• MyU : For Students, Faculty, and Staff
  • Academic Leaders
  • Faculty and Instructors
  • Graduate Students and Postdocs

Center for Educational Innovation

  • Campus and Collegiate Liaisons
  • Pedagogical Innovations Journal Club
  • Teaching Enrichment Series
  • Recorded Webinars
  • Video Series
  • All Services
  • Teaching Consultations
  • Student Feedback Facilitation
  • Instructional Media Production
  • Curricular and Educational Initiative Consultations
  • Educational Research and Evaluation
  • Thank a Teacher
  • All Teaching Resources
  • Aligned Course Design
  • Active Learning
  • Team Projects
  • Active Learning Classrooms
  • Leveraging the Learning Sciences
  • Inclusive Teaching at a Predominantly White Institution
  • Assessments
  • Online Teaching and Design
  • AI and ChatGPT in Teaching
  • Documenting Growth in Teaching
  • Early Term Feedback
  • Scholarship of Teaching and Learning
  • Writing Your Teaching Philosophy
  • All Programs
  • Assessment Deep Dive
  • Designing and Delivering Online Learning
  • Early Career Teaching and Learning Program
  • International Teaching Assistant (ITA) Program
  • Preparing Future Faculty Program
  • Teaching with Access and Inclusion Program
  • Teaching for Student Well-Being Program
  • Teaching Assistant and Postdoc Professional Development Program

Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments

Inclusive Teaching at a PWI is in a blue rectangle at the top. Below are three green circles for Climate, Pedagogy, and Content. Pedagogy is emphasized with key points: Diversify and critically assess teaching methods, learning activities, assignments.

Definition of Pedagogy 

In the most general sense, pedagogy is all the ways that instructors and students work with the course content. The fundamental learning goal for students is to be able to do “something meaningful” with the course content. Meaningful learning typically results in students working in the middle to upper levels of Bloom’s Taxonomy . We sometimes find that novice instructors conflate course content with pedagogy. This often results in “teaching as talking” where the presentation of content by the instructor is confused with the learning of content by the students. Think of your course content as clay and pedagogy as the ways you ask students to make “something meaningful” from that clay. Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).

Key Idea for Pedagogy

Diversify your pedagogy by varying your teaching methods, learning activities, and assignments. Critically assess your pedagogy through the lens of BIPOC students’ experiences at a PWI . We visualize these two related practices as a cycle because they are iterative and ongoing. Diversifying your pedagogy likely means shedding some typical ways of teaching in your discipline, or the teaching practices you inherited. It likely means doing more active learning and less traditional lecturing. Transforming good pedagogy into equitable pedagogy means rethinking your pedagogy in light of the PWI context and considering the ways your pedagogy may help or hinder learning for BIPOC students. 

PWI Assumptions for Pedagogy

Understanding where students are on the spectrum of novice to expert learning in your discipline or course is a key challenge to implementing effective and inclusive pedagogy (National Research Council 2000). Instructors are typically so far removed from being a novice learner in their disciplines that they struggle to understand where students are on that spectrum. A key PWI assumption is that students understand how your disciplinary knowledge is organized and constructed . Students typically do not understand your discipline or the many other disciplines they are working in during their undergraduate years. Even graduate students may find it puzzling to explain the origins, methodologies, theories, logics, and assumptions of their disciplines. A second PWI assumption is that students are (or should be) academically prepared to learn your discipline . Students may be academically prepared for learning in some disciplines, but unless their high school experience was college preparatory and well supported, students (especially first-generation college students) are likely finding their way through a mysterious journey of different disciplinary conventions and modes of working and thinking (Nelson 1996).

A third PWI assumption is that instructors may confuse students’ academic underpreparation with their intelligence or capacity to learn . Academic preparation is typically a function of one’s high school experience including whether that high school was well resourced or under funded. Whether or not a student receives a quality high school education is usually a structural matter reflecting inequities in our K12 educational systems, not a reflection of an individual student’s ability to learn. A final PWI assumption is that students will learn well in the ways that the instructor learned well . Actually most instructors in higher education self-selected into disciplines that align with their interests, skills, academic preparation, and possibly family and community support. Our students have broader and different goals for seeking a college education and bring a range of skills to their coursework, which may or may not align with instructors’ expectations of how students learn. Inclusive teaching at a PWI means supporting the learning and career goals of our students.

Pedagogical Content Knowledge as a Core Concept

Kind and Chan (2019) propose that Pedagogical Content Knowledge (PCK) is the synthesis of Content Knowledge (expertise about a subject area) and Pedagogical Knowledge (expertise about teaching methods, assessment, classroom management, and how students learn). Content Knowledge (CK) without Pedagogical Knowledge (PK) limits instructors’ ability to teach effectively or inclusively. Novice instructors that rely on traditional lectures likely have limited Pedagogical Knowledge and may also be replicating their own inherited teaching practices. While Kind and Chan (2019) are writing from the perspective of science education, their concepts apply across disciplines. Moreover, Kind and Chan (2019) support van Driel et al.’s assertion that:

high-quality PCK is not characterized by knowing as many strategies as possible to teach a certain topic plus all the misconceptions students may have about it but by knowing when to apply a certain strategy in recognition of students’ actual learning needs and understanding why a certain teaching approach may be useful in one situation (quoted in Kind and Chan 2019, 975). 

As we’ve stressed throughout this guide, the teaching context matters, and for inclusive pedagogy, special attention should be paid to the learning goals, instructor preparation, and students’ point of entry into course content. We also argue that the PWI context shapes what instructors might practice as CK, PK, and PCK. We recommend instructors become familiar with evidence-based pedagogy (or the Scholarship of Teaching and Learning , SoTL) in their fields. Moreover, we advise instructors to find and follow those instructors and scholars that specifically focus on inclusive teaching in their fields in order to develop an inclusive, flexible, and discipline-specific Pedagogical Content Knowledge.

Suggested Practices for Diversifying + Assessing Pedagogy

Although diversifying and critically assessing teaching methods, learning activities, and assignments will vary across disciplines, we offer a few key starting points. Diversifying your pedagogy is easier than critically assessing it through a PWI lens, but both steps are essential. In general, you can diversify your pedagogy by learning about active learning, peer learning, team-based learning, experiential learning, problem-based learning, and case-based learning, among others . There is extensive evidence-based pedagogical literature and practical guides readily available for these methods. And you can also find and follow scholars in your discipline that use these and other teaching methods.

Diversifying Your Pedagogy

Convert traditional lectures into interactive (or active) lectures.

For in-person or synchronous online courses, break a traditional lecture into “mini-lectures” of 10-15 minutes in length. After each mini-lecture, ask your students to process their learning using a discussion or problem prompt, a Classroom Assessment Technique (CAT), a Think-Pair-Share, or another brief learning activity. Read Lecturing from Center for Teaching , Vanderbilt University.

Structure small group discussions

Provide both a process and concrete questions or tasks to guide student learning (for example, provide a scenario with 3 focused tasks such as identify the problem, brainstorm possible solutions, and list the pros/cons for each solution). Read How to Hold a Better Class Discussion , The Chronicle of Higher Education .

Integrate active learning

Integrate active learning, especially into courses that are conceptual, theoretical, or otherwise historically challenging (for example, calculus, organic chemistry, statistics, philosophy). For gateway courses, draw upon the research of STEM and other education specialists on how active learning and peer learning improves student learning and reduces disparities. Read the Association of American Universities STEM Network Scholarship .  

Include authentic learning

Include authentic learning, learning activities and assignments that mirror how students will work after graduation. What does it mean to think and work like an engineer? How do project teams work together? How does one present research in an educational social media campaign? Since most students seeking a college education will not become academic researchers or faculty, what kinds of things will they do in the “real world?” Help students practice and hone those skills as they learn the course content. Read Edutopia’s PBL: What Does It Take for a Project to Be Authentic?

Vary assignments and provide options

Graded assignments should range from low to high stakes. Low stakes assignments allow students to learn from their mistakes and receive timely feedback on their learning. Options for assignments allow students to demonstrate their learning, rather than demonstrate their skill at a particular type of assessment (such as a multiple choice exam or an academic research paper). Read our guide, Create Assessments That Promote Learning for All Students .

Critically Assess Your Pedagogy

Critically assessing your pedagogy through the PWI lens with attention to how your pedagogy may affect the learning of BIPOC students is more challenging and highly contextual. Instructors will want to review and apply the concepts and principles discussed in the earlier sections of this guide on Predominantly White Institutions (PWIs), PWI Assumptions, and Class Climate. 

Reflect on patterns

Reflect on patterns of participation, progress in learning (grade distributions), and other course-related evidence. Look at your class sessions and assignments as experimental data. Who participated? What kinds of participation did you observe? Who didn’t participate? Why might that be? Are there a variety of ways for students to participate in the learning activities (individually, in groups, via discussion, via writing, synchronously/in-person, asynchronously/online)?

Respond to feedback on climate

Respond to feedback on climate from on-going check-ins and Critical Incident Questionnaires (CIQs) as discussed in the Climate Section (Ongoing Practices). Students will likely disengage from your requests for feedback if you do not respond to their feedback. Use this feedback to re-calibrate and re-think your pedagogy. 

Seek feedback on student learning

Seek feedback on student learning in the form of Classroom Assessment Techniques (CATs), in-class polls, asynchronous forums, exam wrappers, and other methods.  Demonstrate that you care about your students’ learning by responding to this feedback as well. Here’s how students in previous semesters learned this material … I’m scheduling a problem-solving review session in the next class in response to the results of the exam …

Be diplomatic but clear when correcting mistakes and misconceptions

First-generation college students, many of whom may also identify as BIPOC, have typically achieved a great deal with few resources and significant barriers (Yosso 2005). However, they may be more likely to internalize their learning mistakes as signs that they don’t belong at the university. When correcting, be sure to normalize mistakes as part of the learning process. The correct answer is X, but I can see why you thought it was Y. Many students think it is Y because … But the correct answer is X because … Thank you for helping us understand that misconception.

Allow time for students to think and prepare for participation in a non-stressful setting

This was already suggested in the Climate Section (Race Stressors), but it is worth repeating. BIPOC students and multilingual students may need more time to prepare, not because of their intellectual abilities, but because of the effects of race stressors and other stressors increasing their cognitive load. Providing discussion or problem prompts in advance will reduce this stress and make space for learning. Additionally both student populations may experience stereotype threat, so participation in the “public” aspects of the class session may be stressful in ways that are not true for the majority white and domestic students. If you cannot provide prompts in advance, be sure to allow ample individual “think time” during a synchronous class session.

Avoid consensus models or majority rules processes

This was stated in the Climate Section (Teaching Practices to Avoid), but it’s such an entrenched PWI practice that it needs to be spotlighted and challenged. If I am a numerical “minority” and I am asked to come to consensus or agreement with a numerical “majority,” it is highly likely that my perspective will be minimized or dismissed. Or, I will have to expend a lot of energy to persuade my group of the value of my perspective, which is highly stressful. This is an unacceptable burden to put on BIPOC students and also may result in BIPOC students being placed in the position of teaching white students about a particular perspective or experience. The resulting tensions may also damage BIPOC students’ positive relationships with white students and instructors. When suitable for your content, create a learning experience that promotes seeking multiple solutions to problems, cases, or prompts. Rather than asking students to converge on one best recommendation, why not ask students to log all possible solutions (without evaluation) and then to recommend at least two solutions that include a rationale? Moreover, for course content dealing with policies, the recommended solutions could be explained in terms of their possible effects on different communities. If we value diverse perspectives, we need to structure the consideration of those perspectives into our learning activities and assignments. 

We recognize the challenges of assessing your pedagogy through the PWI lens and doing your best to assess the effects on BIPOC student learning. This is a complex undertaking. But we encourage you to invite feedback from your students as well as to seek the guidance of colleagues, including advisors and other student affairs professionals, to inform your ongoing practices of teaching inclusively at a PWI. In the next section, we complete our exploration of the Inclusive Teaching at a PWI Framework by exploring the importance of auditing, diversifying, and critically assessing course content.

Pedagogy References

Kind, Vanessa and Kennedy K.H. Chan. 2019. “Resolving the Amalgam: Connecting Pedagogical Content Knowledge, Content Knowledge and Pedagogical Knowledge.” International Journal of Science Education . 41(7): 964-978.

Howard, Jay. N.D. “How to Hold a Better Class Discussion: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-hold-a-better-class-discussion/#2 

National Research Council. 2000. “How Experts Differ from Novices.” Chap 2 in How People Learn: Brain, Mind, Experience, and School: Expanded Edition . Washington D.C.: The National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

Nelson, Craig E. 1996. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.” The American Behavioral Scientist . 40 (2): 165-175.

Sathy, Viji and Kelly A. Hogan. N.D.  “How to Make Your Teaching More Inclusive: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/?cid=gen_sign_in

Yosso, Tara J. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity and Education . 8 (1): 69-91.

  • Research and Resources
  • Why Use Active Learning?
  • Successful Active Learning Implementation
  • Addressing Active Learning Challenges
  • Why Use Team Projects?
  • Project Description Examples
  • Project Description for Students
  • Team Projects and Student Development Outcomes
  • Forming Teams
  • Team Output
  • Individual Contributions to the Team
  • Individual Student Understanding
  • Supporting Students
  • Wrapping up the Project
  • Addressing Challenges
  • Course Planning
  • Working memory
  • Retrieval of information
  • Spaced practice
  • Active learning
  • Metacognition
  • Definitions and PWI Focus
  • A Flexible Framework
  • Class Climate
  • Course Content
  • An Ongoing Endeavor
  • Align Assessments
  • Multiple Low Stakes Assessments
  • Authentic Assessments
  • Formative and Summative Assessments
  • Varied Forms of Assessments
  • Cumulative Assessments
  • Equitable Assessments
  • Essay Exams
  • Multiple Choice Exams and Quizzes
  • Academic Paper
  • Skill Observation
  • Alternative Assessments
  • Assessment Plan
  • Grade Assessments
  • Prepare Students
  • Reduce Student Anxiety
  • SRT Scores: Interpreting & Responding
  • Student Feedback Question Prompts
  • Research Questions and Design
  • Gathering data
  • Publication
  • GRAD 8101: Teaching in Higher Education
  • Finding a Practicum Mentor
  • GRAD 8200: Teaching for Learning
  • Proficiency Rating & TA Eligibility
  • Schedule a SETTA
  • TAPD Webinars

Gain admission into 200 level to study any Course of your Choice in any University of your Choice NO JAMB/LOW FEES. Registration is in Progress. Call 07036718572.

Download F ree JAMB Approved UTME CBT Practice App (2024) - USE OFFLINE

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!

