms like “monarchy,” “revolution,” and other concepts discussed in the lecture. It helps students review and retain information from a previous lesson while encouraging them to participate with one another.

How Does The Game Method of Teaching Work?

In this teaching approach, students are divided into groups. Each group has a different task in the game that they must complete before receiving points or “credits” to move on in their games. For example, one group might have to identify specific countries or continents on the board in a geography course while another has to list capital cities. Instructors can incorporate concepts into these games by rewarding groups who correctly answer questions with more credits than other teams.

6. Flipped Classroom

How does flipped classroom work.

The flipped classroom method of teaching has allowed students to familiarize themselves with course materials outside of class time to participate more actively during classroom lectures. Several benefits come along with this form of learning, including increased student engagement and instructor feedback during the lesson itself. This method also provides students more opportunities for practice before applying what they have learned to other tasks outside their classroom environment. However, there are some difficulties associated with using the flipped class model as well. One major drawback is that instructors may not have enough time to prepare for their lectures because they are limited by the amount of preparation they can do before students come into class. Additionally, students may not be as closely monitored by their instructors because they now have the responsibility of completing homework assignments on their own.

7. Self-Paced Learning

In a self-paced learning environment, there is no set time when the class meets. When using this method, students take responsibility for their learning.

In these environments, instructors offer little to no guidance or feedback during instruction, allowing students to learn independently. Some benefits include increased engagement and student independence in terms of doing coursework. It can also be seen as giving self-study opportunities that previously would not have been available due to lack of instructor availability/time. However, some challenges are associated with this form, including less time spent together outside class which could lead to feelings of isolation or loneliness. Students may not always understand the concepts and may have to take time out of their day to seek help from peers. Many examples of student projects completed using self-paced learning include research papers, science fairs, presentations, art projects, etc.

How Does Self-Paced Learning Work?

Instructors create self-paced learning courses to help students complete coursework on their own time. Students work at their own pace and meet with an instructor when they need assistance understanding a concept or completing a major assignment/project.

Self-paced learning is unique in that it doesn’t rely on meetings or set times for students and instructors to meet. Students are responsible for working independently, making this method different from other methods where the instructor schedules classes. This teaching method also allows students with busy schedules more flexibility, as they can work on coursework at their own pace without having to miss class due to conflicting work/school schedules.

8. Student-Centered Learning

Finally, there is another approach called “Student-Centered Learning”. In this environment, instructors are more hands-off during lectures, allowing students to discuss topics at hand. Some benefits include increased engagement among classmates as it creates a classroom community feeling where everyone feels comfortable being themselves. However, some challenges are associated with this form. They include a lack of structure, which can also be seen as overwhelming by some learners who prefer clear guidelines on what needs completing throughout the semester. Also, students may feel as though they have not been given clear instructions on what to do, which may lead them to feelings of confusion or lack of motivation.

How Does Student-Centered Learning Work?

Some instructors may be highly involved in lecture sessions, while others give students more opportunities to work together or ask questions. The latter is generally the case when teaching introductory courses, which require less guidance than advanced topics. In this type of learning environment, students are expected to be active members in learning. The instructor needs to ensure that each student has an equal opportunity to master course content.

9. Montessori Teaching Method

This is the new cool for elementary schools. That is from pre-school to nursery and down to primary school level. It is now the most adopted method of teaching practiced amongst educationists. This method of teaching involves using creative tools that physically and mentally help kids to easily understand and memorize what is being taught. Montessori teachers are highly trained tutors who know how to impart knowledge into the kids using the Montessori teaching materials. Amongst all the teaching methods for Nursery and Primary school level, the Montessori method of teaching is the best.

A typical Montessori class room.

Having defined Teaching method, listed and explained in full, the types of teaching method, we can deduce from above the best method of teaching.

What is Best Method of Teaching?

The best method depends on various factors and circumstances. all teaching methods listed above depends on the institutional grade which in-turn has a direct relationship with the mental capacity of the students or pupils being taught. For example, for nursery and primary school level otherwise known as the elementary of foundational level, the Montessori method of teaching is the best due to the level of assimilation.

