thesis of teaching methods

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Home > Books > New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Pedagogy of the Twenty-First Century: Innovative Teaching Methods

Submitted: 20 November 2016 Reviewed: 09 November 2017 Published: 20 December 2017

DOI: 10.5772/intechopen.72341

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In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.

• digital generation
• innovative teaching methods
• environmental approach to teaching

Author Information

Aigerim mynbayeva *.

• Al-Farabi Kazakh National University, Kazakhstan

Zukhra Sadvakassova

Bakhytkul akshalova.

• International Education Corporation, Kazakh leading Academy of Architecture and Civil Engineering, Kazakhstan

*Address all correspondence to: [email protected]

1. Introduction

The new century introduced significant changes in didactics and teaching methods. Pedagogy of the twentieth century differs from the pedagogy of the twenty-first century. Since the beginning of the twenty-first century, there have been many changes in the development of national and world education. The most observable phenomenon is now the Internetization of society and the penetration of digital technologies into learning. The modern generation of schoolboys is known by the name digital, socially digital [ 1 ], and generation Z [ 2 ]. Knowledge is the transition from acquiring knowledge through reading, from the teacher’s monolog to visual perception, or discussion in the classroom.

Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior. As Myamesheva states, “the high-tech environment - computers, smart phones, video games, Internet search engines - reshape the human brain” [ 3 ].

The theoretical changes in didactics and pedagogy lie behind the most obvious tendency. Pedagogy in the domestic science was redefined from the “science of upbringing, teaching and learning” to the “science of upbringing and education.” The subject of the twentieth century pedagogy was “upbringing” [ 4 ] (in Kazakh—tarbie, in Russian—vospitanie, in Deutsch—Bildung). Tagunova et al. writes: “Upbringing in the broad pedagogical sense is a purposeful influence of the society to prepare the younger generation for life. Upbringing in the narrow pedagogical sense is a purposeful influence on the development of specific personal qualities…” [ 5 ]. The subject of the twenty-first century pedagogy—the category “education”—has expanded the scope of meaning and understanding. Competence and personal-oriented approaches have been introduced.

Here is how the post-Soviet tendencies of reforming education in the studies of Silova, Yakavets are generalized. There are some commonalities between countries in terms of the “post-socialist education reform package” [ 6 , 7 , 8 ], “a set of policy reforms symbolizing the adoption of Western educational values and including such ‘travelling policies’ as student-centred learning, the introduction of curriculum standards, decentralization of educational finance and governance, privatisation of higher education, standardisation of student assessment, and liberalisation of textbook publishing” [ 7 - 8 ]. This interpretation coincides with the assessment of the Russian researcher Romanenchuk “in the 2004 concept of the development of education ‘westernization’ of education (the transfer of the Western model of education to Kazakhstan soil) is embodied in full” [ 9 ]. On the one hand, one can agree with such assessments, and on the other hand, it is necessary to take into account the powerful tendency of the revival of Kazakh schools and the ethno-pedagogical foundations of education. Kazakhstani scientist Akhmetova defines the six reasons for modernizing education somewhat different: the quality of education, globalization and internationalization, politicization and the creation of a knowledge society, new teaching technologies, marketing and financing [ 10 ]. Kazakhstan is a young independent state that turned 25 years old. Therefore, the reforms of Kazakhstani education in the early twenty-first century were aimed at building a national education system as an attribute of independence. At present, Kazakhstan occupies leading positions on the dynamics of educational reforms in the post-Soviet space.

In this chapter, we consider four areas: (1) the expansion of the subject of pedagogy, (2) environmental approach to teaching, (3) the digital generation and the changes taking place, and (4) innovation in teaching. These changes lead to the renewal of teaching methods.

The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers.

2. Material and research methods

The sources of research were the works of Kazakhstani, Russian and foreign scholars on didactics, textbooks on Pedagogy of the twentieth century, UNESCO recommendations on the development of teaching strategies.

On the one hand, the section overviews, and on the other hand, the results of a practical study on the use of innovative teaching methods by teachers, and understanding of their strengths and weaknesses are presented.

the features of the expansion of the subject of pedagogy—“education” have been analyzed;

approaches in modern foreign didactics on teaching the digital generation of students have been analyzed and generalized, taking into account their specific features;

attention is focused on pedagogical innovation as a direction for the development of didactics;

a survey of teachers on the using of traditional and innovative teaching methods has been conducted.

