150 Teaching Methods

1. Lecture by teacher (and what else can you do!)
2. Class discussion conducted by teacher (and what else!)
3. Recitation oral questions by teacher answered orally by students (then what!)
4. Discussion groups conducted by selected student chairpersons (yes, and what else!)
5. Lecture-demonstration by teacher (and then what 145 other techniques!)
6. Lecture-demonstration by another instructor(s) from a special field (guest speaker)
7. Presentation by a panel of instructors or students
8. Presentations by student panels from the class: class invited to participate
9. Student reports by individuals
10. Student-group reports by committees from the class
11. Debate (informal) on current issues by students from class
12. Class discussions conducted by a student or student committee
13. Forums
14. Bulletin boards
15. Small groups such as task oriented, discussion, Socratic
16. Choral speaking
17. Collecting
18. Textbook assignments
19. Reading assignments in journals, monographs, etc.
20. Reading assignments in supplementary books
21. Assignment to outline portions of the textbook
22. Assignment to outline certain supplementary readings
23. Debates (formal)
24. Crossword puzzles
25. Cooking foods of places studied
26. Construction of vocabulary lists
27. Vocabulary drills
28. Diaries
29. Dances of places or periods studied
30. Construction of summaries by students
31. Dressing dolls
32. Required term paper
33. Panel discussion
34. Biographical reports given by students
35. Reports on published research studies and experiments by students
36. Library research on topics or problems
37. Written book reports by students
38. Flags
39. Jigsaw puzzle maps
40. Hall of Fame by topic or era (military or political leaders, heroes)
41. Flannel boards
42. Use of pretest
43. Gaming and simulation
44. Flash cards
45. Flowcharts
46. Interviews
47. Maps, transparencies, globes
48. Mobiles
49. Audio-tutorial lessons (individualized instruction)
50. Models
51. Music
52. Field trips
53. Drama, role playing
54. Open textbook study
55. Committee projects--small groups
56. Notebook
57. Murals and montages
58. Class projects
59. Individual projects
60. Quizdown gaming
61. Modeling in various media
62. Pen pals
63. Photographs
64. Laboratory experiments performed by more than two students working together
65. Use of dramatization, skits, plays
66. Student construction of diagrams, charts, or graphs
67. Making of posters by students
68. Students drawing pictures or cartoons vividly portray principles or facts
69. Problem solving or case studies
70. Puppets
71. Use of chalkboard by instructor as aid in teaching
72. Use of diagrams, tables, graphs, and charts by instructor in teaching
73. Use of exhibits and displays by instructor
74. Reproductions
75. Construction of exhibits and displays by students
76. Use of slides
77. Use of filmstrips
78. Use of motion pictures, educational films, videotapes
79. Use of theater motion pictures
80. Use of recordings
81. Use of radio programs
82. Use of television
83. Role playing
84. Sand tables
85. School affiliations
86. Verbal illustrations: use of anecdotes and parables to illustrate
87. Service projects
88. Stamps, coins, and other hobbies
89. Use of community or local resources
90. Story telling
91. Surveys
92. Tutorial: students assigned to other students for assistance, peer teaching
93. Coaching: special assistance provided for students having difficulty in the course
94. Oral reports
95. Word association activity
96. Workbooks
97. Using case studies reported in literature to illustrate psychological principles and facts
98. Construction of scrapbooks
99. Applying simple statistical techniques to class data
100. Time lines
101. "Group dynamics" techniques
102. Units of instruction organized by topics
103. Non directive techniques applied to the classroom
104. Supervised study during class period
105. Use of sociometric text to make sociometric analysis of class
106. Use of technology and instructional resources
107. Open textbook tests, take home tests
108. Put idea into picture
109. Write a caption for chart, picture, or cartoon
110. Reading aloud
111. Differentiated assignment and homework
112. Telling about a trip
113. Mock convention
114. Filling out forms (income tax, checks)
115. Prepare editorial for school paper
116. Attend council meeting, school boar meeting
117. Exchanging "things"
118. Making announcements
119. Taking part (community elections)
120. Playing music from other countries or times
121. Studying local history
122. Compile list of older citizens as resource people
123. Students from abroad (exchange students)
124. Obtain free and low cost materials
125. Collect old magazines
126. Collect colored slides
127. Visit an "ethnic" restaurant
128. Specialize in one country
129. Follow a world leader (in the media)
130. Visit an employment agency
131. Start a campaign
132. Conduct a series
133. Investigate a life
134. Assist an immigrant
135. Volunteer (tutoring, hospital)
136. Prepare an exhibit
137. Detect propaganda
138. Join an organization
139. Collect money for a cause
140. Elect a "Hall of Fame" for males
141. Elect a "Hall of Fame" for females
142. Construct a salt map
143. Construct a drama
144. Prepare presentation for senior citizen group
145. Invite senior citizen(s) to present local history to class including displaying artifacts (clothing, tools, objects, etc.)
146. Prepare mock newspaper on specific topic or era
147. Draw a giant map on floor of classroom
148. Research local archaeological site
149. Exchange program with schools from different parts of the state
150. In brainstorming small group, students identify a list of techniques and strategies that best fit their class.

