You’ve successfully concluded your studies. Your time as a student teacher is over. Dressed in your graduation attire, you’ve walked the stage, grinned with your diploma in hand and returned home to fill out numerous job applications.
Suddenly, you find yourself in your very own classroom for the forthcoming year. The initial enthusiasm of decorating this space fades, and as you dive into lesson planning, you begin to observe a pattern in your approach – although the material varies, your instruction style remains the same. You stick with this familiar method because it’s what you’re used to and what you were trained to do.
However, over time, your students’ interest declines, and to be honest, you are also bored. You sense that something isn’t right; teaching isn’t turning out to be the experience you envisaged. And you are correct.
Identifying the most effective ways to disseminate knowledge to students can often be more challenging than what students experience in determining their optimum learning style. This is because every teacher requires an assortment of teaching methods in their scholarly toolbox, varying them based on the lesson, the students, and even factors as subtle as the class timing and the subject.
Employing a diversity of teaching styles, all grounded in pedagogical theory, not only aids teachers in achieving their maximum potential, but more crucially it captivates, galvanizes and connects with the students in their classes, whether the mode of instruction is physically in class or virtually online.
Teaching Methods
Teaching methodologies, which are more specific aspects of the teaching process, are grounded in educational psychology theories. If you possess a teaching degree, you’re probably familiar with theorists like Skinner, Vygotsky, Gardner, Piaget, and Bloom. If their names don’t immediately resonate with you, their respective theories, which have been developed into teaching methods, definitely should. Let’s explore the most prevalent educational theories.
Behaviorism
Behaviorism postulates that every learner begins as a “tabula rasa” or a blank slate, and their learning process is molded by emotional responses. This theory suggests that individuals respond to stimuli, reactions, and both positive and negative reinforcement.
Among the most notable advocates of this theory as mentioned by Learning Theories is Ivan Pavlov, who is widely recognized for his experiments involving dogs. Pavlov conducted an experiment where dogs were conditioned to respond to the ringing of a bell, an idea that he subsequently extrapolated to human behavior.
Other eminent educational theorists associated with behaviorism include B.F. Skinner and Albert Bandura.
Social Cognitive Theory
The Social Cognitive Theory is typically mentioned in the context of early childhood education because it involves critical thinking, with the principal concept being the significance of play, as explained by Edwin Peel in the Encyclopedia Britannica. While Bandura and Lev Vygotsky also made contributions to cognitive theory, according to Dr. Norman Herr from California State University, the foremost and most popular theorist of cognitivism is Jean Piaget.
Piaget’s Theory of Cognitive Development, formulated in 1918, consists of four stages. Each stage corresponds to a child’s development from infancy through their teenage years.
The first stage, known as the Sensorimotor Stage, spans from birth to 18 months. Cognitive development at this stage is characterized by an infant’s exploration of their environment, such as squeezing toys that make noises, looking at their reflection in mirrors, and spinning objects on play mats or in walkers. Baby habits, such as sleeping with a favorite blanket, and reflexes, like rubbing eyes when they’re tired or sucking their thumb, are developed. It’s also the stage when they begin to understand vocal tones.
The next stage, or the Preoperational Stage, happens from ages 2 to 7. During this stage, children start to understand and connect with symbols around them. They ask many questions and begin to form sentences and engage in conversation. However, at this stage, children have yet to develop perspective and therefore lack empathic understanding. They are often blatantly honest in their observations, which can at times be embarrassing as they don’t yet understand socially appropriate communication.
From ages 7 to 11, children enter the Concrete Operational Stage, where they begin to problem solve, engage in deeper conversations about areas of interest, and develop a stronger understanding of logic. At this stage, they also develop empathy.
The last stage, the Formal Operational Stage, theoretically ends at 16, but can indeed continue beyond that. This stage involves deeper and abstract thinking. Children start questioning not only what things are but also why they are the way they are. Individuals often revisit elements of Piaget’s theory during transitional stages of their lives, such as starting high school, entering college, or getting married. This makes the strategies derived from Piaget’s theory applicable across all educational levels.
The Multiple Intelligences Theory
The Multiple Intelligences Theory suggests that intelligence isn’t limited to academic prowess shown in traditional paper tests. Instead, it recognizes that individuals have diverse strengths or intelligences, making them uniquely exceptional.
The theory was developed in 1983 by an erstwhile principal in the Scranton School District in Scranton, PA. It originally identified eight different kinds of intelligences. Although there has been debate about adding two more, they have not yet been officially included, according to the source.
The original eight intelligences are: musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal, and naturalistic. Most people have a predominantly strong intelligence, supplemented by others.
Musical intelligence is exhibited by those who have an affinity for music–they may play instruments, sing, have flawless pitch, read sheet music, or can readily produce music.
Spatial intelligence relates to the ability to visualize and manipulate three-dimensional figures or ideas in one’s mind. Those proficient in language, writing, or avid readers, demonstrate linguistic intelligence.
Kinesthetic intelligence involves understanding the body and its movements, which could be both anatomically or athletically. Naturalistic intelligence revolves around comprehending nature and the ecosystem’s components.
The final two intelligences relate to personal interactions. Intrapersonal Intelligence involves knowing oneself, recognizing one’s limitations, and understanding their inner selves. On the other hand, Interpersonal Intelligence entails skillfully interacting with various types of people, managing conflicts, and resolving issues.
In honor of the creator of this theory, there’s an elementary school named after the erstwhile principal in Scranton, PA.