Recommended: Examlabs for Students and Tutors

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.

Share this:

Education Corner

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

Similar Posts:

  • Discover Your Learning Style – Comprehensive Guide on Different Learning Styles
  • 15 Learning Theories in Education (A Complete Summary)
  • Service Learning: A Complete Guide

Leave a Comment Cancel reply

Save my name and email in this browser for the next time I comment.

Teaching, Learning, & Professional Development Center

  • Teaching Resources
  • TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

  • Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
  • Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
  • Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
  • What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

  • First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
  • If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
  • It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
  • Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
  • Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

  • Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
  • Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
  • Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
  • Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
  • Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
  • If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

  • Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
  • Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
  • Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
  • Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

  • Columbia University in the City of New York
  • Office of Teaching, Learning, and Innovation
  • University Policies
  • Columbia Online
  • Academic Calendar
  • Resources and Technology
  • Instructional Technologies
  • Teaching in All Modalities

Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

  • Examples from the Columbia University Classroom
  • Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

  • Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

what is assignment in teaching method

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

  • Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
  • Solve problem sets that have real world application; 
  • Design projects that address a real world problem; 
  • Engage in a community-partnered research project;
  • Create an exhibit, performance, or conference presentation ;
  • Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

  • E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
  • Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
  • Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
  • Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
  • Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
  • Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected]

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

what is assignment in teaching method

  • BSW Scholarships
  • How to Transition to a Social Work Career
  • Social Worker Salary and Jobs in Social Work
  • Is a Master of Social Work MSW Really Worth It?
  • Social Worker Resource Guide
  • Doctor of Social Work Salary and Careers
  • How to Become a School Superintendent
  • Faculty Interview: Dr. Lee Nabb, Morehead State University
  • Scholarships for Doctor of Education (EdD) Students
  • What is a Terminal Degree?
  • Is It Worth Getting a Doctorate in Education (EdD)?
  • Faculty Interview: Tracy Caddell, Ball State University
  • Doctor of Education EdD Salary and Career Outlook
  • EdD vs. PhD
  • What is Organizational Change?
  • Faculty Interview: Michael Poe, Northwest Nazarene University
  • How to Transition to a Teaching Career
  • Applying for Your Master’s
  • Preparing for Your Interview
  • Crafting Your Resume
  • How to Write a Personal Statement
  • How to Get the Right References
  • Is a Master of Teaching Worth It?
  • The Ultimate Guide to the Praxis® Tests
  • Finance your Teaching Education
  • Online Master of Arts in Teaching – TESOL Programs
  • HBCU Undergraduate Scholarships Guide
  • Librarian Resource Guide
  • Explore Librarian Salary, Jobs, and Careers in Library Science
  • Online Master of Science in Teaching
  • Online Master of Education Programs
  • Our Guide to Entry-Level Nursing
  • What Type of Nurse Should You Be?
  • Guide to Transitioning RN to MSN Programs
  • What Can You Do With a Bachelor’s in Public Health?
  • Bachelor of Public Health Scholarships and Grants
  • Kinesiology and Exercise Science Salaries
  • How to Make a Career Change from Teaching to Speech Pathology
  • Speech Pathology School Scholarships
  • How to Get into Speech Pathology School
  • ASHA Certification for Speech-Language Pathologists
  • Is a Master’s in Speech Pathology Really Worth It?
  • Professional Development Guide for Speech Pathologists
  • What Speech Pathology Students Should Do Before Graduating
  • Speech-Language Pathologist Resume Guide
  • Speech-Language Pathology Job Interview Guide
  • Speech Pathologist Resource Guide
  • Speech Pathologist Salary and Career Outlook
  • What Is an AGACNP?
  • What Is a Women’s Health Nurse Practitioner
  • Guide to Making a Career Change to Nursing
  • How To Get Into Nursing School
  • Is Nursing School Really Worth It?
  • Nursing Salary by State
  • Nursing Resources
  • Which Nursing Degree Is Right for Me?
  • Types of Nursing Degrees
  • Nursing School Scholarships
  • Explore Midwife Salary, Jobs, and Careers in Midwifery
  • What is a Midwife
  • The 2022 Guide to Online Doctor of Nursing Practice (DNP) Programs
  • Nursing Careers Infographic
  • Nurse Practitioner Career & Salary
  • Our Guide to APRN License and Certification
  • NP vs DNP: Nurse Practitioner vs Doctor of Nursing Practice
  • Family Nurse Practitioner (FNP)
  • Registered Nurse vs. Nurse Practitioner
  • Acute Care Nurse Practitioner ACNP Salary and Careers
  • Women’s Health Nurse Practitioner WHNP Salary and Careers
  • Online Psychiatric Nurse Practitioner Programs (PMHNP)
  • Occupational Therapy Salary and Career Outlook
  • Scholarships for Occupational Therapy Students
  • How to Get into Occupational Therapy School
  • Is a Doctor of Occupational Therapy Worth It?
  • What is Occupational Therapy?
  • What Is the Difference Between Physical Therapy and Occupational Therapy?
  • What Is Physical Therapy?
  • How to Get Into Physical Therapy School
  • Is a Doctor of Physical Therapy DPT Really Worth It?
  • Physical Therapy Careers and Salaries
  • How to Make a Career Transition to Physical Therapy
  • Chiropractor vs. Physical Therapist
  • Physical Therapy Scholarships
  • What’s the Difference Between a Physician Assistant and a Doctor?
  • Scholarships for Physician Assistant PA Students
  • Physician Assistant vs. Nurse Practitioner: What Are the Differences?
  • Physician Assistant Salary, Jobs and Career Path
  • How to Become a Physician Assistant
  • How to Get Into PA School
  • Is a Physician Assistant PA Degree Really Worth It?
  • Physician Assistant Certification Guide
  • Pharmacy Doctorate Salary and Career Outlook
  • How to Get into Pharmacy (PharmD) School
  • Master of Health Informatics Career and Salary
  • Master of Public Health Salary and Career Outlook
  • Online Master’s in Health Administration Programs (MHA)
  • Top Paying Healthcare Careers
  • Bachelor of Psychology Scholarships
  • Digital Resources for Students with Autism – Helpful for Teachers and Parents
  • What is a Functional Behavior Assessment?
  • What is Applied Behavior Analysis (ABA)?
  • Applied Behavior Analysis ABA Scholarships
  • Psychologist Salary and Career Outlook
  • Types of Psychology Degrees
  • Clinical Psychologist Careers and Salary
  • Marriage and Family Therapist Salary and Jobs for MFT Careers
  • Behavioral Psychology
  • Counseling Skills and Techniques
  • Is a Master’s in Counseling Worth It?
  • 25 Counseling Scholarships for Graduate Students
  • School Psychologist vs School Counselor
  • Bullying Resources for Educators and Parents
  • The Comprehensive College Planning Resource
  • School Counselor Certification Guide
  • Resources for School Counselors
  • School Counselor Salary and Career Outlook
  • LMHC vs. LCSW
  • How to Become a Counselor
  • Mental Health Counselor Salary and Career Outlook
  • MPA vs MPH: Which Degree is Best for You?
  • MPA vs. International Relations
  • MPA vs. MPP
  • Masters in Business Administration (MBA) vs. Masters of Public Administration (MPA)
  • Is an MPA Degree Really Worth It?
  • MPA Careers and Salaries
  • Master of Public Administration MPA Scholarships
  • Online Masters in Urban Planning Programs
  • What Can I Do With an International Relations Degree?
  • International Relations Salary and Career Paths
  • How to Make a Career Transition to Financial Planner
  • Can You Change Careers with an MBA
  • MBA Concentrations Guide
  • Online MBA in Financial Planning Programs
  • Find Online MBA in Entrepreneurship Programs
  • Find Online MBA in Marketing Programs
  • Find Online MBA in Business Analytics Programs
  • Find Online MBA in Finance Programs
  • MBA or CFA: Which Is Better for a Finance Career
  • How to Get Into Business School
  • MBA or JD: Which Is the Better Career Path?
  • Is an MBA Degree Really Worth It? Decide Here
  • Explore MBA Salary, Jobs, and Careers in Business
  • MBA Scholarships
  • Bachelor’s of Business Scholarships
  • What Can You Do With a Bachelor’s in Business and Management?
  • What Can You Do with a Bachelor’s in Marketing?
  • Bachelor of Marketing Scholarships
  • Is a Master of Accounting Worth It?
  • Accountant Salary and Career Outlook
  • Guide to Transition into an Accounting Career
  • Master’s in HR Salary and Career Outlook
  • How to Break into Supply Chain Management
  • Supply Chain Management Salary and Career Outlook
  • Online Master’s in Management and Leadership
  • Online Master’s in Finance Programs
  • Explore Our LSAT Study Guide
  • How to Get into Law School
  • How to Study for the Bar Exam
  • Is a JD Really Worth It?
  • MPA vs JD: Which Is Better?
  • Is a Master of Legal Studies Worth It?
  • Online Master’s in Taxation Law Programs
  • Online Master of Laws LLM Programs
  • Online Master of Legal Studies in Compliance Programs
  • What You Can Do with a Bachelor’s in Communications
  • Bachelor of Communications Scholarships
  • Online Master of Communication Management Programs
  • Master’s in Communications Salary and Careers
  • Is a Communications Degree Worth It?
  • How to Become a Communications Director
  • How to Become an Architect
  • Guide to Online Economics Certificates and Courses
  • How to Become a Public Policy Analyst
  • Public Policy Analyst Salary and Job Outlook
  • Guide to Online Sustainability Certificates and Short Courses
  • Data Science Salary and Career Outlook
  • Is a Data Science Degree Worth It?
  • Online Business Management Courses
  • How to Become a Finance Manager
  • Finance Salary and Careers
  • Web Developer Salary and Career Paths
  • How to Become a Cyber Security Specialist
  • Guide to Cybersecurity Salaries and Careers
  • AI Engineer Salary and Career Outlook
  • How to Become an AI Engineer
  • How to Become a Blockchain Developer
  • Systems and IT Salary and Career Outlook
  • Online Human Resources HR Courses
  • How to Become a Project Manager
  • Project Manager Salary and Career Outlook
  • Become a Marketing Manager
  • Is a Marketing Degree Worth It?
  • Marketing Salary and Careers
  • Online Healthcare Courses
  • Online Nutrition Courses
  • Online Education Courses
  • Online Business Negotiations Courses
  • Online Leadership Courses
  • Online Conflict Resolution Courses
  • Become a Data Analyst
  • Online Real Estate Courses
  • What is an HBCU?
  • Reasons to Choose a Degree From an HBCU

Teaching Methods

  • Learning Styles
  • Testing Effect
  • School Media
  • Motivating Students
  • Dropout Prevention
  • Teachers Care
  • Grants for Teachers
  • Teacher Appreciation
  • Debra Rose Howell
  • Dr. David Lazerson
  • Dr. Penny Ferguson
  • Genein Letford
  • Lynne Kesselman
  • Susan Evans
  • Valerie Kibler
  • How To Become a Lawyer Online
  • How to Become a Principal
  • Guide to Becoming a Doctor of Social Work
  • Masters Degree Program Accreditation
  • Teacher Certification Tests (The Praxis and Beyond)
  • Teacher Salary, Career and Benefits Guide
  • Summer Vacation for Teachers
  • Teaching STEM
  • Teaching Art
  • Teaching Music
  • Teaching Gifted Education
  • Teaching Social Studies
  • Teaching English as a Second Language (ESL)
  • Teaching English and Language Arts
  • Teaching Special Education
  • Teacher Shortage Areas by State
  • How To Become an Online Teacher
  • Become a Licensed Mental Health Counselor
  • How to Become a School Counselor
  • LMHC Licensure Guide for Mental Health Counselors
  • What does an LMHC do?
  • Become a Psychologist
  • How to Become a Clinical Psychologist
  • What Does a Licensed Marriage & Family Therapist (LMFT) Do?
  • Become a Behavior Analyst
  • How to Become a Pediatric Nurse
  • Become a Women’s Health Nurse Practitioner
  • How to Become a Pharmacist
  • Become a Speech Pathologist
  • Become a Physical Therapist
  • How to Become an Occupational Therapist
  • Become a Registered Nurse (RN)
  • Become a Nurse Practitioner
  • Become a Nurse Midwife
  • Become an Acute Care Nurse Practitioner
  • Become a Psychiatric Nurse Practitioner
  • Become an Advanced Practice Registered Nurse APRN
  • How to Become a Business Consultant
  • Become an Accountant
  • Become a Human Resources Specialist
  • Become a Public Administrator
  • Become a Librarian

Teach.com / What Do Teachers Do? / Teachers Know / Teaching Methods

The term  teaching method  refers to the general principles, pedagogy and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement.

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.

what is assignment in teaching method

Interested in developing your skills as a teacher?  Explore online education short courses  designed to give you an in depth understanding of various skills in teaching.

Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model.  Students are viewed as “empty vessels”  who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

Learn more about the different teaching styles that use a teacher-centered approach .

Student-Centered Approach to Learning

While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction.

Learn more about the different teaching styles that use a student-centered approach .

what is assignment in teaching method

High Tech Approach to Learning

Advancements in technology have propelled the education sector in the last few decades. As the name suggests, the high tech approach to learning utilizes different technology to aid students in their classroom learning. Many educators use computers and tablets in the classroom, and others may use the internet to assign homework. The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.

Below are some tech tools used in classrooms today:

  • G Suite (Gmail, Docs, Sheets, Classroom, Drive, and Calendar)
  • Tablets/laptops
  • Gamification software (such as  3DGameLab and  Classcraft )
  • Education-focused social media platforms (such as  schoology  and  seesaw )
  • Technology accessibility for students with disabilities

Sponsored Online Degrees and Short Courses

what is assignment in teaching method

Harvard University

Derek bok center for teaching and learning, higher education teaching certificate.

Deepen your understanding of higher-order teaching practices and broaden your skill set while creating a unique and inclusive strategy for your specific context.

what is assignment in teaching method

University of Dayton

School of education and health sciences, master of science in education in educational leadership.

No GRE scores are required to apply to University of Dayton’s online MSE in Educational Leadership program. The program is 30 credits and can be completed in two years with the completion of an internship.

  • Optional path to principal licensure track
  • No GRE required to apply
  • Degree can be completed in as few as two years

info SPONSORED

Low Tech Approach to Learning

While technology undoubtedly has changed education, many educators opt to use a more traditional, low tech approach to learning. Some learning styles require a physical presence and interaction between the educator and the student. Additionally, some research has shown that low-tech classrooms may boost learning. For example,  students who take handwritten notes have better recall than students who take typed notes . Another downside of technology in the classroom may be that  students exposed to spell check and autocorrect features at an earlier age may be weaker in spelling and writing skills . Ultimately, tailoring the learning experience to different types of learners is incredibly important, and sometimes students work better with a low-tech approach.

