Quality of education based upon
how we identify effective teachers
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Contents
Introduction
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
Reference
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:
- Boring and uninteresting
- Lacked teacher/student or student/student interaction
- Poorly organized and presented
- Content is irrelevant, not current, and accessible elsewhere
- Focused mainly on the lowest level of cognition (memorizing, etc.)
- Ignoring individual differences
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.
- The lecture method can be boring if stimulus variations (use of humor, voice modulation, and visual)
are not utilized during the presentation.
- Student participation is limited to approximately 12 percent of the total interaction in the
classroom, thus reducing the opportunity for feedback.
- The lecture method emphasizes the lower-level cognitive skills of memorization and recall rather
than synthesis and evaluation.
- The lecture approach places students with poor note-taking skills at a disadvantage in the classroom.
- Students in the lecture class are more passive and take a less active role in their own learning.
- Due to a lack of interaction, the teacher has difficulty immediately determining the amount of
student leaning.
- The lecture method rarely provides the opportunity for the inclusion of the affective learning
domain (attitudes, feelings, and values) or the psychomotor domain.
- Because the lecture approach is directed to large groups of students, individual needs are
rarely identified or met.
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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