Chapter 3: Methods of teaching: campus-focused
3.8.1 Relating epistemology, learning theories and teaching methods
184.108.40.206 Pragmatism trumps ideology in teaching
Although there is often a direct relationship between a method of teaching, a learning theory and an epistemological position, this is by no means always the case. It is tempting to try to put together a table and neatly fit each teaching method into a particular learning theory, and each theory into a particular epistemology, but unfortunately education is not as tidy as computer science, so it would be misleading to try to do a direct ontological classification. For instance a transmissive lecture might be structured so as to further a cognitivist rather than a behaviourist approach to learning, or a lecture session may combine several elements, such as transmission of information, learning by doing, and discussion.
Purists may argue that it is logically inconsistent for a teacher to use methods that cross epistemological boundaries (and it may certainly be confusing for students) but teaching is essentially a pragmatic profession and teachers will do what it takes to get the job done. If students need to learn facts, principles, standard procedures or ways of doing things, before they can start an informed discussion about their meaning, or before they can start solving problems, then a teacher may well consider behaviourist methods to lay this foundation before moving to more constructivist approaches later in a course or program.
220.127.116.11 Teaching methods are not determined by technology
Secondly technology applications such as MOOCs or video recorded lectures may replicate exactly a particular teaching method or approach to learning used in the classroom. In many ways methods of teaching, theories of learning and epistemologies are independent of a particular technology or medium of delivery, although we shall see in Chapters 7, 8, 9 and 10 that technologies can be used to transform teaching, and a particular technology will in some cases further one method of teaching more easily than other methods, depending on the characteristics or ‘affordances’ of that technology.
Thus, teachers who are aware of not only a wide array of teaching methods, but also of learning theories and their epistemological foundation will be in a far better position to make appropriate decisions about how to teach in a particular context. Also, as we shall see, having this kind of understanding will also facilitate an appropriate choice of technology for a particular learning task or context.
3.8.2 Relating teaching methods to the knowledge and skills needed in a digital age
The main purpose of this chapter has been to enable you as a teacher to identify the classroom teaching methods that are most likely to support the development of the knowledge and skills that students or learners will need in a digital age. We still have a way to go before we have all the information and tools needed to make this decision, but we can at least have a stab at it from here, while recognising that such decisions will depend on a wide variety of factors, such as the nature of the learners and their prior knowledge and experience, the demands of particular subject areas, the institutional context in which teachers and learners find themselves, and the likely employment context for learners.
First, we can identify a number of different types of skills needed:
- conceptual skills, such as knowledge management, critical thinking, analysis, synthesis, problem-solving, creativity/innovation, experimental design;
- developmental or personal skills, such as independent learning, communications skills, ethics, networking, responsibility and teamwork;
- digital skills, embedded within and related to a particular subject or professional domain;
- manual and practical skills, such as machine or equipment operation, safety procedures, observation and recognition of data, patterns, and spatial factors.
We can also identify that in terms of content, we need teaching methods that enable students to manage information or knowledge, rather than methods that merely transmit information to students.
There are several key points for a teacher or instructor to note:
- the teacher needs to be able to identify/recognise the skills they are hoping to develop in their students;
- these skills are often not easily separated but tend to be contextually based and often integrated;
- teachers need to identify appropriate methods and contexts that will enable students to develop these skills;
- students will need practice to develop such skills;
- students will need feedback and intervention from the teacher and other students to ensure a high level of competence or mastery in the skill;
- an assessment strategy needs to be developed that recognises and rewards students’ competency and mastery of such skills.
In a digital age, just choosing a particular teaching method such as seminars or apprenticeship is not going to be sufficient. It is unlikely that one method, such as transmissive lectures, or seminars, will provide a rich enough learning environment for a full range of skills to be developed within the subject area. It is necessary to provide a rich learning environment for students to develop such skills that includes contextual relevance, and opportunities for practice, discussion and feedback. As a result, we are likely to combine different methods of teaching.
Secondly, this chapter has focused mainly on classroom or campus-based approaches to teaching. In the next chapter a range of teaching methods that incorporate online/digital technologies will be examined. So it would be foolish at this stage to say that any single method, such as seminars, or apprenticeship, or nurturing, is the best method for developing the knowledge and skills needed in a digital age. At the same time, the limitations of transmissive lectures, especially if they are used as the main method for teaching, are becoming more apparent.
Activity 3.8 ‘Labelling’ your own teaching
- Think of what you consider in the past to have been your most successful unit of teaching (a class or a whole course). Can you identify the underlying epistemology? What theory or theories of learning would best describe how students learned in that context? What was the main teaching method(s) you used?
- Look at one of the courses you are likely to be teaching next year. How would you change your teaching methods on that course, now you have read Chapters 1, 2 and 3?
There is no direct feedback from me on this activity as it is a reflective exercise.
This list of classroom or campus-based teaching methods is not meant to be exhaustive or comprehensive. The aim is to show that there many different ways to teach, and all are in some ways legitimate in certain circumstances. Most instructors will mix and match different methods, depending on the needs of both the subject matter and the needs of their students at a particular time. There are though some core conclusions to be drawn from this comparative review of different approaches to teaching.
- No single method is likely to meet all the requirements teachers face in a digital age.
- Nevertheless, some forms of teaching fit better with the development of the skills needed in a digital age. In particular, methods that focus on conceptual development, such as dialogue and discussion, knowledge management (rather than information transmission), and experiential learning in real-world contexts, are all methods more likely to develop the high level conceptual skills required in a digital age.
- It is not just conceptual skills though that are needed. It is the combination of conceptual, practical, personal and social skills in highly complex situations that are needed. This again means combining a variety of teaching methods.
- Nearly all of these teaching methods are media or technology independent. In other words, they can be used in classrooms or online. What matters from a learning perspective is not so much the choice of technology as the efficacy and expertise in appropriately choosing and using the teaching method.
- Nevertheless, we shall see in the next chapter that new technologies offer new possibilities for teaching, including offering more practice or time on task, reaching out to new target groups, and increasing the productivity of both teachers and the system as a whole.