Therefore, in the first part of the chapter, the analytical and system approaches were used, and the theoretical changes of modern pedagogy were generalized. Another question is, how much do teachers take a positive attitude to innovation, accept them, and improve their skills? To answer this question, a questionnaire was compiled, and a survey was conducted among teachers who had been trained in the Republican Institute for Advanced Training of Teachers and Educators. The selection of respondents was carried out by random sampling. The survey was conducted in May–June 2016. The survey was conducted jointly with Esenova. The following questions were asked in the questionnaire:

(R1) Do teachers use innovative teaching methods?

(R2) What, in the opinion of teachers, are the advantages of innovative teaching methods, what are their shortcomings?

(R3) Why, for what purpose do teachers use innovative teaching methods?

(R4) Did the teachers learn how to use ITM? How did they learn (options: through qualification improvement courses with state payment, independently or at their own expense)?

(R5) According to teachers what is the parity of applying traditional and innovative teaching methods? Has the teacher formed a meaningful structure for updating teaching methods-an innovative culture of the teacher?

The results of the survey help to understand: first, how dynamic is the improvement of teachers’ pedagogical skills and mastering of innovations in teaching. Second, is the upgrade process systemic? And are the conditions created for this by the state? Or do the teachers update the pedagogical skills of the ITM independently?

3. Literature review

3.1. traditional didactics.

Modern pedagogy from the “science of upbringing and training” has become a “science of upbringing and education.” The category “education” for the twentieth century has been transformed and expanded. Didactics since the days of Jan Amos Komensky has been understood as a theory of learning. In Soviet didactics, education was understood as a “learning outcome” [ 11 ], “the process and result of mastering the system of scientific knowledge and cognitive skills …” [ 4 ]. That is, obtaining an education had an expression in obtaining a certificate of education or a university diploma.

In modern textbooks on pedagogy, for example by Bordovskaya and Rean, education is understood broader [ 12 ]: (1) as a process and result of learning, (2) as a society value, because society spent more than 8 millennia to build a cumbersome educational system; (3) the value of the individual, since modern man spends more than 15 years of his life on education and profession; (4) a social institution with its own powerful infrastructure, economy, educational programs, management bodies, didactic systems, and so on.

Theories of education consider the interaction not only of the pupil and the teacher (the micro level of interaction) but also of the interaction of the state and the education system, the social groups of pupils and teachers, parents and pupils, parents and school, schools and public organizations, schools and religions, schools and economic, social development of society. This is the level of macro influence of education on society and society on education. That is why didactic theories and problems are considered not only from the point of view of the internal relations of the teacher and the student, but as a didactic and at the same time social environment, open to innovations and interference, dynamic changes. Therefore, forming subject competencies, we simultaneously design the formation of social, communicative competences, life competencies.

3.2. Environmental approach to teaching

In the 1970–1980s of the twentieth century in the USSR, the process of teaching began to be stated from the point of view of the activity approach in the domestic textbooks on pedagogy. The learning process as teaching and learning has components: purpose and objectives, content, methods, teaching tools, learning forms and results. When planning the lesson, we design these components. This theory is connected with the L. Vygotsky’s theory of educational activity, the theory of developmental learning of L. Zankov, V. Davydov, I. Lerner, M. Skatkin, Z. Kalmykova and others [ 13 , 14 ].

Since the twenty-first century, the environmental approach to learning has been actively used. According to Manuilov [ 15 ], we define the functional environment as something, among which the subject resides, whereby his way of life is formed, which mediates his development and averages the personality.

In the 1990s of the twentieth century, the Italian scientist Rizolatti discovered mirror neurons. Mirror neurons are neurons of the brain that are excited both when performing a certain action, and when observing the performance of this action by another person. Such neurons were reliably detected in primates, their presence in humans, and some birds, is confirmed. These neurons play a key role in the processes of imitation, empathy, imitation and language learning [ 16 ].

According to the Albert Bandura’s theory of social learning, human behavior is not so consistent. Prior to the theory of A. Bandura, according to the theories of J. Piaget and others, it was believed that abilities and attitudes were formed as they grew up [ 17 ]. Therefore, as we are accustomed to believe, some consistency is inherent in actions. A. Bandura believes that human behavior is not so consistent. Rather, it depends on the circumstances. Human behavior is more determined by the existing situation and its interpretation by a person than by the stage of his development, character traits or personality types. From A. Bandura’s theory of social learning, one can conclude that education is figurative, discrete, can be carried out eventually, situationally.

