Teaching
Strategy
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Institutions of higher learning across the nation are
responding to political, economic, social and technological pressures to be
more responsive to students' needs and more concerned about how well students
are prepared to assume future societal roles. Faculty are already feeling the
pressure to lecture less, to make learning environments more interactive, to
integrate technology into the learning experience, and to use collaborative
learning strategies when appropriate.
Some of the more prominent strategies are outlined below.
For more information about the use of these and other pedagogical approaches,
contact the Program in Support of Teaching and Learning.
Lecture. For
many years, the lecture method was the most widely used instructional strategy
in college classrooms. Nearly 80% of all U.S. college classrooms in the late
1970s reported using some form of the lecture method to teach students (Cashin,
1990). Although the usefulness of other teaching strategies is being widely
examined today, the lecture still remains an important way to communicate
information.
Used in conjunction with active learning teaching strategies, the
traditional lecture can be an effective way to achieve instructional goals. The
advantages of the lecture approach are that it provides a way to communicate a
large amount of information to many listeners, maximizes instructor control and
is non-threatening to students. The disadvantages are that lecturing minimizes
feedback from students, assumes an unrealistic level of student understanding
and comprehension, and often disengages students from the learning process
causing information to be quickly forgotten.
The
following recommendations can help make the lecture approach more effective
(Cashin, 1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you
cannot cover everything in one lecture
3. Prepare an outline that includes
5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or
illustrations
6. Present more than one side of an
issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience -
notice their feedback
9. Be enthusiastic - you don’t have
to be an entertainer but you should be excited by your topic.
(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they learn
in the classroom to real-life experiences has proven to be an effective way of
both disseminating and integrating knowledge. The case method is an
instructional strategy that engages students in active discussion about issues
and problems inherent in practical application. It can highlight fundamental
dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.
Course
content cases can come from a variety of sources. Many faculty have transformed
current events or problems reported through print or broadcast media into
critical learning experiences that illuminate the complexity of finding
solutions to critical social problems. The case study approach works well in
cooperative learning or role playing environments to stimulate critical
thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways
to stimulate discussion. For example, some faculty begin a lesson with a whole
group discussion to refresh students’ memories about the assigned reading(s).
Other faculty find it helpful to have students list critical points or emerging
issues, or generate a set of questions stemming from the assigned reading(s).
These strategies can also be used to help focus large and small group
discussions.
Obviously, a successful class discussion involves planning on the part of
the instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by clearly
articulating course expectations. Just as the instructor carefully plans the
learning experience, the students must comprehend the assigned reading and show
up for class on time, ready to learn.
Active
Learning. Meyers and Jones (1993)
define active learning as learning environments that allow “students to talk
and listen, read, write, and reflect as they approach course content through
problem-solving exercises, informal small groups, simulations, case studies,
role playing, and other activities -- all of which require students to apply
what they are learning” (p. xi). Many studies show that learning is enhanced
when students become actively involved in the learning process. Instructional
strategies that engage students in the learning process stimulate critical
thinking and a greater awareness of other perspectives. Although there are
times when lecturing is the most appropriate method for disseminating
information, current thinking in college teaching and learning suggests that
the use of a variety of instructional strategies can positively enhance student
learning. Obviously, teaching strategies should be carefully matched to the
teaching objectives of a particular lesson. For more information about teaching
strategies, see the list of college teaching references in Appendix N.
Assessing or grading students' contributions in active learning environments is
somewhat problematic. It is extremely important that the course syllabus
explicitly outlines the evaluation criteria for each assignment whether individual
or group. Students need and want to know what is expected of them. For more
information about grading, see the Evaluating Student Work section contained in
this Guide.
Cooperative
Learning. Cooperative Learning is a
systematic pedagogical strategy that encourages small groups of students to
work together for the achievement of a common goal. The term 'Collaborative
Learning' is often used as a synonym for cooperative learning when, in fact, it
is a separate strategy that encompasses a broader range of group interactions
such as developing learning communities, stimulating student/faculty
discussions, and encouraging electronic exchanges (Bruffee, 1993). Both
approaches stress the importance of faculty and student involvement in the
learning process.
When
integrating cooperative or collaborative learning strategies into a course,
careful planning and preparation are essential. Understanding how to form
groups, ensure positive interdependence, maintain individual accountability,
resolve group conflict, develop appropriate assignments and grading criteria,
and manage active learning environments are critical to the achievement of a
successful cooperative learning experience. Before you begin, you may want to
consult several helpful resources which are contained in Appendix N. In
addition, the Program in Support of Teaching and Learning can provide faculty
with supplementary information and helpful techniques for using cooperative
learning or collaborative learning in college classrooms.
Integrating Technology. Today, educators realize that
computer literacy is an important part of a student's education. Integrating
technology into a course curriculum when appropriate is proving to be valuable
for enhancing and extending the learning experience for faculty and students.
Many faculty have found electronic mail to be a useful way to promote
student/student or faculty/student communication between class meetings. Others
use listserves or on-line notes to extend topic discussions and explore
critical issues with students and colleagues, or discipline- specific software
to increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer
literacy. Faculty who use technology regularly often find it necessary to
provide some basic skill level instruction during the first week of class. In
the future, we expect that need to decline. For help in integrating technology
into a course curriculum contact the Program in Support of Teaching and
Learning or the Instructional Development Office (IDO) at 703-993-3141. In
addition, watch for information throughout the year about workshops and faculty
conversations on the integration of technology, teaching and learning.
Distance Learning. Distance learning is not a
new concept. We have all experienced learning outside of a structured classroom
setting through television, correspondence courses, etc. Distance learning or
distance education as a teaching pedagogy, however, is an important topic of
discussion on college campuses today. Distance learning is defined as 'any form
of teaching and learning in which the teacher and learner are not in the same
place at the same time' (Gilbert, 1995).
Obviously,
information technology has broadened our concept of the learning environment.
It has made it possible for learning experiences to be extended beyond the
confines of the traditional classroom. Distance learning technologies take many
forms such as computer simulations, interactive collaboration/discussion, and
the creation of virtual learning environments connecting regions or nations.
Components of distance learning such as email, listserves, and interactive
software have also been useful additions to the educational setting.
For more information about distance
learning contact the Instructional Development Office at 703-993-3141 (Fairfax
Campus) and watch for workshops and faculty discussions on the topic throughout
the year.
Source: http://www.gmu.edu/resources/facstaff/part-time/strategy.html
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