Here are some examples of low technology usage in different teaching methodologies:

  • Kinesthetic learners have a need for movement when learning. Teachers should allow students to move around, speak with hands and gestures.
  • Expeditionary learning involves “learning by doing” and participating in a hands-on experience. Students may participate in fieldwork, learning expeditions, projects or case studies to be able to apply knowledge learned in the classroom to the real world, rather than learning through the virtual world.
  • Many types of vocational or practical training cannot be learned virtually, whether it be a laboratory experiment or woodworking.

what is assignment in teaching method

Through these different approaches to teaching, educators can gain a better understanding of how best to govern their classrooms, implement instruction, and connect with their students. Within each category of teacher and student centeredness and tech usage, there are specific teaching roles or “methods” of instructor behavior that feature their own unique mix of learning and assessment practices. Learn more about each one to find the best fit for your classroom.

Teacher-Centered Methods of Instruction

what is assignment in teaching method

Direct Instruction (Low Tech)

Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations.

In this method of instruction, the teacher might play one or all of the following roles:

Formal Authority

Formal Authority teachers are in a position of power and authority because of their exemplary knowledge and status over their students. Classroom management styles are traditional and focus on rules and expectations.

Expert teachers are in possession of all knowledge and expertise within the classroom. Their primary role is to guide and direct learners through the learning process. Students are viewed solely as the receptors of knowledge and information (“empty vessels”).

Personal Model

Teachers who operate under the “Personal Model’ style are those who lead by example, demonstrating to students how to access and comprehend information. In this teaching model, students learn through observing and copying the teacher’s process.

As the primary teaching strategy under the  teacher-centered approach , direct instruction utilizes passive learning, or the idea that students can learn what they need to through listening and watching very precise instruction. Teachers and professors act as the sole supplier of knowledge, and under the direct instruction model, teachers often utilize systematic, scripted lesson plans. Direct instruction programs include exactly what the teacher should say, and activities that students should complete, for every minute of the lesson.

Because it does not include student preferences or give them opportunities for hands-on or alternative types of learning, direct instruction is extremely teacher-centered. it’s also fairly low-tech, often relying on the use of textbooks and workbooks instead of computers and 1:1 devices.

Back to Top

what is assignment in teaching method

Flipped Classrooms (High Tech)

The idea of  the flipped classroom began in 2007 when two teachers began using software that would let them record their live lectures . By the next school year, they were implementing pre-recorded lectures and sharing the idea of what became known as the flipped classroom.

Broadly, the flipped classroom label describes the teaching structure that has students watching pre-recorded lessons at home and completing in-class assignments, as opposed to hearing lectures in class and doing homework at home. Teachers who implement the flipped classroom model often film their own instructional videos, but many also use pre-made videos from online sources.

A key benefit of the flipped classroom model is that it allows for students to work at their own pace if that is how the teacher chooses to implement it. In some cases, teachers may assign the same videos to all students, while in others, teachers may choose to allow students to watch new videos as they master topics (taking on a more “differentiated” approach).

But despite this potential for more student-centeredness, flipped classroom models are still mostly based on a teacher’s idea of how learning should happen and what information students need, making it chiefly teacher-centered. From a technology perspective, the system hinges on pre-recorded lessons and online activities, meaning both students and teachers need a good internet connection and devices that can access it.

what is assignment in teaching method

Kinesthetic Learning (Low Tech)

Sometimes known as tactile learning”or “hands-on learning”, kinesthetic learning is based on the idea of  multiple intelligences External link  , requiring students to do, make, or create. In a kinesthetic learning environment, students perform physical activities rather than listen to lectures or watch demonstrations. Hands-on experiences, drawing, role-play, building, and the use of drama and sports are all examples of kinesthetic classroom activities.

Though a great way to keep students engaged and, at times, simply awake, very few classrooms employ kinesthetic learning activities exclusively. One reason is that, despite the popularity of learning style theories, there is a lack of research-based evidence that shows that  teaching to certain learning styles produces better academic results .

One upside is that kinesthetic learning is rarely based on technology, as the method values movement and creativity over technological skills. That means it’s cheap and fairly low-barrier to adopt, as well as a welcome break from students’ existing screen time. Kinesthetic learning can be more student-centered than teacher-centered when students are given the choice of how to use movement to learn new information or experience new skills, so it’s also adaptable to a teacher’s particular classroom preferences.

  • Using Classroom Debates to Engage Students
  • The Benefits of Puzzles in Early Childhood

Student-Centered Methods of Instruction

what is assignment in teaching method

Differentiated Instruction (Low Tech)

Differentiated instruction is the teaching practice of tailoring instruction to meet individual student needs. It initially grew popular with the  1975 Individuals with Disabilities Education Act  (IDEA), which ensured all children had equal access to public education. The  Individualized Education Programs  (IEPs) that started under IDEA helped classroom teachers differentiate for students with special needs. Today, differentiated instruction is used to meet the needs of all types of learners.

Teachers can differentiate in a number of ways: how students access content, the types of activities students do to master a concept, what the end product of learning looks like, and how the classroom is set up. Some examples of differentiation include: having students read books at their own reading levels, offering different spelling lists to students, or meeting in small groups to reteach topics.

Though differentiation is focused on individual student needs, it is mostly planned and implemented by the teacher. And technology, though a potential aid, is not a hallmark of the differentiated teaching style, making it a fairly traditional, low-barrier method to adopt.

  • Engaging Gifted and Talented Students
  • How to Engage a Classroom of Diverse Learners
  • Become a Gifted Education Teacher

what is assignment in teaching method

Inquiry-based Learning (High Tech)

Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout their learning process, rather than a sole authority figure.

Facilitator

Facilitators play a strong emphasis on the teacher-student relationship. Operating under an open classroom model, there is a de-emphasis on teacher instruction, and both student and educator undergo the learning process together. Student learning loosely guided by the teacher, and is focused on fostering independence, hands-on learning, and exploration.

Teachers who operate under the “Personal Model” style are those who lead by example, demonstrating to students how to access and comprehend information. In this teaching model, students learn through observing and copying the teacher’s process.

Teachers acts as a “resource” to students, answering questions and reviewing their progress as needed. Teachers play a passive role in student’s learning; students are active and engaged participants in their learning. The main goal of a Delegator is to foster a sense of autonomy in the learning process.

Teachers encourage students to ask questions and consider what they want to know about the world around them. Students then research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. Findings might be presented as self-made videos, websites, or formal presentations of research results.

Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning. But teacher facilitation is also extremely key to the process. Usually, during the inquiry cycle, every student is working on a different question or topic. In this environment, teachers ask high-level questions and make research suggestions about the process rather than the content. At the end of the inquiry cycle, students reflect on the experience and what they learned. They also consider how it connects to other topics of interest, as an inquiry on one topic often results in more questions and then an inquiry into new fields.

Inquiry-based learning can make great use of technology through online research sites, social media, and the possibility for global connections with people outside of the community. But depending on the subject at hand, it doesn’t necessarily require it.

  • 9 Maker Projects for Beginner Maker Ed Teachers

what is assignment in teaching method

Expeditionary Learning (High Tech)

Expeditionary learning is based on the ideas of the educator who founded  Outward Bound , and is a form of project-based learning in which students go on expeditions and engage in in-depth study of topics that impact their schools and communities.

The learning in this model includes multiple content areas so that students can see how problem-solving can happen in the real world–ideally, their own worlds. A student in a big city, for example, might study statistics about pollution, read information about its effects, and travel to sites in their city that have been impacted by the problem. When they have a good understanding of the circumstances, students and teachers work to find a solution they can actively implement.

Technology-wise, G Suite (Google Docs, Sheets, and Drive) and internet access can aid student research, presentation, and implementation of projects. But it’s the hands-on work and getting out into the community that’s the cornerstone of this methodology.

what is assignment in teaching method

Personalized Learning (High Tech)

Personalized learning  is such a new educational model that its definition is still evolving. At the heart of the model, teachers have students follow personalized learning plans that are specific to their interests and skills. Student self-direction and choice in the curriculum are hallmarks of personalized learning.

Assessment is also tailored to the individual: schools and classrooms that implement personalized learning use competency-based progression, so that students can move onto the next standards or topics when they’ve mastered what they’re currently working on. That way, students in personalized learning classrooms can progress to work beyond their grade level as they master topics, while students who need additional help have that time built into their daily schedules as well.

There’s also room for an emphasis on college and career readiness in personalized learning environments. Students who don’t require remediation or extension work can instead work with teachers to nurture social skills and other or 21st-century skills lessons and receive mentoring.

Personalized learning is extremely student centered, but teachers are required to teach lessons, look at frequent assessment data, and meet with students to make any necessary changes to their learning plans. They’ll also need to have a certain comfort level with technology: the differentiated and personalized instruction that students receive often come in the form of online lessons and programs, so teachers must be able to navigate virtual platforms with ease.

  • How Technology Changed the Way I Teach My Students

what is assignment in teaching method

Game-based Learning (High Tech)

Game-based learning comes from the desire to  engage students in more active learning in the classroom . Because they require students to be problem solvers and use soft skills that they will need as adults, games are a great way to encourage a “mastery” mindset, rather than a focus on grades.

In a game-based learning environment, students work on quests to accomplish a specific goal (learning objective) by choosing actions and experimenting along the way. As students make certain progress or achievements, they can earn badges and experience points, just like they would in their favorite video games.

Game-based learning requires a lot of time and planning on the teachers’ part. Fortunately, there is software that makes this process much easier, like  3DGameLab  and  Classcraft . Teachers who use this software may be better at differentiating quests for students because of the data the programs provide.

Because teachers play a big role in planning and creating content under this model, game-based learning isn’t completely student-centered. But it is still very much focused on the student, who works at their own pace and makes independent choices in a gamified environment.

Last Updated August 2020

Resilient Educator logo

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, what is your teaching style 5 effective teaching methods for your classroom.

What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

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.

Infographic: Common teaching styles - classroom teaching styles. Authority or lecture style (teacher-centered), demonstrator or coach style (shows knowledge, includes activities and demonstrations), facilitator or activity style (promote self-learning, self-actualization, critical thinking skills), delegator or group style (best for lab activities and peer feedback activities), and hybrid or blended style (blends the teacher's personality and interests with students' needs).

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

Tagged as: Leadership and Administration ,  Mid-Career Teacher ,  New Teacher ,  Professional Development ,  Veteran Teacher

  • Master's in Teaching Online | Distance-Learni...
  • Online & Campus Master's in Elementary Educat...
  • Certificates for Reading Specialist
  • Office of Curriculum, Assessment and Teaching Transformation >
  • 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.

what is assignment in teaching method

  • Teaching & learning
  •    The Complete List of Teaching Methods and Strategies

what is assignment in teaching method

Apply as a tutor to teach students online from anywhere in the world.

The complete list of teaching methods and strategies.

  • Chloe Daniel
  • Published On: September 11 ,2021

The Complete List of Teaching Methods and Strategies

Teachers are the main asset of a country because they are nation builders. Teachers and education systems play a vital role in building an individual’s character, and great teachers have set examples of changing their student’s lives. Therefore, one country should invest more in its educational institutes and teachers to succeed. You can find an endless amount of stories about how appropriate teaching methods and strategies have brought remarkable changes in a student’s life. The art of teaching matters a lot. To be a successful teacher, one should know all the possible teaching methods and strategies and use them correctly because students learn better when their teacher knows which teaching method will engage the students more.

Bertrand Russell has summed up the whole process in his quote as:

‘More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given.’

After reading this blog, you will understand the difference between teaching methods and strategies, different teaching methodologies and strategies, their advantages and disadvantages, and how a teacher should prepare himself before the class lecture.

So let’s get started.

Difference between teaching methods and strategies

Methods and strategies are two different terms, but both are essential to make a class full of students of different caliber and understand the same subject. The method is a process, procedure, or way something is done or implementing a plan. While on the other hand, strategy is the goal, set of actions, or plans to achieve one aim or something. Let me clarify it with an example: strategy is how a teacher makes a whole year’s plan to complete a specific book or syllabus, and the method is how that teacher delivered the lecture or which way the teacher selects to do a task.

And there is a list of teaching methods and strategies acquired by the teachers or instructors that you will read below. The ideal teaching method is the one in which the learning of students occurs the most. Teaching and learning are considered the two sides of a coin, and for completing the teaching side, teachers should consider all the teaching strategies and methods.

Related Read:   Hacks to Help Students Beat Procrastination

Types of teaching methods

The way of teaching is categorized into different types of teaching methods adopted by the teachers, and most of them are mentioned below:

types-of-teaching-methods

Teacher centered method

It is the method where the teacher is the only expert or an authority figure for the learners or students. They rely on the expert and receive knowledge to achieve positive grades in the end exams or assessments. The lecture method is used in the teacher-centered method, and it requires very little involvement of students or learners during the teaching process. It is also called a closed-ended method if the involvement of learners or students is zero.

Learner-centered method

In this teaching method, the teachers play a dual role. They act as learners and teachers; they learn new things every day while delivering the lecture. The learner-centered method is beneficial for both teacher and the student. The best way to implement this method is to follow the class’s discussion, inquiry-based, or discovery strategies.

Content-focused methods

Among different teaching methodologies, the teacher can use the content-focused method when the content, set of information, or skill taught by the teachers or experts cannot be changed or altered. It means the content to be taught is so important or unimpeachable that both the learner and the teacher have to fit in the subject without being critical about the content.

Interactive or participative method

It is the type of learning method that is considered beneficial for both the learners and the teachers. The teacher’s responsibility is to explain the key points or the importance of following the interactive or participating method during class in general so that students may not resist following it. Many strategies are used in this teaching method like writing exercises, think-pair-share, debate, problem-based learning, or situation analysis.

The lecture method

One of the most commonly used formal or semiformal teaching methods is the lecture method. Teachers mostly use this method for a large class. In this method, the teachers pick a topic and explain its basic definitions, facts, events, principles and clarify the whole point of the subject or topic with relevant examples and problems. The students are allowed to take notes and ask questions at the end of a lecture, and the master of the subject has to answer them all. Thus, in this method, a teacher is the main role model for the large class, and it has a strong mastery of that specific subject.

The discussion method

The discussion method can only be followed when the teacher is highly skilled and disciplined. Because in this two-way communication method, students are prepared to listen to their fellow’s point of view and exchange ideas. The role of a teacher is to introduce disciplined group discussion techniques among students and clear the concept of the topic meanwhile. This method is mainly used to utilize the knowledge, experience, and creativity of each student. When the whole discussion ends, the teacher corrects the mistakes and clears the debatable concepts.