In the environmental approach, information and energy become important categories. During the lesson, there is a dynamic exchange of information, knowledge, and energy between the teacher and the student. In our opinion, the basis of the synergetic approach in pedagogy is manifested here. According to the theory of self-cognition, according to Mukazhanova, the value of “love” is understood as the energy exchanged between people [ 18 ], for example, mother and her child. Positive attitudes in study and occupation, the positive energy generated by the teacher, set a special positive spiritual atmosphere. It is interesting that here one can turn around to the Academy of Plato history. As you know, the word “platonic love” comes from “spiritual communication between teacher and student.” Therefore, in didactics, it is better to use more developing, positively motivating methods and technologies of education, which will create a development environment that is positive for development. The teacher becomes the facilitator of the child development. Therefore, art-pedagogical, creative methods of teaching are recommended.

Moreover, the environment must be saturated with both information and positive energy. The teacher himself plays a big role if he is a significant personality for the student.

This scientific direction in pedagogy connected with the social environment and the socialization of the individual has resulted in a new disciplinary science—social pedagogy. It deals with other mechanisms of socialization—imprinting, imitation, identification. Thanks to the development of psychology, the theory of upbringing develops coping strategies, coping behavior, and the concept of a lifestyle.

3.3. Digital generation

In the modern school, we observe serious changes related to informatics and the introduction of multimedia in the educational environment. Modern scientists—teachers, sociologists, futurists also reflecting—speak about a new generation of students, that is, schoolchildren of the twenty-first century. This generation is “Next”, generation Z (theory of generations developed by Neil Hove and William Strauss), the digital generation, the social-digital generation (developed by L. Hietajärvi, K. Lonka).

Let us consider the foreign studies of scientists who demonstrate modern changes and new approaches in the development of didactics. Scientists D. Tapscott, D. Oblinger, B. Brdička [ 19 ] note serious changes in perception and learning process ( Table 1 ).

Table 1.

Generation development [ 19 ].

Hietajärvi et al. [ 1 ] echoes it and so articulates changes in the new generation, called the “social-digital generation” ( Table 2 ).

Table 2.

Differences between the modern practice of teaching at school and the new “social-digital generation” [ 1 ].

Note the importance of all the changes. Let us dwell on the fact that “The educational space is expanding beyond the classroom” [ 20 ]. At present, having agreed in advance with the students, we can use the Internet video resources during the explanation and during the group work assignments, and we can allow students to use smart phones and phones when preparing a group solution.

Hietajärvi et al. call the modern generation as a generation with “social and digital participation” and write that “social and digital technologies are integrated systems of technology, social media and the Internet that provide a constant and intensive online interaction with information, people, and artifacts”; Social and digital participation is “a new concept of the practice of informal, socially-digital mediated participation” [ 1 ].

According to Soldatova’s and Zotova’s research, changes occur in the memory, attention and thinking of the digital generation. “The accessibility of almost any information at any time from an early age changes the structure of mnemonic processes. First of all, it is not the content of any information source in the network that is remembered, but the place where this information is located, and more precisely the ‘way’, method how to get to it. The average concentration duration of attention compared to that which was 10-15 years ago, decreased ten times. A new phenomenon is clip thinking. It is based on fragments processing of visual images, rather than “on logic and text associations” [ 20 ].

Teachers have diametrically opposed opinions on how to respond to changes: from conservative (leaving everything as it is, schoolchildren need to be taught as in the last century) until the need for a complete restructuring of the education system. Our position is based on the principle of ambivalence, the continuity of “tradition → innovation,” the need for active research of the phenomenon of electronic and visual culture, and the study of the influence of visual culture on the personality of a schoolboy. Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior [ 21 ].

Schoolchildren and students have more short-term memory; therefore, new methods of fixing knowledge in long-term memory and development of competencies are needed. Educators are aware of the problem of forming school children’s cogency of thinking. It is interesting to understand the “superficial” and “deep”/“deep” approach in obtaining knowledge. “Learning the text by heart, ignoring the meaning, understanding - is known as a superficial approach, and an integral and critical assessment, the study of the material is known as a deep approach.” “Superficial learning is a superficial approach; it is the reproduction of knowledge, the teacher-regulated training, passive epistemology, dual vision, and the consumption of knowledge. Deep approach, knowledge transformation, self-regulatory learning, active epistemology, relativistic views, and knowledge building approach can lead to deeper levels of learning” [ 1 ].

These issues put forward new requirements for the teacher and his professional activities. Teachers need to learn new information and digital technologies more actively. In addition, new research is needed in the field of the psychology of perception and thinking with the active use of e-learning. Practical training of teachers for the use of ICT and digital resources, the formation of digital literacy, the inclusion of such courses in educational programs for teachers is necessary nowadays.