Gaming method is another practical method of teaching that best suits primary and secondary school level. The lecture mode of teaching is best suitable for a larger crowd because its conveys the lecturer’s message and students jot down. Lectures are one of the best methods of teaching for higher institution because they allow instructors to convey information quickly and efficiently. There is no better way to explain something than by doing it yourself! Having an instructor explain course content firsthand is beneficial for students who may be visual learners, auditory learners, or any other type of learner.

As said earlier, choosing the best teaching method is relative and it depends on the circumstance and environment that best suits convey seamlessly the message being passed to the students.

Various teaching methods can be used when instructing students at all levels of education, including elementary school through university or college-level courses. We can use lectures, games, activities, demonstrations, and many other teaching methods in the classroom to teach students about concepts and ideas that will hopefully remain for a long time. In addition to these traditional methods, exploring  top masterclass courses  can offer students a unique opportunity to learn from leading experts in various fields, further enriching their educational journey.

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9 Pedagogical Approaches for Higher Ed Explained [Plus: 40+ Free Strategies to Implement in Your Classroom]

Pedagogy is the foundation for all teaching and learning. Here, we highlight nine core pedagogies and tips on how to include them in your classroom.

Christine Persaud

This article will provide you with an understanding of what ‘pedagogy’ is, why it’s important for every classroom and how pedagogy has been evolving to take 21st-century skills and learning into account.

You’ll learn about the different aspects of pedagogy, as well as some common pedagogical knowledge and approaches. Examples for each will provide greater insight into how you can apply different pedagogical teaching styles to your own classroom.

With tips on creating your own pedagogy, including taking into account how digital technology and online and collaborative work are changing teaching, you’ll understand why and how having a clear and concise pedagogy can support your curriculum. 

There are countless pedagogies that can work for your course. Download our free guide , which highlights and explains 9 different pedagogical approaches and how they can be used to keep your students motivated and engaged.

Table of Contents

1.0. What is pedagogy?

1.1. Why is pedagogy important?

1.2. how do you say ‘pedagogy’.

2.0. Different types of pedagogy

2.1. What is constructivist pedagogy?

2.2. what is inquiry-based learning.

2.3. What is the Socratic method?

2.4. What is problem-based learning

2.5. What is collaborative learning?

2.6. What is integrative pedagogy?

2.7. What is reflective pedagogy?

2.8. What is critical pedagogy?

2.9. What is culturally responsive teaching?

3.0. Creating your own pedagogy

3.1. How can pedagogy support your curriculum?

3.2. how does pedagogy impact the learner.

4.0. How is pedagogy changing?

4.1. Online learning

4.2. personalizing pedagogies.

5.0. Conclusion

1. What is pedagogy?

Pedagogy is often confused with curriculum. The definition of pedagogy refers to how we teach—the theory and practice of educating. Curriculum refers to the material being taught. Pedagogy, meaning the relationship between learning techniques and culture, is determined based on an educator’s beliefs about how learning takes place. Pedagogy requires meaningful classroom interactions between educators and learners. The goal is to help students build on prior learning and develop skills and attitudes. For educators, the aim is to present the curriculum in a way that is relevant to student needs.

Shaped by the educator’s own experiences, pedagogy must take into consideration the context in which learning takes place, and with whom. It isn’t about the materials used, but the process and the strategy adopted to lead to the achievement of meaningful cognitive learning.

In a literal sense, the word pedagogy stems from the Greek word that effectively means “the art of teaching children.” More specifically, agogos means leader in Greek, and pedagogue refers to the teacher. Paidagogos were slaves tasked with taking boys to school and back, teaching them manners and tutoring them.

Pedagogy vs. Andragogy

Pedagogy is the teaching of children or dependent personalities. This means that it is up to the instructor to determine how, what and when course concepts are learned. Andragogy is the facilitation of learning for adults, who are self-directed learners. Adults are primarily driven by intrinsic motivation and can solve complex problems relying on past experiences. This must be taken into account in order to best support them in retaining new ideas, learning new ways of problem-solving, and strengthening independent thinking.