The study assignment method

It is one of those teaching methods that promote active learning. In this method, the teacher or an instructor assigns a task to students before the class. It can be a book or research paper reading, project analysis, or any relevant material review. This method enhances the research skill abilities of students, and the discussion part in class makes the teacher and students know different points of view of each other.

The tutorial method

It is a teaching method that can only be used when a teacher or an instructor teaches one student and works directly. This method is also known as  online tutoring , and it demands more money and time, unlike other teaching methods. Those who follow such methods know the safety and active participation of both learner and the reader. The tutorial teaching methods are user-friendly. The students can skip or restart the lesson any time, leave the tutorial in between, or get access to it when they feel like learning or motivated. Mostly these are the recorded lectures.

The seminar method

The seminar method is one of the costly teaching methods used by the experts or teachers to guide or educate the students about a certain topic or project. In this method, the instructors make groups of students work on their projects and then ask them to exchange the information or techniques used while completing the project. Highly professional; or competent teachers must arrange a seminar method and then evaluate the study, research paper, or project.

The demonstration method

The demonstration method is the kind of teaching method in which the teacher has to perform something or an operation to make its learner understand deeply and clearly. It can be the functioning of a tool or equipment, teaching troubleshooting, performing a certain job or an operation or anything. This teaching method can only be proposed when the instructor explains the why, how, where, what, and when. If the highly competent teacher will choose the method and rehearse well before teaching, it will save time, and the clarity of operation will help the students perform right. The demonstration teaching method is mostly used in laboratories.

Direct teaching

The direct teaching method is commonly used in all institutions as it makes the teacher or an instructor directly communicate with their student within the school or institution premises. This method lessens the communication barrier between students and the teacher. It focuses on the immediate teaching process, and the students are allowed to ask questions or give suggestions in between, with certain time limitations.

Online teaching method

One of the most flexible teaching methods is the  online teaching  method. The teacher and the learner can offer a flexible timescale, which is unrestricted to time and place. Both can communicate with each other via email or any other digital support. The access to recorded lectures after the online session helps the students to listen to them later and understand better. The advancement of technology has turned learners into online learning in the last few decades.

Online and private tutors  have their way of teaching concepts within a certain time limit. Students with jobs mostly use this teaching method to learn during their free time and achieve their desired goals without moving places.

Independent study or practice

Some teachers or an instructor follow the independent study or practice teaching method because this improves the  self-learning  or self-study abilities of the students. In such methods, teachers mostly assign the same task to each student to practice or study it from home on their own, and then the other day, teachers evaluate the task and solve the students’ queries.

Types of teaching strategies

Before moving to the teaching strategies, I would like to add a quote from Benjamin Franklin, which says:

‘Tell me and I forgot. Teach me and I remember. Involve me and I learn.’

And this is how the teaching strategies work on students.

TYPES OF TEACHING STRATEGIES

Classroom management

The very first strategy to engage all the students of a class is its management. The etiquette of a class is matters, and so does the management of the whole class. If you start listing down the classroom management strategies, the list will go on because it has its own set of techniques and different strategies to keep the class managed. Before moving to the teaching method, the teacher or an instructor should acknowledge the whole class management rules in dos and don’ts.

Develop an atmosphere of learning

The atmosphere of learning matters the most because no matter how well the teacher or an instructor delivers the lecture, it’s futile if the atmosphere does not support that all students are willing to learn or excited to start the new chapter or topic. So, to develop a learning atmosphere, the expert should get the whole class’s attention and inform them of the facts and purpose of reading the lecture. The more they will show interest in learning a subject, the more they will learn.

Celebrate achievements

Teachers should assign certain achievement levels with a reward to keep the whole class motivated to learn and do better. And the reward could be anything like the winning student will display their work in the school assembly or get to read the whole chapter and get candy from their teacher in return. The celebration can be small or big, it doesn’t matter, but the outcomes of celebrating success will make huge positive differences in a student’s life.

This teaching strategy is mostly used by the primary or secondary level student teachers to motivate and build students’ confidence. Teachers who make use of this strategy more often prepare the future winners. There is no failure. Only feedback. – Robert Allen

Flexible seating

The appropriate seating in the classroom that keeps the students comfortable is the utmost teaching strategy. Here the flexible seating of both the teacher and the learner matters. Institutions of all levels should follow many  flexible seating ideas . Because if the students are sitting uncomfortably, then they will not be able to focus on the lecture.

It is more of an institution’s duty to take care of students’ sitting comfort and posture because students spend a lot of their day at schools or colleges.

Active learning

Active learning strategy is one of those strategies that not only help the students but the teachers too. The discussion break between the lecture and asking students to submit the clearest point after the lecture keeps the whole class attentive, and it’s called active learning. Their participation makes the teacher understand which part of the lecture has gotten more attention. Such smart tactics or quick questions in between lectures make the student learn better and faster.

Focus on student’s interests

When teachers focus on a student’s interests, it helps them understand the nature of their students way better, and ultimately, they follow the teaching method that can be more effective. And the constructive feedback on what students have done and what they have not mastered helped them determine how they could improve that mastery. This strategy makes the bond of student and teacher strong and improves the learning environment.

‘There is no failure. Only feedback. ’–Robert Allen

Differentiated instruction

One of the most useful teaching strategies is differentiated instruction. In this strategy, the teacher assigns tasks to each student based on abilities and interests. Doing so the students who are struggling will get the proper support or help, and the students with academic skills or capabilities will be assigned tasks that match their caliber. It ensures the dedicated behavior of teachers after knowing everyone’s learning gaps, and no student remains left behind.

Personalized learning

Teachers should focus on personalized learning strategy a bit too much. Students should review their content once learned. Sometimes, students’ queries remain unanswered and make all the students master their studies. Teachers should assign tasks to each individual according to their learning capability and style. This teaching strategy will help students develop reliability, motivation, self-learning, self-advocacy, and self-reflective abilities.

Peer teaching method

The teacher should follow the peer teaching strategy sometimes. It is being said that ‘to teach is to learn twice,’ which is the same case with this strategy. Peer teaching has its advantages and disadvantages, but it is worth pursuing a disciplined class atmosphere as it grows the student’s confidence and enhances communication skills.

“The best answer to the question, ‘what is the most effective teaching method?’ depends on the goal, the student, the content, and the teacher. But the next best answer is, ‘Students teaching other students’.” Wilbert J. MacKeachie

Response to intervention RTI

RTI, or Response to intervention, is one of the general teaching strategies that should be considered from day one of teaching. This strategy is to find out the learning and behavior needs of the students. Teachers should start the intervention process early in each class because the earlier the teacher understands the RTI strategies, the easier it will be to follow a better teaching method.

Project-based learning

Experienced teachers agree on the importance of getting students to recap the information learned during the lesson. And when it comes to project-based learning, it is important to educate students about what they need to learn to complete the assigned project. It is also crucial to get them to engage with the content actively. So, to foster their engagement, it is important to promote project-based learning in groups. Teachers should make the groups of students quite carefully and selectively as each student’s learning style and ability vary.

Classroom technology

Classroom technology is the best teaching strategy a teacher can use to keep the whole class engaged. This strategy can be used at any level or year of education because students get excited when they have to experience something new for the first time. Video lessons, virtual trips in geography or history class, animations to help kids learn basic skills, and many more adapt to this teaching strategy. Moreover, smart whiteboards, projectors should be used in classrooms.

Blended teaching and learning

In this modern era, teachers should go for a blended teaching strategy. It is a blend of  online and offline teaching  and uses digital strategies. Some students hesitate to speak up in the class, so blended learning works best for them. They contribute to an online class. Teachers like the blended teaching and learning strategy because it ensures that all voices are heard.

Humor in class

The use of humor should be one of the important teaching strategies, as dry lectures make the students feel bored and tiring and ultimately makes them lose interest. In such cases, a pinch of humor will not harm anyone. But teachers should be smart enough to quickly change the atmosphere of class back to lessons from fun. A comfortable and cozy class environment captures learners’ attention and results in better understanding and active learning.

Inquiry-based teaching

Interactive teaching enables students to be instructed by actively involving them in their learning process through regular teacher-student interaction, student-student interaction. And taking some time out of the class for inquiry-based questions helps improve students’ life skills like communication and problem-solving. The quality of questions matters a lot, and a teacher should ask the students to inquire with subject-based questions or other appropriate questions. However, the inquiry-based teaching strategy has guided inquiry, structured inquiry, open inquiry, and confirmation inquiry. These all promote the use of long-term memory of both teachers and learners.

Class gamification

It is observed that lessons learned while playing stays long in the student’s mind. This teaching strategy keeps the students more engaged and active in the class. Play and learn techniques should be in each teacher’s teaching method list. Age requirement shouldn’t be the barrier because class Gamification builds and improves the essential skills. A teacher can play any games to teach the basics like mind games, math multiplication games, problem-solving games, language learning games like  ESL games , and many more.

Gamification  has a future in education, and teachers or instructors should effectively use this strategy.

Convergent and divergent thinking

One of the main teaching strategies that all teachers should be aware of is two thinking methods: convergent thinking methods and divergent thinking methods. Teachers should educate their students about its difference as convergent thinking means there are multiple ways to reach one solution. On the other hand, the divergent teaching method makes the students learn and understand the base concepts to solve the given question or problem.

If the teachers and students know these differences, learning will be easier and better.

Problem-based learning

One of the essential teaching strategies a teacher or an instructor should follow is problem-based learning. They should prepare a list of problem-based open-ended questions before a class and ask the class to solve them in groups or teams. This technique helps in developing and improving the transferable and teamwork skills of students, respectively.

Media literacy

Students need to be educated about all the things happening around them. Like nowadays, students are very active on social media and get influenced quite easily. It’s the responsibility of the teachers to guide their students and understand what they are consuming from these platforms. Media literacy lets the students critically think and talk about the changes and innovations. Teachers should follow  media literacy activities  to bring out the creative side of students.

Visualization

Introducing visualization in class is the most advanced teaching strategy that institutions and teachers can use to make the students understand the textbook content with visuals and the real world. It lets the students experience the world while sitting in their classrooms. But again, it is just another strategy to keep the class engaged. The teacher has to play the main role, Bill Gates has said it too:

“Technology is just a tool. In terms of getting the kids to work together and motivating them, the teacher is the most important.”

Cooperative learning

Teachers should work on cooperative learning strategies in class, once a week at least. There are many ways to follow this strategy, such as solving mathematical puzzles, quick fraction questions, performing science experiments, short drama sketches, group presentations, or frequently asked question-answer sessions among students of the same class. This teaching strategy improves the verbal skills of students.

Behaviour management

Just like teaching methods, teachers should be acknowledged properly about the behavior management teaching strategy. Mutual respect of teachers and students is important to keep the class’s productive learning and disciplined environment. Institutions or teachers should reward students based on their behavior during class and overall interaction with their teachers and fellow mates. Teachers should be strict with this strategy because a noisy, disturbed, or undisciplined class cannot promote productive learning.

Professional development

Undoubtedly, teaching is a challenging job because you have to deliver the same knowledge to students with different mindsets and caliber simultaneously. It gets exhausting sometimes. To keep the teachers motivated and engaged, they should attend professional development seminars and people in the same field. These will keep the teachers updated about the new teaching tools, technologies, methods, and strategies.

How teacher should prepare for a lecture

Even after understanding the teaching strategies and teaching methods, teachers should prepare themselves before delivering a lecture. Just like a student rehearsing before giving a presentation. Because teachers too are presenting themselves and it is their job to keep the attention of the whole class throughout the lecture. So, to make the lecture qualitative, teachers should keep in mind that the lecture should not be too long as it exhausted the students and lost their attention. The whole theme and the purpose of studying certain topics should be explained before teaching, the teachers should use maximum examples or illustrations to make it easy to understand, usages of approaches and fluency of lecture should match with the student’s existing knowledge, so they relate to it and understand more clearly.

Other than considering these points, the teacher should make notes and rehearse the follow of lecture in advance, checklist the important points, keep all the relevant textbooks, tools, or other things prepared which need to be utilized during the lecture, pick the teaching strategy or teaching method that will go with the topic. Meanwhile, the teacher should also ensure that if all the students can see or hear him clearly, he should use the entire why, how, tell, and show techniques to explain the lecture or the assigned topic.

Lastly, class discipline matters a lot, and teachers should already tell the students to write down the question if any crosses their mind during the lecture, and in the last 15 minutes of discussion, they can ask freely one by one. And it is how the discipline of class and the flow of the lecture will not be disturbed. And if all the students have not got their answers due to a shortage of time or any other reason, it’s the teacher’s responsibility first to solve the queries the other day and then teach a new topic. That’s the complete preparation process of a teacher before delivering a qualitative lecture.

Here we summed up the difference between teaching strategies and teaching methods that all teachers should know. Knowing these teaching methodologies and strategies will make the classrooms a more creative and dynamic place for students to get qualitative education; furthermore, if you are a teacher and learning new teaching strategies or methods from this page, then make sure to use them in your classroom.

In this rapidly changing world, teachers should be given proper guidelines to transform the smart, creative, and tech knowledge into their students. And the personality of the teacher should inspire the students to learn from them and be a better addition to this world. The truth is teaching is the profession that teaches all the other professions, so educational institutions should invest in providing proper guidelines on types of teaching methods and teaching strategies from time to time to keep their teachers updated to the modern world.

Education is our passport to the future, for tomorrow belongs to the people who prepare for it today. Malcolm X

Find Top Tutors in Your Area

what is assignment in teaching method

LATEST POST

English Greetings for English Learners

  • English Greetings for English Learners

December 14 ,2023

Find the Best Way to Learn English | 7 Amazing Ways

  • Find the Best Way to Learn English | 12 Amazing Ways

December 13 ,2023

5 letter words starting with p

  • List of 5-Letter Words Starting with “P”

May 12 ,2023

5 letter words starting with g

  • 5-letter words starting with G - Every Student Should Know!

April 03 ,2023

5 letter words starting with r

  • Fill Your Vocabulary List with These Amazing 5-Letter R-Words!

March 13 ,2023

5 letter words starting with t

  • The Ultimate List of 5-letter Words Starting with “T”

February 20 ,2023

5 letter words starting with c

  • The List of 5-Letter Words Starting With C

January 31 ,2023

5 letter words starting with s

  • The Grand List of 5-Letter Words Starting with S

January 25 ,2023

5 letter words starting with i

  • Easy-to-Memorize 5-Letter Words Starting with I

January 18 ,2023

5 letter words starting with vi

  • List of 5-Letter Words Starting with Vi - Show Off Your English Skills

January 16 ,2023

Recent post.