Constructivism
Constructivism is a theory advanced by Piaget, and it serves as the foundation for numerous other pedagogical theories and approaches. It primarily deals with the way people acquire knowledge. This theory argues that individuals gain understanding from their personal experiences. Optimal learning occurs when individuals actively connect new information with their pre-existing knowledge and subsequently interpret this information in their own manner. This theory has given rise to the concepts of learner-centric education, as opposed to teacher-centric instruction.
Universal Design for Learning
The last approach is the Universal Design for Learning (UDL), which has proven revolutionary in the educational field since its establishment in the mid-1980s by David H. Rose. The focus of this theory is on the need for educators to customize their curriculum for their pupils. The theory gained significant attention in the United States in 2004 after being presented at an international conference. Rose described his approach as rooted in neuroscience, with an emphasis on understanding how the brain processes information, performs tasks, and develops enthusiasm for learning.
UDL strongly recommends the presentation of information in varied ways to cater to a diversity of learners; offering multiple forms of assessment for students to demonstrate their acquired knowledge; and tapping into the individual interests of students as motivation for learning, as stated on their website. This theory also explored the integration of technology into the classroom setting and the various methods of educating students in an ever-increasing digital world.
Teaching Styles
Educators derive and evolve a multitude of distinct teaching methods or strategies from all these educational theories. To maintain engagement and build a good rapport with students, while also keeping their own interest in their material, teachers need a comprehensive and diverse collection of methods to use on a weekly, if not daily, basis. These strategies can be implemented across all teaching tiers, but adjustments are necessary depending on the age and developmental stage of the students.
Differentiated Instruction is one of the most favored teaching strategies. As explained in Chapter 2 of Celal Akdeniz’s book, “Instructional Process and Concepts in Theory and Practice,” differentiated instruction implies that educators modify the curriculum of a lesson, unit, or even an entire term in a manner that caters to all learners in multiple ways. This requires constant alterations in one’s teaching styles to align not only with the material but more importantly, with the learning styles of the students.
Learning styles refer to the most effective methods through which students acquire knowledge. The most common styles are visual, auditory, kinesthetic, read/write, and global, as identified by Akdeniz. Each comes with its own set of characteristics: Visual learners acquire knowledge best through observation or demonstrations; auditory learners have a stronger auditory reception to lessons; kinesthetic learners are hands-on and learn by doing; read/write learners retain information best through reading textbooks and taking notes; lastly, global learners need to apply material to their real-life situations, as expounded by The Library of Congress.
A range of activities can help educators assist their students in identifying their own learning styles. A student typically exhibits a prominent style with another supplementary one, which enables them to learn effectively in one particular manner while still being able to absorb information through a secondary method.
Once instructors grasp their students’ learning styles, this knowledge enables them to adapt their instruction and assignments accordingly, as underscored by both Akdeniz and The Library of Congress.
Teaching new material to students of any learning type is most effective when applying a technique known as scaffolding. This strategy builds upon a learner’s existing understanding, progressively escalating the complexity of the presented information, as outlined in an article by Jerry Webster. To scaffold effectively, educators must take a genuine interest in their students to understand not only their previous knowledge base but also their individual strengths. This provides a solid foundation upon which new information can be introduced and positive reinforcement can be given when students grapple with unfamiliar content.
A common, albeit problematic approach in teaching is known as “teaching to the middle”, where lessons are tailored around the average ability level of students, leaving those struggling to keep up or already ahead feeling perplexed and disengaged respectively. This often results in both groups performing poorly, leading to bewilderment for the instructor.
Blended learning is a potential remedy to this issue, a strategy put forward by author and educator Juliana Finegan. It integrates differentiated instruction within the same classroom to cater to all learners. To implement blended learning successfully, teachers are required once again to understand the distinctive ways their students learn and acknowledge each of their strengths and weaknesses.
Incorporating technology forms a critical component of blended learning. It allows students to learn at their own pace and access resources based on their understanding levels, as suggested by The Library of Congress. Technology can support learning in three distinct ways: through face-to-face instruction, synchronous learning (live online instruction occurring at the same time), and asynchronous learning (students taking a course or its part anytime that fits their schedule, without the teacher being online concurrently).
The final teaching strategy to be emphasized essentially combines several teaching styles, and is thus akin to a form of “blended teaching.” This is often referred to as student-centered learning, learner-centered pedagogy, or teacher-as-tutor. In this model, the instructor acts as a facilitator, creating the lesson structure while encouraging students to take a participatory role in their own learning process – a concept referred to as ‘active learning,’ as described by the Learning Portal.
To master these teaching practices and excel at one-on-one instruction, educators must be familiar with their students’ backgrounds and prior knowledge, as mentioned by author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. Some of the suggested activities are grouping students, creating reading buddies or literature circles, using games to teach material, setting up different learning stations in the classroom, and finding ways to get students actively engaged in the learning process.
Becoming an effective teacher involves a myriad of different methodologies and strategies. However, one common thread throughout them all is the need for teachers to genuinely understand their students. This genuine understanding can lead to more enjoyable, meaningful, and effective lessons, as they can be designed with the students’ interests at heart.
While plenty of pre-formulated lessons, activities, and tests are readily available online and from textbook publishers, the choice lies with educators. They can either use these pre-set resources and just function as a mere facilitator for their students, or they can make the extra effort to deeply understand their students and tailor their lessons accordingly, becoming a truly significant influence in their students’ lives.