Having a well-thought-out pedagogy can improve the quality of your teaching and the way students learn, helping them gain a deeper grasp of fundamental material. Being mindful of the way you teach can help you better understand how to help students achieve deeper learning. And it can, in turn, impact student perception, resulting in cooperative learning environments. The proper pedagogical approach helps students move beyond simple forms of thinking as defined in the Bloom’s taxonomy pyramid, like basic memorization and comprehension, to complex learning processes like analysis, evaluation, and creation. Students can leverage their preferred learning styles with a teaching process that supports them, and the way they like to learn.

Pedagogy is pronounced differently in various countries. The International Phonetic Alphabet pronunciation is ˈpɛdəˌɡoʊdʒi/ /ˈpɛdəˌɡɑdʒi/. In both the U.K. and U.S., it’s often pronounced “ped-a-gaug-gee” (as in “geese”) though some use the “j” sound and pronounce it “paidag-o-jee” (as in the seventh letter of the alphabet, “g”.)

Others, particularly in the U.K., say “pe-de-gaw-jee,” with more of an “ugh” sound in the middle, and replace the “go” sound with “gaw.” The Merriam-Webster dictionary suggests it should be “pe-de-go-je” (or ga).

2. Pedagogical strategies

There are countless pedagogies that can help you engage students. By implementing activities from different pedagogical techniques in your classroom, you’ll ensure students can tackle learning in a way that best meets their needs. Here, we outline nine pedagogical approaches that help students develop higher-order thinking skills and provide a more nuanced understanding of how their learnings fit into the world around them.

Constructivist teaching strategies help students understand the meaning of their learning materials, instead of just passively ingesting content. Rather than focusing on the subject or lesson being taught, educators are encouraged to focus on how the student learns. 

An example of a constructivist pedagogical practice:

KWL(H) Charts are a great way to get an overview of student progress throughout the term. After finishing a unit or series of lessons, have learners fill out a chart with the following fields: What we know, What we want to know, What we have learned, How we know it.

Inquiry-based learning encourages students to ask questions and complete research while learning various concepts. The pedagogy focuses on helping learners acquire the skills necessary to develop their own ideas, as well as question themselves and group members in a constructive way. The four steps of inquiry-based learning are:

• Developing problem statements that require students to pitch their question using a constructed response, further inquiry and citation.
• Researching the topic using time in class where the instructor can guide students in their learnings
• Presenting what they’ve learned to their peers or to a small group
• Asking students to reflect on what worked about the process and what didn’t. Students focus on how they learned in addition to what they learned, to activate metacognition skills (or thinking about thinking).

An example of inquiry-based learning: One way to incorporate inquiry-based learning in your classroom is through oral history projects. Ask students to research the personal histories of an individual of their choice, conduct interviews with the person (if possible) and create a presentation that includes artifacts, a feature article, a personal memoir and a photograph.

2.3. What is the Socratic method ?

The Socratic method is a traditional pedagogy named after Greek philosopher Socrates, who taught students by asking a series of questions. The principle underlying the Socratic method is that students learn through the use of critical thinking, reason and logic. 

An example of Socratic learning:

To implement Socratic learning strategies in your classroom, arrange students in inner and outer circles. The inner circle engages in discussion, while the outer circle observes and takes notes. The outer circle then shares their observations and questions the inner circle with guidance from the instructor.  The Socratic Method is one of many tools that professors at the University of Chicago Law School use to help theirstudents become lawyers. Elizabeth Garrett writes that “The Socratic Method provides all students greater confidence about talking to large groups, allows them to develop the ability to argue forcefully and persuasively, and teaches them to think critically. “

2.4. What is problem-based learning ?

In problem-based learning , students acquire knowledge by devising a solution to a real-world problem. As they do, they acquire knowledge, as well as communication and collaboration skills.

An example of problem-based learning pedagogical practice:

Concept mapping is an engaging activity that helps students tackle complex course concepts. Divide the class into teams and present them with a course-related problem. One team member writes down a solution and passes the sheets of paper along to the next team member, who builds upon that idea and then passes it along to the rest of the team. In the end, a spokesperson can present their ultimate solution. In a study monitoring the learning of students in an Engineering course, the research found that participants’ learning gains from problem-based learning were two times their gains from a traditional lecture.