  • Communication

Offer Ends in

Hire an Expert Tutor in Just $9.8/hr

Form Submitted Successfully

No, I Don't Want to Avail This Offer

Kennesaw State University

Digital Learning Innovations

  • Current Students
  • Online Only Students
  • Faculty & Staff
  • Parents & Family
  • Alumni & Friends
  • Community & Business
  • Student Life
  • New to Teaching Online
  • Synchronous Online Course
  • Asynchronous Online Course
  • Instructional Design Support
  • Enhance Your Online Course Delivery
  • One-On-One Service Request
  • Instructional Design Services
  • Instructor-Led Professional Development
  • Microlearning Video
  • Self-Directed Professional Development
  • Online Accessibility
  • Course Review
  • Active Learning Techniques

Constructivism

  • 7 Teaching Principles
  • Flipped Learning
  • Instructional Scaffolding
  • Bloom's Taxonomy
  • Assessment Strategies
  • Universal Design for Learning (UDL)

Transparency in Learning and Teaching (TILT)

  • Communication
  • Prior Knowledge
  • Gamification
  • Open Educational Resources (OER)
  • Sustainable Course Design
  • Backward Design
  • Hybrid Synchronous with Social Distancing Measures
  • Online Learning vs. Remote Learning
  • Successive Approximation Model (SAM)
  • Academic Web Accessibility
  • Copyright & Fair Use
  • Instructional Technology
  • Open Educational Resources
  • Useful Documents, Templates, Forms
  • State Authorization
  • Team Members
  • College Coordinators
  • Pedagogy for Online Teaching
  • Professional Development
  • Instructional Design Models

Table of Contents

How to practice tilt, examples of transparent teaching methods, transparent assignment design, advantages of using tilt.

  • Disadvantages of using TILT

Further Training

References & resources.

Transparency in Learning and Teaching or TILT refers to a teaching style that (1) clarifies to students the instructor’s choices for lesson plans and (2) specifies how those choices relate to course goals (The Journal of Effective Teaching p. 38) and aims to improve the quality of Higher Ed experience for both students and faculty.

The research demonstrates that when students are exposed to transparent assignments, they gain academic confidence, a sense of belonging and employability skills. TILT moves away from the “what” of teaching to the “how” and “why” of teaching. Research on metacognition has demonstrated that students learn more and retain that learning longer when they have an awareness of why they are learning something and have control over how they are learning. Giving students more agency in the process of learning increases academic success and monitoring this success through collecting data and analyzing this data can enrich academic practice. Transparent teaching methods help students understand how and why they are learning course content in a particular way and how that learning will be useful to solve real world problems.

When it comes to learning, most students have no idea why instructors choose certain course content, activities, and assignments. TILT is an effective teaching strategy that is based on explaining to students “why” they will be doing specific activities. When students are involved in the learning process and know why they are doing something in a course, it motivates them and increases their confidence in their learning. The easiest way to TILT an assignment, course content, or activity is to:

  • Explain the purpose of the assignment. What does it teach? Why is it relevant?
  • Describe the task in some detail. Provide examples with annotations, if possible.
  • Explain the criteria for grading. A rubric is great! Encourage self-assessment and peer assessment.
  • Discuss assignments’ learning goals and design rationale before students begin each assignment: Before each assignment, chart out the skills students will practice for that assignment, define the learning benefits to students, provide the criteria for success in advance and offer examples of successful work and annotate them to indicate how criteria apply.
  • Invite students to participate in class planning and agenda construction: Give students an advanced agenda at least a couple of days before class and ask them to identify related subtopics, examples or application they wish to learn about. At the outset of each class, review the agenda and at the end evaluate the progress made.
  • Gauge students’ understanding during class via peer work on questions that require students to apply the concepts you’ve taught: Create scenarios to test understanding of key concepts and allow discussion in pairs, provide feedback and explicit assessment of students’ understanding before moving to the next concept.
  • Explicitly connect “how people learn” data with course activities when students struggle at difficult transition points: Offer research-based explanations and examples about concepts or tasks students often struggle to master in your discipline.
  • Engage students in applying the grading criteria that you will use to grade their work: Share criteria for success and examples of good work and encourage students to apply these criteria in written feedback for their peers’ work.
  • Debrief graded tests and assignments in class: Help students identify patterns in their graded work and let them review changes or revisions that they made and whether these resulted in improvements or not. Ask students to record steps used for completing assignments and to analyze which parts of the process were efficient, effective, or ineffective.
  • Offer running commentary of class discussions to indicate what modes of thought or disciplinary methods are in use: During a discussion, identify the types of questioning and thinking skills students use, and engage students in evaluating which types of thinking and questioning skills are most effective for addressing the issues in class discussions. Invite students to describe the steps in their thought process for addressing and solving problems.

TILT, when paired with other incremental changes in the course, can be a powerful tool that supports student learning experiences. Stating the assignment’s purpose, task, and criteria and incorporating these simple, but powerful, elements can help make assignments more transparent for students.

  • Purpose: Describe why students are completing an assignment and what knowledge and skills they will gain from this experience. Additionally, explain how this knowledge and skill set are relevant and will help the students in the future (e.g., relevance to students’ major, lives, employment).
  • Task: Explain what students will do to complete the assignment and how to do it (e.g., steps to follow, things to avoid).
  • Criteria: Show the students in advance what successful submissions look like (e.g., provide annotated examples and a checklist or rubric so students can self-evaluate).

Watch Dr. Winklemes explain this in the short video below:

Mary-Ann Winklemes: TILT Template Explanation

  • The TILT method removes common barriers of participation for students such as resistance to new content, lack of control, and lack of expertise which proves beneficial for instructors to gauge class participation and understanding.
  • Instructors can gather information about their students and respond to the findings in the next semester. If gathered early on, these finding may also benefit the same semester and improve student performance in later assignments and participation levels.
  • Because TILT in Higher Ed encourages the collection of data (by using the Transparency survey ) from each class and sharing this data between institutions across countries, instructors everywhere can benefit from the findings by adopting best practices in transparent methods that have been most effective for enhancing students’ learning in similar courses.
  • Benefits diverse student groups: Non-Caucasian students reported greater gains in academic self-confidence and responded more positively when instructors involved them in developing agendas for class meeting and activities.

Dr. Winklemes explains Transparent Instruction and its impact on learning:

Disadvantages of using TILT 

  • Some research has shown that sometimes students do not perceive transparency as a productive use of class time because they are used to a teaching relationship in which instructors do not explain the reasoning behind their lesson plans. For someone who is accustomed to learning in this manner, transparency methods may seem strange. However, explaining how TILT may benefit students, might help.
  • Some students’ experience and skill levels might make them feel that by being transparent, the instructor is insulting their intelligence by not acknowledging their ability to discover the logic behind the lesson plan and its connection to the learning outcomes. Sometimes students in a single course may vary in academic levels and in such cases, instructors might need to set expectations for the class so that experienced students do not feel insulted or belittled because of transparency.

Transparency can be managed according to each instructor’s preference. However, instructors who transparently connect their activities to overall learning outcomes and course goals from the beginning of the course will avoid negative responses previously discussed. Transparency in Learning and Teaching is a valuable method and worthwhile for instructors to consider when conceptualizing their course strategies. Transparent framework helps in transforming assignments and activities to makes them clear and understandable. It bridges the gap between instructor’s expectation of the outcome and students understanding of the assignment and its learning outcome.  Transparent teaching methods help students understand how and why they are learning course content in a particular way and promotes students’ conscious understanding of how they learn. 

Online Course Design Workshop

Online Course Facilitation Program

TILT Resources & Examples

Universal Design for Learning

Active Learning

Equity Minded Teaching

Metacognition Teaching Strategies

Navigating Courageous Conversations

Anderson, A. D., Hunt, A. N., Powell, R. E., & Dollar, C. B. (2013). Student perceptions of teaching transparency. The Journal of Effective Teaching, 13(2): 38-47. https://files.eric.ed.gov/fulltext/EJ1092137.pdf

Faculty Development. (n.d.). Teach with transparency. California State University. https://www.csun.edu/undergraduate-studies/faculty-development/teach-transparency

Innovations in Learning Center. Transparency in learning and teaching. University of South Alabama. https://www.southalabama.edu/departments/ilc/transparent_assignments.html

North Seattle College (n.d.). Overview of transparency in learning and teaching (TILT). https://canvas.northseattle.edu/courses/1734110/pages/overview-of-transparency-in-learning-and-teaching-tilt

Polk, R., O’Brien, S. P., Carpenter, R., & Williams, L., (2019). Situating transparency in learning & teaching: Introduction to the 2019 proceedings. Pedagogicon Conference Proceedings. https://encompass.eku.edu/cgi/viewcontent.cgi?article=1019&context=pedagogicon

University Center for Excellence in Teaching. (n.d.). Transparency in Learning & Teaching (TILT). Indiana University. https://iu.instructure.com/courses/1540449/pages/transparency-in-learning-and-teaching-tilt

Winkelmas, M. (2013). Transparency in teaching: Faculty share data and improve students’ learning. Liberal Education, 99(2). https://www.aacu.org/publications-research/periodicals/transparency-teaching-faculty-share-data-and-improve-students

Winkelmes, M. (2014). Transparency in learning and teaching project. TILT Higher Ed. https://tilthighered.com/transparency

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1). https://cte.ku.edu/sites/cte.ku.edu/files/docs/Branding/Winkelmes%20et%20al%202016%20Transparency%20and%20Underserved%20Students.pdf

WSU Office of Assessment for Curricular Effectiveness. (n.d.). Quick guide to transparent assignment design [PDF]. https://ace.wsu.edu/documents/2018/04/transparent-assignment-design-quick-guide.pdf/

Contact Info

Kennesaw Campus 1000 Chastain Road Kennesaw, GA 30144

Marietta Campus 1100 South Marietta Pkwy Marietta, GA 30060

Campus Maps

Phone 470-KSU-INFO (470-578-4636)

kennesaw.edu/info

Media Resources

Resources For

Related Links

  • Financial Aid
  • Degrees, Majors & Programs
  • Job Opportunities
  • Campus Security
  • Global Education
  • Sustainability
  • Accessibility

470-KSU-INFO (470-578-4636)

© 2024 Kennesaw State University. All Rights Reserved.

  • Privacy Statement
  • Accreditation
  • Emergency Information
  • Reporting Hotline
  • Open Records
  • Human Trafficking Notice

Request More Info

Fill out the form below and a member of our team will reach out right away!

" * " indicates required fields

The Complete List of Teaching Methods

what is assignment in teaching method

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.

YOU’RE INVITED! Watch Free Webinar on USD’s Online MEd Program >>

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.

[RELATED] Edutainment in the Classroom: How Technology Is Changing the Game >>

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.

[RELATED] Career Options Expand, Salaries Spike with a Master of Education Degree >>

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.

[RELATED] University of San Diego Online MEd Program Offers 6 Areas of Specialization >>

Be Sure To Share This Article

  • Share on Twitter
  • Share on Facebook
  • Share on LinkedIn

In our free guide, you can learn about a variety of teaching methods to adopt in the classroom.

The Complete List of Teaching Methods eBook Cover

  • Master of Education

Related Posts

what-is-a-med-degree

Center for Teaching & Learning home

Group Learning

Who's doing this at UT?

UT instructors across many disciplines have used Team-Based Learning to teach content and team skills. Students gain an appreciation for how productive and energizing collaboration can be when group work is structured and managed well.

How Can I Do This?

Group learning goes by many different names (e.g., group work, cooperative learning, team learning, peer instruction, etc.) and spans the spectrum from two students solving a problem to a team working on a semester long project. For group learning to be effective, the students need to practice team building skills and learn to be accountable to their group as well as themselves.

Students have often had bad group work experiences, so it is important to explain to them and persuade them that working as a group has positive outcomes (see “Why is This Important?” below). Tell them how, in your class, working as a group will be a positive experience because you are going to help them learn how to do it well.

  • Ask students to write down (individually) what they like and don’t like about group work, then get them to brainstorm (as a group) how the things they don’t like could be improved and things they do like enhanced.
  • Give students time to brainstorm and agree on the qualities of an effective team mate.
  • Highlight qualities like coming prepared to contribute, actively listening, taking turns talking, not interrupting, encouraging others, sharing resources, being open-minded, giving constructive feedback, compromising, showing respect, etc.
  • Guide students to negotiate a group contract that they all sign.
  • Ask students periodically to reflect on how well they are doing developing these skills.
  • Require peer evaluations of the collaborative process as well as the product.
  • Teach students how to criticize constructively and give effective feedback so other team members can grow and improve. Show them models of helpful vs. unhelpful feedback.
  • Model these skills yourself and praise students who practice them.
  • Emphasize the value of group work early and often.
  • Learn more about Team Skills

For students to get the most out of group learning, they need to work cooperatively with the same group for a period of time to solve complex problems. Getting the “right” balance of people in teams is very important. Heterogeneous groups provide a mix of resources for better quality work and help students develop social skills and awareness of diversity. Heterogeneity may mean building groups consisting of people with different perspectives, talents, or identities such as technological abilities, different years in college, age, or family background. Your outcomes will help you prioritize the different qualities that are important in your groups.

  • Groups can be different sizes, depending on the task. Scientific and mathematical problem solving groups are best small, around 3. Groups who brainstorm and benefit from a variety of perspectives need 4-6 students.
  • Some instructors assign roles to students such as contributor, collaborator, communicator, challenger etc. If you do this make sure the roles change so each student gets a chance to develop each of these skills.
  • Students should not form their own long-term groups. Doing this only reinforces existing cliques, encourages discussion of extracurricular activities and can influence peer performance evaluations.
  • Ideal group duration depends on the task. Long term assignments build group loyalty but changing groups every few weeks means they get to work with and know more members of the class.
  • Learn more about assigning roles

Finding or developing good group assignments is usually the most difficult part for instructors. The group task should make it clear to students that they have learned something, not just done something together. A good group learning opportunity demands higher-order thinking and collaboration that produces something better than they could have on their own.

  • Assign groups a structured task that requires a specific deliverable at the end that shows outcomes have been met.
  • Choose an assignment that lends itself to group work. The final product should not be 5 disparate monologues, but a synthesis of each of the parts to make a whole.
  • Don’t ask students to write a traditional paper. You will find one person writes it, and then complains that no one else helped.
  • Keep products focused (e.g., paragraphs, brief rationales, infographics, etc.) that show an analysis and evaluation of their work.
  • Design the assignment so the whole group has buy-in to the final product, not just the one part they may have worked on.
  • Expect the groups to approach problems in novel and interesting ways. Give them time to brainstorm at the beginning with each other as well as time to reflect on what they have learned at the end.
  • Think carefully about group presentations at the end of the semester. What will the other students learn from them? How much “learning time” will they take up?