When formulating courses, it is possible to demonstrate the continuity of the development of didactics on the concepts “behaviorism → cognitivism → constructivism → connectivism.” Brdička systematized the development of didactic bases of the twentieth century in 2011 ( Table 3 ) [ 19 ].

Table 3.

Connectivism as a new didactic basis in the foreign theory of education [ 19 , 22 ].

As is known, the theory of behaviorism as a behavioral approach appeared in the 1920s. It has been used in education for a long time. Schools of the eighteenth and nineteenth centuries relied on the foundations of a behavioral approach (although the theory of behaviorism has not existed yet). In the 30s of the twentieth century, the formation of the cognitivism process began in Soviet education. The Soviet didactic system was mainly built on the use of both theories. Further in the second half of the twentieth century, the theory of constructivism (social constructionism) was formulated. Social reality has a dual nature. On the one hand, it has objective meanings, while on the other hand, it has subjective meanings. Each person builds a social reality around himself. An important tool of social reality is language. Through language and communication, a person builds for himself a field of knowledge and understanding. The processes of socio-psychological construction of the society through personal activity and activity are considered.

In education, the course of social constructivism is associated with the socialization of the individual in society, the formation of socialization skills in each person, and the learning of self-structuring of knowledge by students. The approach is connected both with the construction of the learning environment, including communicative and construction of knowledge through it. Currently, the theory is actualized by the use of active and innovative teaching methods in education (brainstorming, case study, group teaching methods, etc.). We emphasize that the sequence of the appearance of theories, in principle, does not disprove the previous one, but complements, as it were, built on the previous ones, then penetrates into the previous ones and partially changes their use. This understanding is illustrated by the modern methodological principle of the science—the principle of addition and complementation. As in school, at the university, we use these trends when building the learning process. Note that the course of social constructivism echoes the environmental approach in pedagogy.

A new direction for the emerging theory was put forward by Siemens and Downes in connection with the development of communication network and new opportunities for their use in teaching [ 22 ]. Knowledge is obtained through interaction with the network community. Of course, such a process of obtaining knowledge, on the one hand, can be characteristic of an already prepared or adult person who is able to critically evaluate, analyze, choose, and construct knowledge [ 21 ]. That is, it has some foundation of knowledge. At the same time, the students of secondary schools themselves demonstrate active assimilation of knowledge and skills in this way—through networks. Therefore, in our opinion, we predict that there will be a penetration of this theory gradually into lower-level classes (even initial ones). For junior high school students and teenagers, networks have become commonplace, so their networking skills are much better developed than those of educators.

In Kazakhstan, which has Soviet traditions in didactics, the content of education was built on the basis of theories of encyclopedism, formalism, copyism (in Russian—ekzemplyarizm), and others. They are described in the textbook of didactics [ 23 ]. In the Western science of education, the transition from behaviorism to cognitivism and constructivism is considered. The transition to the dominance of theories of constructivism requires the active use of innovative teaching methods. It is clear that changes in reality dictate the need to move away from encyclopedism and cognitivism in learning.

In education, the understanding of learning outcomes has shifted from knowledge, or knowledge and skills, to the formation of competencies. If knowledge is formed consistently, then competencies develop in a complex manner. Competencies are difficult to form in one lesson, so we can talk about “learning strategies” implemented for a certain length of time. The learning strategy integrates both approaches and principles, the direction of development, and the methods and types of instruction. Training strategies are aimed at competence—the expected results of education. Strategies for active, innovative teaching, project-oriented, and playful learning can realize the concepts of constructivism and connectivism.

3.4. Innovation in training

According to Volov, “In the Middle Ages in educational institutions the ratio of the number of pupils to the holders of knowledge was about ten (I ≈ 10); With the introduction of the pedagogical system Ya.A. Comensky, the ratio of the number of pupils to the teacher reaches hundreds (I ≈ 100); modern innovative technologies increase the factor of educational technologies in tens of thousand times (I ≈100,000)” [ 24 ]. The development of innovations in education is served by the scientific discipline “Pedagogical innovation.” It helps in the development, implementation and dissemination of innovations in teaching practice. We give several of its provisions.

Innovation is a phenomenon that carries in itself the essence, methods, techniques, technologies, and content of the new. Innovations (from Latin in - in, nove - new) - the introduction of a new, the introduction of novelty. According to Taubaeva and Laktionova: “The innovative process is a complex activity in the formation and development of the content of education and the organization of a new” [ 25 ].