2.5 What is collaborative pedagogy ?

Collaborative pedagogy rejects the notion that students can think, learn and write effectively in isolation. Collaborative pedagogy is a learner-centered strategy that strives to maximize critical thinking, learning and writing skills through peer-to-peer interaction and interpersonal engagement.

An example of collaborative pedagogical practice:

Set up stations or posters in a few locations around the classroom and get students to participate in a gallery walk. Divide students into small groups and have them rotate between each station together sorting their observations into categories. Finally, ask them to write down a list of questions about the source material they are viewing.

2.6. What is integrative pedagogy ?

Integrative learning is the process of making connections between concepts and experiences so that information and skills can be applied to novel and complex issues or challenges.

An example of integrative pedagogical practice:

Hands-on learning experiences, like community service, are a great way to bring integrative pedagogy into the classroom. Holding fundraisers, volunteering at local schools or eldercare homes or preparing meals for those experiencing food insecurity are forms of experiential learning that can help students take part in community service activities, like volunteering at food kitchens, tutoring children in local schools, or working in local prisons and detention centers to help with literacy skills, like Queen’s Students for Literacy .

2.7. What is reflective pedagogy ?

Reflective pedagogy encourages the instructor to reflect upon lessons, projects and assessments, with the goal of improving them for future use. Students are also encouraged to reflect on their performance on assessments and look for areas where they can improve.

An example of reflective pedagogy:

Conversation stations are a great way for students to engage with their peers and reflect on their own learnings. Instructors start by sharing a list of discussion questions pertaining to a course reading, video or case study. Students are put into groups and given five-to-ten minutes to discuss, before rotating to another group. The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. Similarly, reflective pedagogy is useful when used as a complement to placement-based internships. These pedagogical strategies allow students to understand what they have learned and experienced on a deeper level.

Critical pedagogy asserts that issues of social justice and democracy are not distinct from acts of teaching and learning. It is a theory and practice that helps students question and challenge prevalent beliefs and practices—and achieve critical consciousness.

An example of critical pedagogy:

Flipped classroom strategies aim to increase student engagement and learning by having students complete readings at home and then work on live problem-solving during class time. These strategies allow instructors to orient their teaching to be knowledge-based, focusing on the development of critical thinking skills and understanding what it means to create a just society.

2.9. What is culturally responsive teaching ?

Culturally responsive teaching is a more modern pedagogy that acknowledges, responds to and celebrates fundamental cultures. It strives to offer equitable access to education for students from all cultures.

An example of culturally responsive teaching:

Use learning stations in your classroom to accommodate a variety of student learning styles at the same time. Whether due to culture, socialization, preference or learning needs, students respond differently to a variety of content. You can provide a range of material to each student by setting up learning stations where students can play a game or watch a video.

3. Creating your own pedagogy

To create your own pedagogy, start by forming a personal philosophy of teaching statement. This is a crucial step in the profession of teaching. This helps students manage their expectations about your teaching methods and better approach your curriculum. Critically, make sure to support students in finding the best ways to understand the subject matter and encourage engaging discussions in the classroom.

It’s also important to be mindful of the different educational experiences students have and their preferred methods of participation, as well as their personal experiences and backgrounds. That might include monitoring for cues like wait time between talking in a conversation, eye contact or using written forms of communication, like discussion threads. You can use real-world experiences to demonstrate abstract concepts, and link them back to everyday experiences to which students can relate. Followed by activities that are purpose-built to involve students, this helps learners break down course concepts in their own ways.

Pedagogy can allow students to gain a deeper understanding of subject matter and can help them apply their learnings to their own personal experiences outside the classroom. Teachers can work together with students to come up with the best way for subject matter to be studied.

Once you’ve created your own pedagogy in higher education, you can then develop course material and activities that are challenging for students. This will assist them in cognitive development, ensuring that they advance their understanding of concepts to higher levels.

With a clear understanding of your pedagogy, students can follow your instruction and feedback clearly. They know what they need to do and how to do it, and can respond in kind. This encourages engaging dialogue between educators and students, as well as among students themselves—that’s because everyone shares ideas, questions, and knowledge to explore concepts and deepen their knowledge.

With a clear and concise understanding of pedagogy, everyone is on the same page. Students can comfortably share ideas and understand how curriculum will be approached and what’s expected of them. 