Group work is not new for most students, but successful group work might be. Working well together requires good management, both from you as the facilitator and from within the group. Not all students will know how to do this, so your investment into their development as productive collaborators will go a long way toward helping them learn.

  • Give the students a clear purpose for the activity, state expectations, and emphasize the time line and check they are keeping to it.
  • Try to keep most of the group work during class time.
  • Students will have individual work to do, which they can do outside the classroom.
  • Most disputes in group work revolve around meetings outside the classroom and can unfairly disadvantage nontraditional students or students who have jobs. Encourage virtual interaction in chat rooms or on discussion boards outside the classroom.
  • With longer term assignments, help groups keep on track with formal, periodic reports both on product progress and on group dynamics.
  • The space in your classroom may not be conducive to group work; however, students are far more flexible than we think. In a classroom with fixed row seating, get one group to sit in 2 rows, one behind the other, not in a straight line.
  • Ask students to sit in their groups. This facilitates students moving fluidly into and out of group interaction.
  • Most groups go through a natural cycle of getting to know each other and then having to work out some kinks while getting on the same page. Help the students navigate these phases.
  • Learn more about stages of group development in Kennedy and Nilson p. 10-15

“Freeloading” is the thing that most students complain about when they are asked their thoughts about group work. Students have to learn group accountability as well as individual accountability, and therefore they need to be evaluated on both product (content) and process (team skills). To help students feel accountable for their team skills, ask students to do peer evaluations.

  • Provide rubrics for assessing both content and team skills (e.g., qualities of a good team member could be taken from team contract drafted at the beginning of the semester).
  • Do not grade on a curve -- this is cooperative learning not competitive learning.
  • Students need frequent feedback on product and process if they are to improve, especially for large assignments.
  • Feedback can be given by you, their group, other individuals, or other groups.
  • To help students feel accountable for being prepared, give individual and group quizzes. Use the Immediate Feedback Assessment Technique (see below) as a fun way to get groups to come to consensus.
  • See an example of a Teamwork Rubric

There are lots of ways to use group learning in your class. Choose the best times to incorporate group learning according to when it best serves the learning outcomes and your course goals and fits within your available time to prepare.

  • Teamwork skills need time to be developed. So do teamwork training skills. Allow yourself and your students enough time to practice and grow into these roles.
  • Experiment. Try one activity that incorporates group work in class at the beginning of the semester. Gradually build up to larger, module-long group work assignments.
  • Not everything has to be done in groups. Like most teaching methods, group learning works best when it is used with a mix of other approaches, like interactive lectures, whole class discussions, and individual research.

Why Is This Important?

Teaching students to work effectively in groups will help them become more critical thinkers with deeper understanding about the content. It will also foster positive interpersonal relationships, help students feel more fulfilled, and prepare them for their chosen career. Group learning helps students:

Groups pool their knowledge and skills, which can often help them solve more complex problems or deliver better products than individuals alone can do.

  • Articulating ideas through discussion and explanation can help students clarify and refine those ideas.
  • Hearing others’ ideas can stimulate students' own thinking, particularly in the brainstorming period.
  • Encountering and engaging others broadens students' perspectives to think of the world in a more diverse way (Smith et al., 2005).
  • Group learning is more effective than traditional methods in improving critical thinking (Bransford et al., 2000).
  • Working with a group teaches students how to hold each other accountable
  • Having to sink or swim as a group helps develop new approaches to resolving differences and disagreements.
  • Working with classmates from different ethnic and social backgrounds promotes inclusion and can foster empathy in students for those they come to better understand.
  • A good group learning experience helps build academic self-confidence.
  • Students develop their own voice and shape their perspectives in relation to peers.
  • Well performing groups receive social support and encouragement to take risks.
  • Group learning can increase students' responsibility for their own learning.
  • Working together and interacting with peers during the learning process can be energizing and motivating.
  • Students build positive connections with other students.
  • Experiencing the high energy and deeper learning of students working in teams during class can be rewarding for instructors.
  • Being able to work well on diverse teams is often cited as one of the most in-demand skills by employers.
  • Group work helps students build stronger communication skills.
  • Students learn to plan and manage time and become more responsible learners.
  • Group problem solving teaches students how to reach consensus.
  • As interdisciplinary knowledge becomes more common, students have to learn to work with different experts in the field. Experience with group learning prepares them for this.

Explore More

Google Map image of University of Waterloo

Group Work in the Classroom

The Centre for Teaching Excellence compiled a list of the types of small groups.

group of students working on a project outside balcony overlooking countryside.

Least You Need to Know About Team-Based Learning

We crafted a one pager that overviews the essential components of TBL.

Google Map image of Clemson University

Successful Strategies for Teams

The Office of Teaching Effectiveness and Innovation developed techniques to help your teams work productively and successfully.

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings
  • Advanced Search
  • Journal List
  • J Adv Med Educ Prof
  • v.4(4); 2016 Oct

Effective Teaching Methods in Higher Education: Requirements and Barriers

Nahid shirani bidabadi.

1 Psychology and Educational Sciences School, University of Isfahan, Isfahan, Iran;

AHMMADREZA NASR ISFAHANI

Amir rouhollahi.

2 Department of English, Management and Information School, Isfahan University of Medical Science, Isfahan, Iran;

ROYA KHALILI

3 Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

Introduction:

Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology.

This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes.

According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors’ outlook. Also, there are some major barriers, some of which are associated with the professors’ operation and others are related to laws and regulations. Implications of these findings for teachers’ preparation in education are discussed.

Conclusion:

In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to improve teaching quality. The nationally and locally recognized professors are good leaders in providing ideas, insight, and the best strategies to educators who are passionate for effective teaching in the higher education. Finally, it is supposed that there is an important role for nationally and locally recognized professors in higher education to become more involved in the regulation of teaching rules.

Introduction

Rapid changes of modern world have caused the Higher Education System to face a great variety of challenges. Therefore, training more eager, thoughtful individuals in interdisciplinary fields is required ( 1 ). Thus, research and exploration to figure out useful and effective teaching and learning methods are one of the most important necessities of educational systems ( 2 ); Professors have a determining role in training such people in the mentioned field ( 3 ). A university is a place where new ideas germinate; roots strike and grow tall and sturdy. It is a unique space, which covers the entire universe of knowledge. It is a place where creative minds converge, interact with each other and construct visions of new realities. Established notions of truth are challenged in the pursuit of knowledge. To be able to do all this, getting help from experienced teachers can be very useful and effective.

Given the education quality, attention to students’ education as a main product that is expected from education quality system is of much greater demand in comparison to the past. There has always been emphasis on equal attention to research and teaching quality and establishing a bond between these two before making any decision; however, studies show that the already given attention to research in universities does not meet the educational quality requirements.

Attention to this task in higher education is considered as a major one, so in their instruction, educators must pay attention to learners and learning approach; along with these two factors, the educators should move forward to attain new teaching approaches. In the traditional system, instruction was teacher-centered and the students’ needs and interests were not considered. This is when students’ instruction must change into a method in which their needs are considered and as a result of the mentioned method active behavior change occurs in them ( 4 ). Moreover, a large number of graduated students especially bachelor holders do not feel ready enough to work in their related fields ( 5 ). Being dissatisfied with the status quo at any academic institution and then making decision to improve it require much research and assistance from the experts and pioneers of that institute. Giving the aforementioned are necessary, especially in present community of Iran; it seems that no qualitative study has ever been carried out in this area drawing on in-depth reports of recognized university faculties; therefore, in the present study the new global student-centered methods are firstly studied and to explore the ideas of experienced university faculties, some class observations and interviews were done. Then, efficient teaching method and its barriers and requirements were investigated because the faculty ideas about teaching method could be itemized just through a qualitative study.

The study was conducted with a qualitative method using content analysis approach. The design is appropriate for this study because it allows the participants to describe their experiences focusing on factors that may improve the quality of teaching in their own words. Key participants in purposeful sampling consist of three nationally recognized professors introduced based on the criteria of Ministry of Science, Research and Technology (based on education, research, executive and cultural qualifications) and seven other locally recognized professors according to Isfahan University of Technology standards and students votes. The purposive sampling continued until the saturation was reached, i.e. no further information was obtained for the given concept. All the participants had a teaching experience of above 10 years ( Table 1 ). They were first identified and after making appointments, they were briefed about the purpose of the study and they expressed their consent for the interview to be performed. The lack of female nationally recognized professors among respondents (due to lack of them) are restrictions of this research.

The participants’ characteristics

The data were collected using semi-structured in-depth interviews. Interviews began with general topics, such as “Talk about your experiences in effective teaching” and then the participants were asked to describe their perceptions of their expertise. Probing questions were also used to deeply explore conditions, processes, and other factors that the participants recognized as significant. The interview process was largely dependent on the questions that arose in the interaction between the interviewer and interviewees.

In the process of the study, informed consent was obtained from all the participants and they were ensured of the anonymity of their responses and that the audio files will be removed after use; then, after obtaining permission from the participants, the interview was recorded and transcribed verbatim immediately. The interviews were conducted in a private and quiet place and in convenient time. Then, verification of documents and coordination for subsequent interviews were done. The interviews lasted for one hour on average and each interview was conducted in one session with the interviewer’s notes or memos and field notes. Another method of data collection in this study was an unstructured observation in the educational setting. The investigator observed the method of interactions among faculty members and students. The interviews were conducted from November 2014 to April 2015. Each participant was interviewed for one or two sessions. The mean duration of the interviews was 60 minutes. To analyze the data, we used MAXQDA software (version 10, package series) for indexing and charting. Also, we used qualitative content analysis with a conventional approach to analyze the data. The data of the study were directly collected from the experiences of the study participants. The codes, categories and themes were explored through an inductive process, in which the researchers moved from specific to general. The consequently formulated concepts or categories were representative of the participants’ experiences. In content analysis at first, semantic units should be specified, and then the related codes should be extracted and categorized based on their similarities. Finally, in the case of having a high degree of abstraction, the themes can be determined. In the conventional approach, the use of predetermined classes is avoided and classes and their names are allowed to directly come out of the data. To do so, we read the manuscripts and listened to the recorded data for several times until an overall sense was attained. Then, the manuscript was read word by word and the codes were extracted. At the same time, the interviews were continued with other participants and coding of the texts was continued and sub-codes were categorized within the general topics. Then, the codes were classified in categories based on their similarities ( 6 ). Finally, by providing a comprehensive description about the topics, participants, data collection and analysis procedures and limitations of the study, we intend to create transferability so that other researchers clearly follow the research process taken by the researchers.

To improve the accuracy and the rigor of the findings, Lincoln and Cuba’s criteria, including credibility, dependability, conformability, and transferability, were used ( 7 ). To ensure the accuracy of the data, peer review, the researchers’ acceptability, and the long and continuing evaluation through in-depth, prolonged, and repeated interviews and the colleague’s comments must be used ( 8 ). In addition, the findings were repeatedly assessed and checked by supervisors (expert checking) ( 9 ). In this research, the researcher tried to increase the credibility of the data by keeping prolonged engagement in the process of data collection. Then, the accuracy of data analysis was confirmed by one specialist in the field of qualitative research and original codes were checked by some participants to compare the findings with the participants’ experiences. To increase the dependability and conformability of data, maximum variation was observed in the sampling. In addition, to increase the power of data transferability, adequate description of the data was provided in the study for critical review of the findings by other researchers.

Ethical considerations

The aim of the research and interview method was explained to the participants and in the process of the study, informed consent was obtained from all the participants and they were ensured of the anonymity of their responses and that audio files were removed after use. Informed consent for interview and its recording was obtained.

The mean age of faculty members in this study was 54.8 years and all of them were married. According to the results of the study, the best teaching approach was the mixed method one (student-centered with teacher-centered) plus educational planning and previous readiness. Meaning units expressed by professors were divided into 19 codes, 4 categories and 2 themes. In the present study, regarding the Effective Teaching Method in Higher Education, Requirements and Barriers, the experiences and perceptions of general practitioners were explored. As presented in Table 2 , according to data analysis, two themes containing several major categories and codes were extracted. Each code and category is described in more details below.

Examples of extracting codes, categories and themes from raw data

New teaching methods and barriers to the use of these methods

Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage the students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. But students are not always equipped with this challenge, nor are all of them driven by a desire to understand and apply knowledge, but all too often aspire merely to survive the course, or to learn only procedurally in order to get the highest possible marks before rapidly moving on to the next subject. The best teaching helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which their existing model does not work and in which they come to see themselves as authors of answers, as agents of responsibility for change. That means, the students need to be faced with problems which they think are important. Also, they believed that most of the developed countries are attempting to use new teaching methods, such as student-centered active methods, problem-based and project-based approaches in education. For example, the faculty number 3 said:

“In a project called EPS (European Project Semester), students come together and work on interdisciplinary issues in international teams. It is a very interesting technique to arouse interest, motivate students, and enhance their skills (Faculty member No. 3).”

The faculty number 8 noted another project-based teaching method that is used nowadays especially to promote education in software engineering and informatics is FLOSS (Free/Liber Open Source Software). In recent years, this project was used to empower the students. They will be allowed to accept the roles in a project and, therefore, deeply engage in the process of software development.

In Iran, many studies have been conducted about new teaching methods. For example, studies by Momeni Danaie ( 10 ), Noroozi ( 11 ), and Zarshenas ( 12 ), have shown various required methods of teaching. They have also concluded that pure lecture, regardless of any feedback ensuring the students learning, have lost their effectiveness. The problem-oriented approach in addition to improving communication skills among students not only increased development of critical thinking but also promoted study skills and an interest in their learning ( 12 ).

In this study, the professors noted that there are some barriers to effective teaching that are mentioned below:

As to the use of new methods of training such as problem-based methods or project-based approach, faculty members No. 4 and 9 remarked that "The need for student-centered teaching is obvious but for some reasons, such as the requirement in the teaching curriculum and the large volume of materials and resources, using these methods is not feasible completely" (Faculty member No. 9).

"If at least in the form of teacher evaluation, some questions were allocated to the use of project-based and problem-based approaches, teachers would try to use them further" (Faculty member No. 2).

The faculty members No. 6 and 7 believed that the lack of motivation in students and the lack of access to educational assistants are considered the reasons for neglecting these methods.

"I think one of the ways that can make student-centered education possible is employing educational assistants (Faculty member No. 6).”

"If each professor could attend crowded classes with two or three assistants, they could divide the class into some groups and assign more practical teamwork while they were carefully supervised (Faculty member No. 7).”

Requirements related to faculty outlook in an effective teaching

Having a successful and effective teaching that creates long-term learning on the part of the students will require certain feelings and attitudes of the teachers. These attitudes and emotions strongly influence their behavior and teaching. In this section, the attitudes of successful teachers are discussed.