Innovative methods of teaching are methods of teaching that involve new ways of interaction between “teacher-student”, “teacher-student”, a certain innovation in practical activity in the process of mastering educational material.

an absolute innovation (absolutely new technology);

a modernized innovation (significantly improved technology);

a modified innovation (slightly improved technology);

an innovation, technology introduced to a new territory (e.g., trainings for the RK, credit technology of training for Kazakhstan);

an innovative technology of a new field of application [ 26 ].

Features of innovative training: (1) work on anticipation, anticipation of development; (2) openness to the future; (3) constant inconsistency, in other words, the non-equilibrium of the system, in particular the person himself; (4) focus on the personality, his development; (5) the obligatory presence of creativity elements; and (6) partnership type of relations: cooperation, co-creation, mutual assistance, and so on.

the belief that the human potential is unlimited;

the pedagogical approach is aimed at mastering reality in the system;

stimulation of nonlinear thinking;

they are based on the hedonistic principle that is, based on the enjoyment of learning, the joy of achievement, the pedagogy of success.

the mobile role-playing field of the teacher—the teacher simultaneously teaches and learns from the student [ 27 ].

Firstly, the very methodology of innovative learning is built on a personal-oriented approach. In the Western literature, it is called student-centered learning. Secondly, it synthesizes synergistic, systemic, competence, dialogical and activity-oriented, culturological, information and technological, environmental, and other approaches. Third, it is possible to determine the laws and principles of the innovation process in education and the basis of the innovative culture of the teacher. The methodology of innovative teaching is reflected in the training manual.

According to Podlasy “The teaching methods set the pace of development of the didactic system - the training progresses as quickly as the methods used allow it to move forward” [ 11 ]. In practice, there is a transition from reproductive methods of teaching to innovative ones.

We have collected more than 300 innovative teaching methods and technologies for more than 20 years of experience [ 26 , 28 ]. Traditionally, ITM (according to M. Novak) is divided into nonimitative (brainstorming, pedagogical exercises, and discussions) and imitative (nongame, e.g., case study, training, etc., and gaming—business role-playing, blitz games). The collection includes a didactic description of the algorithms for applying the methods and the most interesting examples of student fulfillment [ 29 ]. They include: brainstorming, training, role-playing and business games, blitz games, various methods such as “Puzzles”, then “Domino”, “Historical picture”, “Fish bone”, “Spider online”, “Car”,” Basalt Columns “, “University - 2050″, “School-2030 “,” School - 2050 “, lessons “Сreativity hour”,” Talk show “,” TV digest “, in the” Walt Disney Circle “, “Walt Disney’s Three Stools”; On “soap bubbles,” “Conceptual fan,” “Collective record”, “Palm,” “Train,” “My Constellation,” “I - it me,” critical thinking techniques, “Six pairs of action shoes” and “Six hats of thinking” by Edward de Bono, an educational project, a fairy tale creation, etc.

For example, the method “Historical picture” was born after a trip to Dresden and acquaintance with the famous wall tile panel “Procession of the Princes”, created in 1904–1907. It depicts 35 Margraves and Kings of Saxony, who lived from the twelfth century to the beginning of the twentieth century and in the procession they are presented consistently. Students are invited to study the historical information about this panel and to come up with their own version of the historical picture of the collection of the procession, for example, the scientific school of the theory of behaviorism with brief “reference signals” about the positions of scientists. The student does not need to possess special artistic skills; he is allowed to use any improvised material such as copies of biographical references with photos, glue, paper, markers, etc. The work can be performed in groups, as an independent work, or at a seminar (with a given homework to study the theory of behaviorism). In conclusion, presentations are made. Students not only learn the sources as much as possible but also learn to generalize, logically and artistically, visually, creatively represent solutions, present their decisions, work in a team.

In 2010, UNESCO recommended the following teaching strategies for the twenty-first century: experiential learning, storytelling, values education, enquiry learning, appropriate assessment, future problem solving, outside classroom learning, and community problem solving [ 30 ].

The active use of innovative teaching methods by teachers is a necessity nowadays. The greater the strategies and methods of teaching the teacher has, the more interesting, diverse it conducts classes, better motivates the student’s cognitive activity, shapes the experience of solving nonstandard problems, promotes in-depth training and the steady assimilation of technology of practical activity.

A good teacher constantly improves his didactic skills, selects, and develops new methods and technologies of teaching.

A change in the teaching of pedagogy can be observed in the gradual addition of subsections of textbooks on the pedagogy topics on innovative methods of teaching (comparative Table 4 ).

Table 4.

Comparative table of the section “didactics” of textbooks on “pedagogy” for pedagogical universities.