Students expand their knowledge base, but also understand how to use their learnings in authentic and relevant real-world contexts. They can draw on their own cultural knowledge as well to come up with unique and personalized thoughts and opinions. Concrete evidence, facts and data, are combined with the exploration of cultural differences of others to further expand knowledge. This allows students to reflect on new concepts and open their minds to different approaches.

Through your pedagogical strategies, students can also learn what approaches work best for them: Which learning activities and learning styles they tend to gravitate towards—and how to develop concepts and build mental models to further their learning—are all important elements to consider. Overall, active learning makes student engagement rise. Students get to participate in personalized teaching strategies, rather than be mere spectators in the classroom.

4. How is pedagogy changing?

Pedagogy has been evolving to better support 21st-century skills and ideas. The traditional classroom lecture is no longer as effective as it once was. Teaching has expanded to include new forms of learning, like interactive and collaborative projects and online and remote curricula, and to accommodate more flexible schedules.

Real-world scenarios and cultural differences are being taken into account, affording students new ways to acquire, construct and organize their learning. Pedagogy is shifting focus beyond basic memorization and application of simple procedures to aiding students in higher-order learning, including critical thinking skills, effective communication, and greater autonomy.

Online learning has become a significant part of higher education. Any modern pedagogy must account for students finding, analyzing and applying knowledge from a growing number of online tools, platforms and sources. Higher-order skills, like critical thinking and the ability to learn more independently, as well as in larger groups, are essential for engaging in online learning in a meaningful way.

Students must be comfortable using technology to help them learn, and to access, share, and create useful information and gain better fluency in a subject. Educators, in turn, can use technology to enhance course materials and further support their pedagogies through blended learning that combines classrooms with online teaching, flipped classrooms that provide materials students can access after class, like videos, lecture notes, quizzes, and further readings, and overall wider access to sources and experts online.

They can integrate new forms of technology to teach, like videos, animations, and simulations through sources like YouTube channels, podcasts and clickers . Digital textbooks can incorporate content like video and audio clips, animations, and rich graphics that students can access and annotate. All of this content enhances the experience for students, and particularly benefits students who are struggling. It can also reduce spending since students have plenty of valuable, real-time updated information at their fingertips for free.

It’s critical that what you’re teaching students is relevant and meaningful, and personalized to their experiences . The increase in non-formal, self-directed learning methods means that students have more access to information than ever before. It makes it easier for educators to track their learning through digital activities. But it also requires more attention in guiding them to the right sources, adjusting lecture content and adopting approaches purpose-built for engagement and collaboration.

In many innovative pedagogies, there’s a power shared between educator and student. Students learn more independently, instead of following a set course of lectures and textbooks from an instructor. In many cases, students thrive in self-directed learning methods, while educators can use lecture time more effectively for discussion and collaborative work.

The educator, then, becomes a critical guide and assessor for students, linking them to accepted sources of information and emphasizing the importance of accreditation. They are no longer the only source of information, delivered in chunks via lectures. And this requires an overhaul of the strategy towards how student learning is achieved, monitored and assessed.

5. Conclusion

Pedagogies are constantly evolving. You can develop your own, inspired by common ones and modified for 21st-century learning. A pedagogy must fit your audience, and focus on helping students develop an understanding of the material beyond basic memorization and surface knowledge. Students should be able to relate concepts back to the real world, and even their own lives.

Every pedagogy is different. A good starting point is to create a philosophy of teaching statement that outlines your communication goals as an instructor, and how you plan to relate the work you do in the classroom to professional development once the student moves on to a career. Then, design classroom experiences around this philosophy, work with students to adapt methods to encourage positive responses and determine how you will evaluate and assess their performance. It’s also worth considering how you will integrate technology into lesson plans and classwork, as well as promote inclusivity.

Taking all of this into consideration makes for a great recipe for a successful pedagogical approach. The more aware you are of the way you are teaching, the better you’ll understand what works best for your students.

