Families of Teaching Methods

FOUR FAMILIES OF TEACHING METHODS

Walk through any school anywhere and you're likely to see at least some teachers implementing cooperative learning or project-based learning, mnemonics or advance organizers, inquiry or discovery. Even when they do use lecture recitation methods, they often incorporate strategies from such models as Madeline Hunter's "mastery teaching" or mastery learning. -Robert Slavin

The links below cover the basics of each major family of Teaching Methods/Theories

Behavior Modification
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In our overview we have indicated that there are many reasons for selecting a particular method to use for the concept we plan to teach. Usually purpose becomes a central focus. In our work, the illustrations for the behavioral family of instruction are tightly controlled by the teacher. In the behavioral family, there are specific outcomes sought from the instruction consisting of knowledge, skills, practices, and attitudes. This is a valuable method for lay people (fire officers, police, nurses, etc.) as well as teachers. Some point out that the military model of instruction is reflective of this approach. We outline several methods for your consideration, including Skinner and Gagné.

Information Processing
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This family constitutes the "work horse" group of teaching methods. We focus on both direct and indirect ways of engaging the learner. You will need to reflect on these methods and practice them as often as you can. It takes years of refinement to learn how, when, and where each can be effectively employed. Always think about the purpose of instruction. Realize that you will often combine approaches, modify approaches, and change approaches even as you check for understanding among your class.

Social Interaction
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A discussion of any of our models implies some method of organizing students in the class space. Size of room, types of seating (desks, tables, chairs, etc.), lighting, temperature, display areas, storage facilities, proximity to technology, and board space all impinge on methods of student deployment. Likewise, the student-teacher ratio is an important consideration.The social interaction family of instructional strategies involves grouping children in some fashion. There are many ways to group students. Some of these include:

gender
ability levels
teacher dictated
interests
multiple intelligence
personality factors

Groups may also vary in size depending upon the activity. Size usually ranges from four to half of the class. Groups usually have a variety of designated roles. Roles may include:

group leader
observer
recorder
data collector
collator
reporter
evaluator

The teacher optimizes group work when he/she has good rapport with the class. This is imperative. The teacher should be willing to give control to the groups. For many teachers, the role of facilitator is uncomfortable at first. The popular adage of being a "guide-on-the-side" rather than a "sage-on-the-stage" is applicable with group work. It is recommended that good student-teacher-parent relations precede initiation of group activities.Teachers utilizing groups recognize that our democracy functions through consensus building and democratic decision making. This process (how groups work) and product (the solution) are important aspects of group activities. Just as many local, state, and national issues are slow to resolve because of contentious points of view, so too are many group activities in class. Thus orientation to content (except in laboratory situations) may be diminished. We have observed that many information processing models utilize groups to conclude a unit or activity.Many teachers favor groups consisting of students with similar abilities or personalities. Shy, verbose, controlling, impulsive, immature and troubled youth all pose challenges to the group process. When first beginning the group methods it may be best to try some grouping of like minded or able students. Parents of highly able students often complain that their children are used to tutor the "less able." Always be prudent in deploying high ability students.Teachers who successfully use groups often meet with group leaders during lunch to outline the proposed activity. Group leadership should change often to allow all students an opportunity to lead.Popular groups include:

problem solving
tutorial
brainstorming
task
review
role playing

Tips for group activity success:

Stress that group work parallels life (family and workplace decisions).
Explain the whole process before beginning.
Help groups develop goals and procedures before proceeding.
Stress listening, sharing, and individual strengths.
Stress dealing with ambiguity, disagreement, and confusion.
Help students evaluate each others contributions.
Select "do-able" projects.
Seek to avoid criticism and petty talk within groups.

A simple group activity self-evaluation scheme for students might be organized as follows:

Please answer "Yes" or "No" to the following questions:

Was the purpose of your group work clear?
Did you understand your role in the group?
Were you able to complete the work within the time allowed?
Did everyone in the group participate?
Did one or two people do all of the work?
Did the leader participate appropriately?
Were you stimulated and active?
Would you like more group projects?

Personal Source
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Ultimately, all learning is the responsibility of the individual. After the formal years of schooling, each of us is responsible for structuring our own educational objectives, problem solutions, and resolution of conflicts. Self-education is the aim for the Personal Source group of teaching approaches. The strategies here are most appropriate for mature, self-starting students. However, self-education is a powerful goal for all teachers. With the advent of the Internet and compendia of information stored on CD-ROM, self-education is available on a scale previously possible only in the great libraries of the world.