Coordination with the overall organizational strategies will allow the educational system to move toward special opportunities for innovation based on the guidelines ( 13 ). The participants, 4, 3, 5 and 8 know that teaching effectively makes sense if the efforts of the professors are aligned with the goals of university.

"If faculty members know themselves as an inseparable part of the university, and proud of their employment in the university and try to promote the aim of training educated people with a high level of scientific expertise of university, it will become their goal, too. Thus, they will try as much as possible to attain this goal" (Faculty member No.9).

When a person begins to learn, according to the value of hope theory, he must feel this is an important learning and believe that he will succeed. Since the feeling of being successful will encourage individuals to learn, you should know that teachers have an important role in this sense ( 14 ). The interviewees’ number 1, 2, 3 and 10 considered factors like interest in youth, trust in ability and respect, as motivating factors for students.

Masters 7 and 8 signified that a master had a holistic and systematic view, determined the position of the teaching subject in a field or in the entire course, know general application of issues and determines them for students, and try to teach interdisciplinary topics. Interviewee No. 5 believed that: "Masters should be aware of the fact that these students are the future of the country and in addition to knowledge, they should provide them with the right attitude and vision" (Faculty member No.5).

Participants No. 2, 4 and 8 considered the faculty members’ passion to teach a lesson as responsible and believed that: "If the a teacher is interested in his field, he/she devotes more time to study the scriptures of his field and regularly updates his information; this awareness in his teaching and its influence on students is also very effective" (Faculty member No. 8).

Requirements related to the behavior and performance of faculty members in effective teaching

Teachers have to focus on mental differences, interest, and sense of belonging, emotional stability, practical experience and scientific level of students in training. Class curriculum planning includes preparation, effective transition of content, and the use of learning and evaluating teaching ( 15 ).

Given the current study subjects’ ideas, the following functional requirements for successful teaching in higher education can be proposed.

According to Choi and Pucker, the most important role of teachers is planning and controlling the educational process for students to be able to achieve a comprehensive learning ( 16 ).

"The fact that many teachers don’t have a predetermined plan on how to teach, and just collect what they should teach in a meeting is one reason for the lack of creativity in teaching" Faculty member No.4).

Klug and colleagues in an article entitled “teaching and learning in education” raise some questions and want the faculty members to ask themselves these questions regularly.

1- How to increase the students' motivation.

2- How to help students feel confident in solving problems.

3- How to teach students to plan their learning activities.

4- How to help them to carry out self-assessment at the end of each lesson.

5- How to encourage the students to motivate them for future work.

6- How I can give feedback to the students and inform them about their individual learning ( 14 ).

Every five faculty members who were interviewed cited the need to explain the lessons in plain language, give feedback to students, and explain the causes and reasons of issues.

"I always pay attention to my role as a model with regular self-assessment; I'm trying to teach this main issue to my students" (Faculty member No. 9).

Improving the quality of learning through the promotion of education, using pre-organizers and conceptual map, emphasizing the student-centered learning and developing the skills needed for employment are the strategies outlined in lifelong learning, particularly in higher education ( 17 ).

"I always give a five to ten-minute summary of the last topic to students at first; if possible, I build up the new lesson upon the previous one" (Faculty member No. 4).

The belief that creative talent is universal and it will be strengthened with appropriate programs is a piece of evidence to prove that innovative features of the programs should be attended to continually ( 18 ). Certainly, in addition to the enumerated powers, appropriate fields should be provided to design new ideas with confidence and purposeful orientation. Otherwise, in the absence of favorable conditions and lack of proper motivations, it will be difficult to apply new ideas ( 19 ). Teacher’s No. 3, 5 and 7 emphasized encouraging the students for creativity: "I always encourage the students to be creative when I teach a topic; for example, after teaching, I express some vague hints and undiscovered issues and ask them what the second move is to improve that process" (Faculty member No.3).

Senior instructors try to engage in self-management and consultation, tracking their usage of classroom management skills and developing action plans to modify their practices based on data. Through consultation, instructors work with their colleagues to collect and implement data to gauge the students’ strengths and weaknesses, and then use protocols to turn the weaknesses into strengths. The most effective teachers monitor progress and assess how their changed practices have impacted the students’ outcomes ( 20 ).

"It is important that what is taught be relevant to the students' career; however, in the future with the same information they have learned in university, they want to work in the industry of their country" (Faculty member No.1).

Skills in documenting the results of the process of teaching-learning cannot only facilitate management in terms of studying the records, but also provides easier access to up to date information ( 21 ). Faculty members No. 7 and 3 stressed the need for documenting learning experiences by faculty.

"I have a notebook in my office that I usually refer to after each class. Then, I write down every successful strategy that was highly regarded by students that day" (Faculty member No.3).

Developing a satisfactory interaction with students

To connect with students and impact their lives personally and professionally, teachers must be student-centered and demonstrate respect for their background, ideologies, beliefs, and learning styles. The best instructors use differentiated instruction, display cultural sensitivity, accentuate open communication, offer positive feedback on the students’ academic performance ( 20 ), and foster student growth by allowing them to resubmit assignments prior to assigning a grade ( 22 ).

"I pay attention to every single student in my class and every time when I see a student in class is not focused on a few consecutive sessions, I ask about his lack of focus and I help him solve his problem" (Faculty member No. 5).

The limitation in this research was little access to other nationally recognized university faculty members; also their tight schedule was among other limitations in this study that kept us several times from interviewing such faculties. To overcome such a problem, they were briefed about the importance of this study and then some appointments were set with them.

This study revealed the effective teaching methods, requirements and barriers in Iranian Higher Education. Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage the students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. They believed that to grow successful people to deal with the challenges in evolving the society, most developed countries are attempting to use new teaching methods in higher education. All these methods are student-centered and are the result of pivotal projects. Research conducted by Momeni Danaei and colleagues also showed that using a combination of various teaching methods together will lead to more effective learning while implementing just one teaching model cannot effectively promote learning ( 10 ). However, based on the faculty member’s experiences, effective teaching methods in higher education have some requirements and barriers.

In this study, barriers according to codes were divided two major categories: professor-related barriers and regulation-related ones; for these reasons, the complete use of these methods is not possible. However, teachers who are aware of the necessity of engaging the student for a better understanding of their content try to use this method as a combination that is class speech presentation and involving students in teaching and learning. This result is consistent with the research findings of Momeni Danaei and colleagues ( 10 ), Zarshenas et al. ( 12 ) and Noroozi ( 11 ).

Using student-centered methods in higher education needs some requirements that according to faculty members who were interviewed, and according to the codes, such requirements for effective teaching can be divided into two categories: First, things to exist in the outlook of faculties about the students and faculties' responsibility towards them, to guide them towards effective teaching methods, the most important of which are adaptation to the organizational strategies, interest in the students and trust in their abilities, systemic approach in higher education, and interest in their discipline.

Second, the necessary requirements should exist in the faculties’ behavior to make their teaching methods more effective. This category emerged from some codes, including having lesson plan; using appropriate educational strategies and metacognition training and self-assessment of students during teaching; using concept and pre-organizer maps in training, knowledge; and explaining how to resolve problems in professional career through teaching discussion, documenting of experience and having satisfactory interaction with the students. This result is consistent with the findings of Klug et al., Byun et al., and Khanyfr et al. ( 14 , 17 , 18 ).

In addition and according to the results, we can conclude that a major challenge for universities, especially at a time of resource constraints, is to organize teaching so as to maximize learning effectiveness. As mentioned earlier, a major barrier to change is the fact that most faculty members are not trained for their teaching role and are largely ignorant of the research literature on effective pedagogy. These findings are in agreement with the research of Knapper, indicating that the best ideas for effective teaching include: Teaching methods that focus on the students’ activity and task performance rather than just acquisition of facts; Opportunities for meaningful personal interaction between the students and teachers; Opportunities for collaborative team learning; More authentic methods of assessment that stress task performance in naturalistic situations, preferably including elements of peer and self-assessment; Making learning processes more explicit, and encouraging the students to reflect on the way they learn; Learning tasks that encourage integration of information and skills from different fields ( 23 ).

In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers and the agents of responsibility for change. But whenever the teachers can teach by this method, they are faced with some barriers and requirements. Some of these requirements are prerequisite of the professors' behavior and some of these are prerequisite of the professors’ outlook. Also, there are some major barriers some of which are associated with the professors’ behavior and others are related to laws and regulations. Therefore, to have an effective teaching, the faculty members of universities should be aware of these barriers and requirements as a way to improve the teaching quality.

Effective teaching also requires structural changes that can only be brought about by academic leaders. These changes include hiring practices reward structures that recognize the importance of teaching expertise, quality assurance approaches that measure learning processes, outcomes in a much more sophisticated way than routine methods, and changing the way of attaining university accreditation.

The nationally and locally recognized professors are good leaders in providing ideas, insight, and the best strategies to educators who are passionate for effective teaching in the higher education. Finally, it is supposed that there is an important role for nationally and locally recognized professors in higher education to become more involved in the regulation of teaching rules. This will help other university teachers to be familiar with effective teaching and learning procedures. Therefore, curriculum planners and faculty members can improve their teaching methods.

Acknowledgement

The authors would like to thank all research participants of Isfahan University of Technology (faculties) who contributed to this study and spent their time to share their experiences through interviews.

Conflict of Interest: None declared.

  • Math for Kids
  • Parenting Resources
  • ELA for Kids
  • Teaching Resources

SplashLearn Blog

10 Best Strategies for Solving Math Word Problems

5 Easy Tips & Tricks to Learn the 13 Time Table for Kids

How to Teach Number Sense to Kids: Step-by-Step Guide

How to Teach Decimals: A Step-by-Step Guide

How to Teach Fraction to Kids – 11 Best Activities

How to Choose Best School For Your Kid: 12 Best Tips

Why Kids Get Bored at School: 10 Tips to Keep Them Interested

11 Best Writing Apps for Kids

Homeschool vs Public School: 12 Tips on How to Choose One

15 Essential Life Skills Activities for Kids: Beyond ABCs

20 Animals That Start with “U”

70+ Easy Opposite Words for Kids in 2024

12 Animals that Start with K

12 Animals That Start With ‘E’: From Elephants to Eels

60 Best Essay Topics for Kids: Nurturing Young Minds

10 Best Lesson Planning Apps for Teachers

15 Best Literacy Strategies for Teachers to Use in the Classroom

How to teach 4th Grade Kids: 25 Best Tricks & Tips

How to Teach Addition to Kids: From Counting to Calculating

11 Best Search Engine for Kids: Protecting Young Minds Online

12 Best Teaching Methods That Every Educator Should Know

Teaching method written on a colorful background

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.

SplashLearn: Most Comprehensive Learning Program for PreK-5

Product logo

SplashLearn inspires lifelong curiosity with its game-based PreK-5 learning program loved by over 40 million children. With over 4,000 fun games and activities, it’s the perfect balance of learning and play for your little one.

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

Methods written on wooden block

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 .

A math game on splashlearn

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!

Student Centered Approaches

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.

Project based learning written on small board

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.

IEQ written on blocks

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.

Flipped classroom written on a green background

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.

Kids learning together 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 written on a colorful background

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 written

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

3 cornerstone of CBL Skills knowledge and abilities

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.

what is assignment in teaching method

Most Popular

A working mom and her daughter in the bedroom, Mom is working while daughter is playing with her toys.

101 Best Riddles for Kids (With Explanation)

what is assignment in teaching method

15 Best Report Card Comments Samples

Good vibes quotes by SplashLearn

40 Best Good Vibes Quotes to Brighten Your Day

Recent posts.

Lesson plan graphics

15 Best Empathy Activities for Kids to Foester Kindness

Animals that start with U collage

Math & ELA | PreK To Grade 5

Kids see fun., you see real learning outcomes..

Watch your kids fall in love with math & reading through our scientifically designed curriculum.

Parents, try for free Teachers, use for free

Banner Image

  • Games for Kids
  • Worksheets for Kids
  • Math Worksheets
  • ELA Worksheets
  • Math Vocabulary
  • Number Games
  • Addition Games
  • Subtraction Games
  • Multiplication Games
  • Division Games
  • Addition Worksheets
  • Subtraction Worksheets
  • Multiplication Worksheets
  • Division Worksheets
  • Times Tables Worksheets
  • Reading Games
  • Writing Games
  • Phonics Games
  • Sight Words Games
  • Letter Tracing Games
  • Reading Worksheets
  • Writing Worksheets
  • Phonics Worksheets
  • Sight Words Worksheets
  • Letter Tracing Worksheets
  • Prime Number
  • Order of Operations
  • Long multiplication
  • Place value
  • Parallelogram
  • SplashLearn Success Stories
  • SplashLearn Apps
  • [email protected]

© Copyright - SplashLearn

Logo

Advantages and Disadvantages of Assignment Method Of Teaching

Looking for advantages and disadvantages of Assignment Method Of Teaching?

We have collected some solid points that will help you understand the pros and cons of Assignment Method Of Teaching in detail.

But first, let’s understand the topic:

What is Assignment Method Of Teaching?

The Assignment Method of Teaching is when teachers give tasks or projects to students. These tasks help students learn and understand lessons on their own. They can work alone or in a group. This method makes learning more interesting and practical.

What are the advantages and disadvantages of Assignment Method Of Teaching

The following are the advantages and disadvantages of Assignment Method Of Teaching:

Advantages and disadvantages of Assignment Method Of Teaching

Advantages of Assignment Method Of Teaching

  • Promotes independent learning – Assignment method of teaching encourages students to study and learn on their own, fostering self-reliance and self-learning.
  • Enhances critical thinking – This method also helps in developing critical thinking skills as students analyze and interpret the information themselves.
  • Encourages research skills – It promotes research skills as students have to dig deeper into topics and gather information from various sources.
  • Fosters time management – It aids in honing time management skills as students need to plan and complete assignments within a set timeframe.
  • Boosts problem-solving abilities – The method also enhances problem-solving abilities as students encounter and overcome challenges during their assignment work.

Disadvantages of Assignment Method Of Teaching

  • Limits student creativity – Assignment method of teaching can curb student creativity as it often requires students to follow specific guidelines rather than encouraging independent thinking.
  • Can promote rote learning – This method can also encourage rote learning, where students memorize information without truly understanding it.
  • Not suitable for all topics – Some subjects or topics might not be suitable for the assignment method, making it less effective for comprehensive learning.
  • Ignores individual learning styles – It often overlooks individual learning styles, which can hinder students who learn differently from the prescribed method.
  • Can lead to student stress. – Lastly, the pressure of completing assignments can lead to stress among students, affecting their mental health.
  • Advantages and disadvantages of Assignment Method
  • Advantages and disadvantages of Assets
  • Advantages and disadvantages of Money Market Funds

You can view other “advantages and disadvantages of…” posts by clicking here .