Source:http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods

Teaching Strategies

There are a variety of teaching strategies that instructors can use to improve student learning. The links below will show you some ways to make your classes more engaging.

• Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. 
• Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to multiple-choice questions they ask of students in class.
• Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups.
• Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. 
• Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices.  A good environment for interaction is the first step in encouraging students to talk. 
• Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.
• Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students.  Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances.  Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing so. 
• Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and retention. 
• Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. This method encourages students to build research skills that can be used throughout their educational experiences.
• Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class.  Instructors who participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a better appreciation of their own discipline content. 
• Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning.  The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning.  Thus, the power in the classroom shifts to the student. 
• Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community, all participants take responsibility for achieving the learning goals.   Most important, learning communities are the process by which individuals come together to achieve learning goals. 
• Lecture Strategies - Lectures are the way most instructors today learned in classes.  However, with today’s students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. 
• Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed location.
• Online/Hybrid Courses - Online and hybrid courses require careful planning and organization.  However, once the course is implemented, there are important considerations that are different from traditional courses.  Communication with students becomes extremely important. 
• Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their careers. 
• Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some community project.  The learning is structured and supervised and enables the student to reflect on what has taken place. 
• Social Networking Tools - Social networking tools enable faculty to engage students in new and different means of communication.
• Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need assistance in knowing how to deal with them.
• Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations.  Cases also encourage students to develop logical problem solving skills and, if used in teams, group interaction skills.  Students define problems, analyze possible alternative actions and provide solutions with a rationale for their choices. 
• Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared.  Research has found that students are more responsible and more engaged when team-based learning is implemented.  The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting. 
• Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a setting defined by mutual respect and a shared interest in a topic.  In most cases both faculty members are present during each class and can provide different styles of interaction as well as different viewpoints. 
• Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content. 

Source: http://pedagogy.merlot.org/TeachingStrategies.html

Four-Stage Model for College Success

Four-Stage Model for College Success

The Four-Stage Model for College Success was developed and utilized specifically to guide the mentoring/coaching program for students.

The four stages of the program included:

1) Orientation

2) Development of College Management Plan

3) Implementation and Monitoring

4) Maintenance and Evaluation.

The first stage begins with a four-week orientation in which students meet in a large group. They became acclimated to the campus, and learn study skills, time management, and organization skills. They learn the importance of advocating for themselves as well as the skills to do so.

 The students learn the importance of knowing their own learning style and relating this information to their professors teaching styles using data from the Learning Combination Inventory (LCI). Mentors/Coaches assist the student in understanding their strengths, weaknesses, as well as how to combine those strengths and weaknesses with their professors teaching styles.  Knowledge of their learning styles is also intended to empower the students and increase their confidence level; thus, increasing self-esteem.

Each student in this program was assigned a mentor by the second week that assisted with organizing assignments, adjusting to living environments, and assist with social skills when needed.  A contract is signed by the mentee and the mentor with the intention of obtaining a commitment from the mentee to complete the program. Students are encouraged to attend all campus programs in an attempt to assist them making contacts and feeling connected to the university. A proactive stance is taken by the mentor in order to predict possible issues that may arise which will result in a reduction in stress.

The second stage begins with the fifth week with emphasis on completing a College Management Plan (CMP). A CMP is developed collaboratively between the mentor and mentee and consists of the following domains: understanding of disability, organizational plan, time management, study skills, learning style, behavior management, self-esteem, problem-solving, recreation/activity plan, social skills/communication plan, health maintenance.  In the College Management Plan, three goals are agreed upon to assist in achieving success.

In the third stage, mentors meet with their assigned mentee’s at least once a week depending on the individual needs. Students are encouraged to attend individual meetings, a weekly support group, and monthly workshops. Students are also encouraged to drop-in at anytime as issues arise. The CMP is reviewed weekly and mentors monitor workload and academic progress. Referrals are made as needed for subject tutoring, personal counseling, and career and academic planning.

The fourth stage is the maintenance phase, which occurs after the first semester for most students. For other students who had greater needs, the support continued as needed. With the on-going evaluation of progress, the level of support needed to assist the students in being successful is discovered. The goal in this stage is to empower the student to become independent and benefit from an improved style of life and academic success.

Results of this program indicate that the overall college experience of students with disabilities who participated in the mentoring/coaching program was more positive and effective as compared to those who did not participate in the program. Results indicate that students who participated in the program experienced higher self-esteem, reduced anxiety and an efficient transition to college. They also experienced and increase in completed classes, higher GPA’s and retention.

 Source: https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwj_zt6oktXMAhXCRY8KHVUZCr0QFggbMAA&url=http%3A%2F%2Fwww.rowan.edu%2Fstudentaffairs%2Fasc%2Fdisabilityresources%2Fmentoring%2Ffour-stage_model_of_success_description.doc&usg=AFQjCNHCje7S1SGJo3KzWAMyI7PuAzZbwQ&bvm=bv.121658157,d.c2I