Traditional and innovative teaching methods Author: Monika Poszaj-Stan Education is a light that shows the mankind the right direction to surge....

As any good teacher knows, all students do not learn in the same way As any good teacher knows, all students do not learn in the same way. In addition, it is common for a class of students to be at a variety of levels in any particular subject. Teachers need to use different teaching methods in order to reach all students effectively. Basically teaching must include two major components: sending and receiving information. The teacher tries his best to impart knowledge as the way he understood it. This is why any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. On the other hand the strengths and weaknesses of each teaching methodology are identified and known by the teachers and probable modifications that can be included in traditional methods are suggested.

1. Traditional teaching methods Direct instruction is the most common form of instruction. This is the lecturing method of teaching. Many teachers use this teaching method almost exclusively, as it is considered the simplest, and you can cover large amounts of material in a short period of time. However, this is not the most effective teaching method to reach all students, especially younger ones, who often need a more engaging, hands-on strategy in order to learn effectively.

1. Traditional teaching methods The teacher is the sender or the source and the educational material is the information or message. The student is the receiver of the information which is delivered via the “chalk-and-talk” method. The teacher delivers the lecture content and the students listen to the lecture. The learning mode tends to be passive and the learners play little part in their learning process. It has been found that the conventional lecture approach in classroom is of limited effectiveness in both teaching and learning because:

1. Traditional teaching methods -this is “one way flow” of information -teachers often continuously talk without knowing students response and feedback -there is insufficient interaction with students in the classroom -there is more emphasis given on theory without any practical and real life time situations -learning from memorization but not understanding -marks rather than result orientated

2. Innovative teaching methods I hear and I forget. I see and I believe. I do and I understand. Confucius

2. Innovative teaching methods Inquiry-based learning is a teaching method which is rapidly gaining popularity. Based on the scientific method, this teaching method can be used for virtually all subjects. Using inquiry-based learning takes a lot of time, energy, and planning, but it is often very effective. Students practice problem solving and critical thinking skills to arrive at a conclusion. This teaching method is extremely student- centered and student-directed, and can be modified for students at any level, reaching them where they are. Teachers will generally need to start by modeling the process to the students.

2. Innovative teaching methods Information processing strategies is another example of teaching method that motivates students to find the answer. While it is often advisable to have students really understand the teaching methods and not just memorize facts, there are some cases when facts need to be memorized. Facts and concepts may also need to be grouped or organized in order to facilitate better understanding. Teachers can use various teaching methods to help students with memorization, or they can use graphic organizers, mind maps, story webs, or other ways to represent information visually.

2. Innovative teaching methods Cooperative learning is another teaching method that is considered highly effective when done correctly. With cooperative learning, students are put in small groups to work together. They are usually not grouped by ability, but put in a group with children at a variety of levels. The students are then given tasks to accomplish together. Teachers may need to monitor these groups carefully, to make sure they are staying on task and that all students are participating. This form of instruction also lends itself well to differentiation, because the teacher can assign specific tasks to children at different ability levels.

2. Innovative teaching methods Mind Maps can be used by teachers to explain concepts in an innovative way. The key notion behind mind mapping is that we learn and remember more effectively by using the full range of visual and sensory tools at our disposal. Pictures, music, color, even touch and smell play a part in our learning armory will help to recollect information for long time. The key is to build up mind maps that make the most of these things building on our own creativity, thinking and cross linking between ideas that exist in our own minds.

2. Innovative teaching methods CLIL method and its principles: It’s dual-focused education where attention is given to the topic as well as the language. The topic is more important, English is simply the medium used. Very often the subject in the EFL classroom is the language itself. Whether the topic is a school subject or another, the principles are the same. The fact that importance is given to the topic and the language gives a more integrated methodology of learning and teaching, drawing attention to the educational process as a whole as opposed to just how languages should be taught.

CLIL method and its principles: Making content/context king means that the student is actively involved in the language; they are immersed in it, surrounded and engulfed in it. They are using the language but the context, theme and task are the driving forces. CLIL has been called education through construction, rather than instruction which again puts the onus on the student – they learn, they build their language because they are put in the position where they have to, not because they are being taught to.

CLIL method and its principles: Fluency is more important than accuracy. The nature of CLIL lessons means that the students will produce (and be exposed to) a vast array of language; the focus is firmly on communication and accuracy comes with time. Making mistakes is a natural process in language learning and, as we all know, language doesn’t have to be accurate to be communicative. CLIL exposes learners to situations calling for genuine communication. CLIL promotes critical thinking and collaboration skills as well as language competence. It produces life-long learners and students are sent out with real-world skills and enhanced motivation and self-confidence.

Traditional and innovative teaching methods - conclusions There are many, many more teaching methods, but these are the most common. If the teacher finds the best teaching method for a particular group of students, the students are likely to learn more quickly and be more engaged. In addition, using a variety of teaching methods will keep students from being bored, and help them encounter the information in new and exciting ways.

References: “The Practice of English Language Teaching”, Jeremy Harmer “Innovative Methods of Teaching”, dr Damodharan V.S. ACCA http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm http://serc.carleton.edu/sp/library/pedagogies.html http://www.wisegeek.com/what-are-some-different-teaching-methods.htm “How should CLIL work in practice?”, Alex Mackenzie http://www.onestopenglish.com/support/methodology