Quality of education based upon
how we identify effective teachers

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Part I: Education Myths
    1. Myths toward Effective Teaching
    2. Myths toward the Lecture Method
Part II: Effective Ways of Teaching
    1. Structure of Instructional Continuum
    2. Knowing Students' Background
    3. Setting up Objectives
    4. Psychological Security for Students' Leaning Environment
    5. Advantages of Teacher Questions
    6. Outcomes of the Grouping Process
    7. Elements of Effective Instruction
Part III: Making Curricula and Performing Assessments
    1. John Goodlad's Five Levels of Curriculum
    2. Elliot Eisner's Three Levels of Curriculum
    3. Assessment of Three Main Domains
Part IV: Conclusions and Discussions

What do students really want for the university education?

2. Myths toward the Lecture Method

As mentioned above, emphasizing amount of time to teach does not necessarily accomplish the effective teaching. The myth toward lecture is based on such traditional misunderstanding. Absolutely, lecture plays a big role in a curriculum; however, it cannot provide various aspects of teaching. As the limitation, students feel that a lecture method is:

Some of the limitations of the lecture method are cited by educators (Frank, 1984; Gage & Berliner, 1998; Oddi, 1983; Wahlberg, 1997). These explain more details of the above. There are many myths in teaching methods, or one-sided evaluation from teachers. Even though lecture teaching takes most part of instruction, there are quite a few shortcomings of it. In the next part, some of solutions to effective methods will be discussed.
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