If you have a related query, feel free to let us know in the comments below.

Also, kindly share the information with your friends who you think might be interested in reading it.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Samar Education

Samar Education

  • Class 11 (Physics)
  • Class 12 (Physics)
  • Class 11 (Chemistry)
  • Class 12 (Chemistry)
  • Chemistry Quiz
  • B.Ed./D.El.Ed.
  • B.Ed. (Eng.)
  • General Knowledge
  • Terms of Use
  • Physics Notes

Assignment Method of Teaching

Assignment method.

Assignment method as the name suggests students are assigned some tasks-theoretical as well as practical nature for being performed at their parts in the school, at the workshop or laboratory, library or at their home. They are provided necessary guidance instruction and also the specific outlines for completing their assignments in time.

Assignment Method of Teaching

Assignment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments.

Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong, and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

Features of the Assignment Method

  • More emphasis is given on practical work.
  • In this method all aspects of the subject matter are included.
  • The teacher has to provide adequate guidance.
  • Students get used to doing work on their own.
  • Each student works according to his capacity.
  • Students develop the habit of fulfilling their responsibilities.

Importance of Assignments

  • Homework acts as a motivator of the students. This motivates the student to make maximum use of the acquired knowledge.
  • Homework also saves time as it eliminates the need to re-read the lesson in class.
  • Homework gives students opportunities to express their ideas through self-activity.
  • Apart from the school, the home environment is also necessary to make the knowledge permanent, otherwise the ignorant will be unable to remember the absorbed knowledge.
  • Properly planned homework helps in guidance.
  • Through homework, students have to write their own answers to the questions. They bring books on various subjects from the library to read at home. This develops the habits of self-study in them.

Types of assignment method

1. page-by-page assignment.

This type is sometimes called the textbook assignment. It designates the number of pages to be covered. Page-by-page assignment is unsatisfactory, but recent studies have revealed that this type is still widely used in the elementary grades.

2. Problem assignment

This type of assignment gets away from the basic textbook idea. It encourages the use of references and stimulates reflective thinking. In this type the problem to be solved is the prime consideration. Special directions and suggestions are important in this type of assignment.

3. Topical assignment

In this kind of assignment the topic to be developed is the prime consideration. This is also a form of textbook assignment which is often given in social and natural science subjects.

4. Project assignment

This is a special type of assignment which is best adapted to vocational courses, to natural science subjects, and in some measure to social science subjects and other content subjects. In this type of assignment a project is considered a unit.

5. Contract assignment

This form of assignment is extensively used in individualized types of instruction with the main purpose of adjusting the task to the ability and interest of the individual.

6. Unit assignment

This type is associated with the Mastery Plan and the Cycle Plan of instruction. It is best adapted to the subjects which are divided into units. The so-called flexible assignment is used with the unit assignment plan.

7. Cooperative or group assignment

Cooperative assignment is most frequently utilized in a socialized type of recitation, or in a project method of instruction. Assignment of this type stimulates pupils to do their own thinking and to organize their materials. Here pupils also participate in determining desirable objectives and in deciding what should be done to attain them. Cooperative assignment can be utilized to advantage in many high school classes.

8. Syllabus assignment

Syllabus assignment is often utilized in the college or university. In this type of assignment, questions and references are given to guide the students. Here again guide questions and other suggestions are given to insure attention to the important points of the lesson.

9. Drill assignment

It is the purpose of this assignment to strengthen the connections formed in the process of growth in mental motor skills. Memorizing a poem or mastery of facts or simple combination facts in Arithmetic are good examples of this type of assignment. Drill assignment, like other type of assignment, should be motivated.

Merits of Assignment Method

1. Development of useful habit:- Assignment method helps in imbibing useful habits like below:

  • (a) A sense of responsibility of finishing the task in hand.
  • (b) Habit of self study and confidence in one's abilities.
  • (c) Self dependency in action and thought.

2. Recognition of individual differences:- The assignment are alloted to the students on the basis of their mental abilities, capacities, interests and aptitudes. They are also allowed to execute their assignments according to their own pace. The brighter ones have not to wait for the slow learners as they can undertake next higher assignments after finishing the one in hand.

3. Provides freedom to work:- There is no restrictions of time both in term of starting and finishing with the assignment. The duration for the execution of the assignment depends upon the mental and physical stamina of the pupil. They may go to the library or work in the laboratory. according to their convenience.

Demerits of Assignment Method

1. Strain on the teacher:- The teacher is expected to work hard in the method for preparing the assignments, assigning these to the students individually or in groups, guiding the students at the proper time in a proper way and evaluating their work.

2. Not suitable to all types of learners:- This method does not suit student of low intelligence and also those having average capacities. Similarly, it cannot also work with the students who are irresponsible or careless and thus cannot be relied to finish their assignment properly in a specified time.

3. Provides stimulation for cheating:- Assignment method may provide temptation or compulsion to a number of students for copying the answers of the questions and results of the experiments from the readily available source or note book of their classmates. If it happens, the very purpose of these assignments is completely lost.

Precautions in the Planning of Assignments

  • The selection of homework should be done keeping in view the prior knowledge of the students.
  • Homework should be inspirational.
  • In the planning of homework, the interests and respects of the students should be taken care of. 4. Homework should be definite and clear.
  • Homework should be based on the teaching formula of 'from simple to complex'.
  • There should be mutual harmony in homework.
  • There should be variety in homework.
  • Homework should be useful.
  • Buzz Group Teaching Method
  • Demonstration Method of Teaching
  • Discussion Method of Teaching

Post a Comment

One-third of Australian children can't read properly as teaching methods cause 'preventable tragedy', Grattan Institute says

A young boy looking at a sheet of paper with words on it

One-third of Australian students are failing to learn to read proficiently, at an estimated cost to the economy of $40 billion, according to a new report.

The Grattan Institute's Reading Guarantee report calls this a "preventable tragedy" caused by persisting with teaching styles popular at universities, but "contrary to science" and discredited by inquiries in all major English-speaking countries.

"In a typical Australian school classroom of 24 students, eight can't read well," said report lead author and Grattan education program director Jordana Hunter. 

"Australia is failing these children."

The estimated cost of this "failure" was profound both personally and economy-wide, with students unable to read proficiently more likely to become disruptive at school and unemployed or even jailed later in life, the report concluded. 

Dr Hunter said the "conservative" financial estimate amounted to a "really significant cost" that did not include productivity benefits from increased reading. 

Students left to 'guess' meaning of words

The Grattan Institute attributed the major cause of its findings to the rise of a teaching style called "whole language", which became dominant on university campuses in the 1970s. 

It is underpinned by a philosophy that learning to read is a natural, unconscious process that students can master by being exposed to good literature. 

Proponents say it empowers young people by giving them autonomy. 

However, Grattan said it left students to "guess" the meaning of words and was saddling parents with expensive tuition costs to help their children catch up.

After decades of the so-called reading wars , "whole language" has incorporated elements of other approaches such as phonics, but Grattan said it remained "light touch" and "contrary to scientific recommendations". 

"What we need to do is set our expectations higher. We need to stop accepting failure," Dr Hunter said.

"It's not good enough that one in three students are not where they need to be in reading."

The Grattan Institute said evidence showed a much greater number of students learned to read successfully using the alternative "structured literacy" approach, and at least 90 per cent of students would be proficient using this model. 

Small laminated bits of paper with phonics on them are seen in a classroom

"Structured literacy" includes phonics, but also teacher-led "explicit instruction" backed by the latest science on how children's brains learn new concepts. 

"The quality of teaching is the thing that will shift the dial for our young people," Dr Hunter said. 

"We need to make the most of every single minute we have with our young people." 

Why are some schools still not using phonics?

Despite major inquiries in Australia, the United Kingdom and United States settling the argument that structured literacy teaching is superior, that hasn't flowed to all classrooms, the Grattan Institute says. 

It said where school systems had embraced it, students had  reaped the rewards . 

Australia's 10,000 schools have a high degree of autonomy, and even in states where education departments advocate for the structured literacy approach, the report says there needs to be more support for teachers to re-train and be provided with ready-made lessons. 

"The real issue here is, are governments doing enough to set teachers up for success?'" Dr Hunter said. 

"The challenge is making sure best practice is common practice in every single classroom." 

Western Sydney University's Katina Zammit, president of the Australian Literary Educators Association, said the whole language method should not end up in history's trash can. 

She said that in school systems that moved to the teaching methods championed by the Grattan Institute, some teachers found it too prescriptive. 

"The teachers that I have had contact with, some of the children who are being taught this way, have either lost interest in reading because it's a whole class approach or they are not retaining the instruction," Dr Zammit said. 

Dr Zammit agreed whole learning did not work for all students but said it could still be useful in the classroom. 

"One size doesn't fit all students," she said. 

"Yes, the majority it might, but we do have to look at engagement and motivation as well." 

However in a statement to the ABC, Education Minister Jason Clare said the science on teaching reading had been settled.

He also foreshadowed mandating teaching styles in the upcoming school funding agreement.

"The reading wars are over. We know what works. The current National School Reform Agreement doesn't include the sort of targets or reforms to move the needle here," he said.

"The new Agreement we strike this year needs to properly fund schools and tie that funding to the sort of things that work. The sort of things that will help children keep up, catch up and finish school."

  • X (formerly Twitter)

Related Stories

Universities will have to improve their teaching degrees or face consequences. the reactions have been mixed.

Ross Fox wearing a dark business suit, sitting at a small with four energetic school students writing in their notepads.

  • Independent Schools
  • Primary Schools
  • Private Schools
  • Public Schools
  • Religious Schools

IMAGES

  1. Assignment Method

    what is assignment in teaching method

  2. Assignment method teaching

    what is assignment in teaching method

  3. TEACHING METHODOLOGY

    what is assignment in teaching method

  4. Assignment method teaching

    what is assignment in teaching method

  5. Assignment method teaching

    what is assignment in teaching method

  6. How Do Teaching Methods Differ?

    what is assignment in teaching method

VIDEO

  1. Assignment 0

  2. Individual Assignment: Statistic method for accounting and finance

  3. How to write assignment in scientific method part 3

  4. Module 4 Assignment Tips

  5. FINAL ASSIGNMENT (TEACHING EYL)

  6. How to write assignment in scientific method part 1

COMMENTS

  1. Pedagogy

    Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning). Key Idea for Pedagogy Diversify your pedagogy by varying your teaching methods, learning activities, and assignments.

  2. Teaching Methods: Definition, Types, Best Teaching Methods ...

    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.

  3. Teaching Methods & Strategies

    There are two main types of instructional methods: teacher-centered instruction, where the teacher plays the most active role (as in a lecture), and student-centered instruction, where the...

  4. Teaching Methods and Strategies: The Complete Guide

    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.

  5. Teaching Methods Overview

    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.

  6. How Do I Create Meaningful and Effective Assignments?

    While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. ... Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31, pp. 195 - 202. Leahy, R. (2002). Conducting ...

  7. Designing Assignments for Learning

    Authentic assignments ask students to "do" the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;

  8. 10 effective teaching strategies for every classroom

    3. Work as a team. Splitting the class up into different teams to complete an assignment is a teaching strategy that works wonders, especially at age groups where students insist on always working with their tight-knit circle of friends. Group assignments encourage teamwork and help your class to succeed.

  9. Teaching Methods

    Teaching Methods. The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area (s) and school mission statement. Teaching theories can be organized into ...

  10. Teaching Methods

    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: ...

  11. Teaching Styles: Different Teaching Methods & Strategies

    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.

  12. Teaching Methods

    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. Next Steps

  13. 9 Teaching Methods To Promote Success in the Classroom

    1. Differentiated instruction Differentiated instruction is the idea of creating tailored education plans for students based on differing needs. This may involve the ways by which students access content, the activities they do, the assessment techniques a teacher uses or even the physical setup of a classroom.

  14. Assignment method teaching

    The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners.

  15. The Complete List of Teaching Methods and Strategies

    The study assignment method. It is one of those teaching methods that promote active learning. In this method, the teacher or an instructor assigns a task to students before the class. It can be a book or research paper reading, project analysis, or any relevant material review. This method enhances the research skill abilities of students, and ...

  16. Teaching method

    A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

  17. Transparency in Learning and Teaching (TILT)

    Transparent teaching methods help students understand how and why they are learning course content in a particular way and how that learning will be useful to solve real world problems. ... and assignments. TILT is an effective teaching strategy that is based on explaining to students "why" they will be doing specific activities.

  18. The Complete List of Teaching Methods

    Teaching Methods: Not as Simple as ABC. 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 ...

  19. Group Learning

    Group learning goes by many different names (e.g., group work, cooperative learning, team learning, peer instruction, etc.) and spans the spectrum from two students solving a problem to a team working on a semester long project. For group learning to be effective, the students need to practice team building skills and learn to be accountable to ...

  20. Effective Teaching Methods in Higher Education: Requirements and

    New teaching methods and barriers to the use of these methods. Teachers participating in this study believed that teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. ... , and foster student growth by allowing them to resubmit assignments prior to ...

  21. 12 Best Teaching Methods for Modern-Day Educators

    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. Related Reading: Best Teaching Strategies 3 Importance of Teaching Methods. The right types of teaching methods are ...

  22. Advantages and Disadvantages of Assignment Method Of Teaching

    The Assignment Method of Teaching is when teachers give tasks or projects to students. These tasks help students learn and understand lessons on their own. They can work alone or in a group. This method makes learning more interesting and practical. What are the advantages and disadvantages of Assignment Method Of Teaching

  23. Assignment Method of Teaching

    Assignment Method of Teaching 6 min read Assignment Method Assignment method as the name suggests students are assigned some tasks-theoretical as well as practical nature for being performed at their parts in the school, at the workshop or laboratory, library or at their home.

  24. PDF STATUTORY AUTHORITY. The amendment is proposed under Texas Education

    The Texas Education Agency (TEA) proposes an amendment to §104.1001, concerning the accelerated instruction, modified teacher assignment, and accelerated learning committee. The proposed amendment would implement House Bill (HB) 1416, 88th Texas Legislature, Regular Session, 2023, by providing approval criteria for instruction through ...

  25. One-third of Australian children can't read properly as teaching

    In short: A Grattan Institute report says one-third of Australia's 4 million school children are being failed by an education system that persists with discredited theories to teach reading ...

  26. EDLAB

    38 likes, 0 comments - edlab_maastricht on February 14, 2024: " ️ New video! When Martijn Boussé won an EDLAB Education Innovation Grant in 2022, ..."