Download the free guide: 9 Pedagogical Approaches—and How to Use Them in Your Course

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Teaching Methods & Practices

Jason Proctor, Northeastern State University

Copyright Year: 2022

Last Update: 2023

Publisher: Open OCO

Language: English

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Reviewed by Jared Stewart-Ginsburg, Assistant Teaching Professor, North Carolina State University on 5/17/24

The text includes essential elements of managing a classroom and planning instruction, including more overt elements (e.g., procedures) and hidden elements (e.g., teacher voice). Each concept is discussed in sufficient detail, with several... read more

Comprehensiveness rating: 4 see less

The text includes essential elements of managing a classroom and planning instruction, including more overt elements (e.g., procedures) and hidden elements (e.g., teacher voice). Each concept is discussed in sufficient detail, with several examples and a variety of resources embedded within the text. The text enacts Universal Design for Learning principles by providing multiple means of representation to illustrate concepts (e.g., text, videos, podcasts, interviews). Instructors may find it necessary to supplement the text with other readings. For example, the text briefly describes the importance of a positive reinforcement system, but does not provide enough examples that teachers can implement such systems. The text includes thorough information on instructional planning and assessment. The chapter entitled “Responding to Student Needs” provides a very brief overview of instructional strategies for a variety of student populations (i.e., Students with Disabilities, English Language Learners, Gifted Learners).

Content Accuracy rating: 4

The information presented is accurate and based on research. The author references studies throughout the text to justify strategies and principles. Some statements about student needs hint at deficit-based views (e.g., “modifications alter learning tasks in a manner that lowers expectations…”).

Relevance/Longevity rating: 5

There are a myriad of videos, activities, open resources (e.g., worksheets), and additional resources for deeper learning embedded into the text. This makes for a more engaging and accessible text, and encourages students to interact with the text.

Clarity rating: 5

The organization, syntactical structure, and text features facilitate clarity and comprehension. Beginning teachers would find the text approachable and clear.

Consistency rating: 5

The text has high internal consistency and uses the same terms, ideas, and concepts throughout.

Modularity rating: 5

The text is divided into chapters. Each chapter has several sections. The concepts build on each other to some degree, but could be parsed out or reorganized if necessary to fulfill the goals of the course.

Organization/Structure/Flow rating: 5

Each chapter begins with a brief introduction, followed by objectives, then sections. Chapters end with a self-reflection and opportunities for deeper learning. There are advanced organizers and summaries of each section to assist in information retention. The chapters follow identical structures.

Interface rating: 5

The text is best viewed on a web browser where students can see the text alongside all interactive elements. Overall, the text looks well-designed across interfaces. Some textbox formatting spills onto another page when downloaded as a PDF, which might confuse the reader. Not all elements transfer to the PDF, so links are included for students to access all elements.

Grammatical Errors rating: 5

No grammar issues were noted.

Cultural Relevance rating: 5

Examples include students and teachers from several cultural backgrounds. The text could more explicitly address how teachers’ biases affect their view of classroom behavior, though it does address this in terms of whose “problem” a behavior is.

This book provides a thorough, accessible, engaging introduction to foundations of managing a classroom and planning instruction. Beginning teachers may consider this text as a friendly, concise guide to help them in their first few months in the classroom. Alongside supplemental material, educator preparation programs may find this text to be a good fit for an introductory course in teaching, classroom management, and/or assessment.

Table of Contents

About the book.

• About Annotation
• Classroom Norms & Procedures
• Teacher Voice
• Classroom Layout & Teacher Radar
• Individual Student Corrections
• Using Questions to Engage & Assess
• Cooperative Learning
• Identifying Learning Outcomes
• Planning Assessments
• Developing Rubrics & Scoring Guides
• Responding to Student Needs
• Planning Instruction & Learning Experiences
• Scoring & Grading Practices

Ancillary Material

This book is intended to serve as a resource for novice teachers as they master the art of effective classroom management, assessment, and lesson planning. At the undergraduate level, this book is designed to accompany the instruction in the EDUC 4353: Secondary Teaching Methods & Practices course before the full-internship experience. At the graduate level, this book is designed to support the instruction in the EDUC 5283: Teaching Methods course with a special focus on supporting Alternatively Certified Educators. Each chapter presents a component of the teaching and learning process critical for teacher development and describes how that component is relevant to the classroom.

About the Contributors

Dr. Jason Proctor , Northeastern State University

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