These textbooks were used in universities to train teachers on the territory of the USSR and post-Soviet countries, recommended by the Ministry of that time. The analysis of the content was carried out on the basis of comparing the names of topics in the section “Didactics” of textbooks on pedagogy of the twentieth and twenty-first centuries (textbooks representing the decade). It shows the relative stability of the subjects of the section “Didactics” by keywords: “the process of learning,” “the content of education,” “methods and means of teaching,” and “forms of education.” Textbooks include the topic “Innovative Learning Technologies” in the 21st century. Thus, modern students are studying innovative methods and technologies of teaching.

For teachers of the older generation who have graduated earlier from universities, advanced training is carried out (according to the Law of the Republic of Kazakhstan “About Education” at least once in 5 years) [ 33 ].

Currently, most schools in Kazakhstan are actively pursuing reforms, including the active use of innovative teaching methods by teachers. Next, we turn to the consideration of the results of the questionnaire of teachers on the use of innovative teaching methods.

4. Results and discussion

4.1. survey of teachers on the use of innovative teaching methods.

Many scientists study the active implementation of innovations in training. According to Isayev, only 14% of teachers have an actively positive attitude to innovation, they initiate the introduction of new technologies in the educational process and promote them. Twenty-three percent are positively attuned and 9% have an emotionally positive attitude to pedagogical innovations [ 34 ]. While 18% of teachers have frustration-negative, 26%—passive-negative, and 10% actively negative attitude toward innovation. T.I. Shamova divides teachers in terms of the degree of motivation for innovation in the school into leaders from 1 to 3%, positivists from 50 to 60%, neutrals—30%, and negativists from 10 to 20% [ 35 ]. The introduction of innovative teaching methods is actively conducted in Kazakhstan. Let us conduct a survey among teachers—whether they use innovative teaching methods, which see the strengths and weaknesses of ITM application.

In the joint questionnaire held by K. Esenova, 66 teachers participated in the qualification improvement institute, and up to three priority answers were allowed.

(R1) Do teachers apply ITM? 92.42% of the teachers admit that they use innovative teaching methods. In our opinion, this is a high figure. At the same time, it can be assumed that since teachers came to improve their qualifications from different regions of Kazakhstan, they were a priori motivated to update the teaching methods, to apply ITM, and have some experience in applying them. In addition, the promotion of the ITM application is widely conducted in the Kazakhstani education system. Therefore, we can assume that this result is in part similar to Shamova’s data on the existence of teachers due to various reasons that are negatively related to innovations in training.

(R2) Advantages and disadvantages of ITM . Teachers recognize the strengths of teachers recognize the strengths of the application of innovative teaching methods (ITM): the activity of students in cognition and activity (51.52%), students’ interest and practical orientation (39.93%), meaningfulness and strength of the acquired knowledge and competences (36.36%), the feasibility of fulfilling the tasks of the students (33.33%), development of creativity (30.30%), support of interest and direction in depth for strong students (15.15%).

The risk zones indicated by teachers: a reduction in the amount of knowledge for a limited time of the lesson (54.55%), training and material support/equipment, markers, stickers …/(48, 48), class noise, reduced discipline (42.42%), and labor time of training (36.36%). Note that in urban schools, the usual class consists of 25–33 schoolchildren, and the teacher does not have an assistant.

These indicators are a good illustration of the teachers’ understanding of the sampling of existing difficulties in the application of ITM.

( R3) The purpose of ITM application. The main goal of the ITM application, according to the teachers’ evaluation, is to increase the interest of students—92.42%, active involvement of students in educational work—69.7%, development of the creativity of the student 60.61% ( Figure 1 ). As a result of ITM application, the students develop personality qualities—activity, communicativeness, competence, oratorical ability, democracy. The constant use of innovative teaching methods develop in pupils, according to teachers’ assessments, activity (78.79%), communicative (69.7%), competence (66.67%), oratory (30.3%), and democracy (15.15%).

Figure 1.

Why, for what purpose do teachers use innovative teaching methods?.

(R4) Training of IMT teachers . Most teachers were trained in innovative teaching methods (81.82%). Methodical updating took place through qualification improvement courses (78.79%) and special courses at universities (54.55%). Besides, teachers attend training at their own expense (45.4%) and are engaged in self-education (30.3%). Indirectly, these results show the systematic nature of the state’s work on updating the methods of teaching. At the same time, 30–45% of the selected teachers independently update innovative methodological competence, which also shows the active position of teachers in improving the skills in this sample. The results are in accordance with the data on the studies of Isaev and Shamova (46% positively related and 50–60% positivists enter the data area).

( R5) The parity of applying traditional and innovative teaching methods . On the question of determining the parity of accepting traditional (reproductive) and innovative methods of teaching, teachers responded as follows ( Figure 2 ).

Figure 2.

Determining the parity of applying traditional and innovative teaching methods.

It is gratifying to note that there has been a turn to the need for more innovative methods of teaching to be used by 90.91% of teachers. This is the result of reforming the system of Kazakhstani education as well as the work of courses for improving the qualifications of teachers.

To the last question: “Did you have a meaningful structure for updating the methods of teaching-an innovative teacher culture?” 45.5% of teachers answered “Yes”, 39.4% in part, and 15.1% answered “No” ( Figure 3 ). This system includes both participation in advanced training courses, participation in ITM training, self-education—reading books, attending classes of innovative teachers.

Figure 3.

Teachers answer.

In our opinion, it is the innovative culture with the motive and the ability to update the pedagogical tools, competences, knowledge, and values that should become the component of the skill of the modern teacher. Such a system can be multicomponent, as teachers themselves point out, associated with the reflexive methodological competence of teachers.

5. Conclusion

Changes in didactics and pedagogy of Kazakhstan and post-Soviet countries have two major directions. The first is associated with a change in ideology and the acquisition of independence by countries. The second is connected with the world trends in the development of education: the introduction of a competence approach, informatization, internetization, globalization, and diversification of education.

Teacher, on the one hand, subjectively decides on the design of the content, methods, strategies, and technologies of education, but the implementation of educational reforms depends on him. On the other hand, the state and society broadcast the pedagogical culture, the value aspects of teachers’ thoughts through professional, vocational training, and the system of raising teachers’ qualifications.

The subjectivity of consciousness and professional activity is one of the principles of modern pedagogical science. That is, the application or nonuse of innovative methods depends on the personality of the teacher, his methodological competence, pedagogical skills. The task of the teacher training system is to actualize such a need, to form methodological competence. The task of the school and universities is to encourage and stimulate the development of teachers’ and students’ creativity. An important task of the teacher is to constantly reflect and develop his pedagogical potential; then the student influenced by the example of the teacher will be an active and competent person.

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Digital Commons @ USF > College of Education > Teaching and Learning > Theses and Dissertations

Teaching and Learning Theses and Dissertations

Theses/dissertations from 2023 2023.

Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan

Theses/Dissertations from 2022 2022

Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios

High School Teachers’ Perceptions of Promoting Student Motivation and Creativity through Career Education , Kyeonghyeon Park

The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams

Theses/Dissertations from 2021 2021

Saudi Early Childhood Educators' Perceptions of Gender Roles in Children's Dramatic Play , Dalal Alanazi

Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari

Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi

Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya

Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali

Persistence Like a Mother: Nursing the Narrative toward Doctoral Completion in English Education—A Poetic Autoethnography , Krista S. Mallo

Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher

A Multimodal Literacy Exploration: Lived Experiences of Haitian Immigrant Adolescent Girls in The Bahamas , Natasha Swann

Theses/Dissertations from 2020 2020

Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri

Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study , Anne W. Anderson

The Effects of Augmented Reality (AR)-infused Idiom Material on Iranian Students’ Idiom Achievements, Motivation, and Perceptions , Babak Khoshnevisan

An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne

How the Use of Learner-Generated Images and Authentic Materials Affects the Comprehension and Production of Vivid Phrasal Idioms in L2 English Learners , Melissa Larsen-Walker

Explore L2 Chinese Learners' Motivation through L2MSS: Selves, Mental Imagery, and Pedagogical Implications , Yao Liu

Exploring Adult Indigenous Latinxs’ English Language Identity Expressions and Agency: A MALP®-informed Photovoice Study , Andrea Enikő Lypka

Theses/Dissertations from 2019 2019

The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth

Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz

The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey

Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course , Elaine Cerrato

International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez , Edward G. Contreras Santiago

Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming

The Effects and Students’ Views of Teachers' Coded Written Corrective Feedback: A Multiple-Case Study of Online Multiple-draft Chinese Writing , Jining Han

Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane

Promoting L2 Idiomatic Competence among Chinese College Students via WeChat , Zhengjie Li

EFL Student Collaborative Writing in Google Docs: A Multiple Case Study , Quang Nam Pham

Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen

A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry , Christiana C. Succar

Theses/Dissertations from 2018 2018

General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari

A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices , Joyce Esi Bronteng

Deaf Lesbian Identity , Noël E. Cherasaro

Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier

Once Upon a Genre: Distant Reading, the Newbery Medal, and the Affordances of Interdisciplinary Paradigms for Understanding Children’s Literature , Melanie Griffin

Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes

Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart

The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock

Theses/Dissertations from 2017 2017

Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari

It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis

Exploring Mathematics Teacher Education Fieldwork Experiences through Storytelling , Melody Jeane Elrod

Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin

A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children , Lissa S. Ledbetter

Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum , María Matilde Olivero

Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk

Perspectives of AP U.S. History Teachers in Title I Schools , Mark Lance Rowland

What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography , Kristy Causey Verdi

Early Childhood Mathematics Through a Social Justice Lens: An Autoethnography , Jennifer Ward

Theses/Dissertations from 2016 2016

Urban English Language Arts Teachers’ Stories of Technology Use: A Narrative Inquiry , Bridget Abbas

Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections , Hessa Alsuhail

Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study , Eulises Avellaneda

Emotional Self-Regulation: Voices and Perspectives of Teachers within Diverse Socio-Cultural Contexts , Anna Paula Peixoto Da Silva

The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller

Subtext of Decisions: Literacy Practices in the Context of Coding , Julia Hagge

The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak

“It’s Not Pixie Dust”: An Exploratory Qualitative Case Study of a School-Based Multimodal Tablet Initiative , Erin Elizabeth Margarella

Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions , Sarah E. Pennington

Educators' Oral Histories of Tampa Bay Area Writing Project Involvement , Margaret Hoffman Saturley

Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider

Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek

Theses/Dissertations from 2015 2015

Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw

"I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts , Margaret Branscombe

A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool , Victoria Jacqueline Damjanovic

Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned? , Megan Elizabeth Ehlers

Novice Teachers' Stories of Solving Problems of Practice , Yvonne Franco

Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom , Andrew Warren Gump

IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers , Brandon Jerome Haas

Precalculus Students' Achievement When Learning Functions: Influences of Opportunity to Learn and Technology from a University of Chicago School Mathematics Project Study , Laura A. Hauser

The Role of the Interruption in Young Adult Epistolary Novels , Betty J. Herzhauser

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning , Sami Kahn

Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr

Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses , Claudia A. Ruiz

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways , Derrick Saddler

The Common Core State Standards: Its Reported Effects on the Instructional Decision Making of Middle School Social Studies Teachers , Tracy Tilotta

The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project , Yiting Yu

Theses/Dissertations from 2014 2014

Picturing the Reader: English Education Pre-service Teachers' Beliefs About Reading Using Photovoice , Michael Dicicco

The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky

Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise , Nina Graham

The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley

A Phenomenological Study of the Experiences of Higher Education Students with Disabilities , Allen J. Heindel

Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry

The Effect of Teachers' Epistemological Beliefs on Practice , Milton David Huling

Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School , Suzette Anissia Kelly

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons , Iveta Maska

Presentation of Civic Identity in Online High School Social Studies Discussion Forums , Holly Mcbride

In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912 , Mario John Minichino

The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran

Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program , Dilek Özalp

The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues , Wardell Anthony Powell

Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary

Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators , Gregory Lee Samuels

A Case Study of the Roles and Perceptions of Writing Coaches , Amy June Schechter

Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts , James L. Welsh

Theses/Dissertations from 2013 2013

Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students , Diedre D. Allen

Playing in Trelis Weyr: Investigating Collaborative Practices in a Dragons of Pern Role-Play-Game Forum , Kathleen Marie Alley

Curriculum Gatekeeping in Global Education: Global Educators' Perspectives , Robert Wayne Bailey

Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study , Sarah Mirlenbrink Bombly

An Investigation of the Effects of an Authentic Science Experience Among Urban High School Students , Angela Chapman

Social Studies Teachers in an Evaluative Role: The Peer Evaluator Experience in the Accountability Era , Martha Barnes Ford

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TEACHING STRATEGIES-THESIS

Related Papers

International Journal of Integrated English Language Teacing (IJIELT)

Hasni Rahmi

This research focuses on comparing the language learning strategies preference between male and female students at State Senior High School 12 Pekanbaru. The aim of this research is to find out the language learning strategies of male students of the tenth grade at State Senior High School 12 Pekanbaru, to find out the language learning strategies of female students, and to find out whether there is or no a significant difference on language learning strategies preference between male and female students. A total of 90 male and 90 female students were participated in this research. They were taken from 45% of the total population. By using Simple Random Technique, 9 male and 9 female students were randomly taken from each class. The data were collected by using adapted SILL questionnaire version 7.0 translated to Bahasa Indonesia. By using Independent sample t-test formula on SPSS version 17 the collected data were analyzed. The findings show that both male and female students language learning strategies preference were Metacognitive Strategies, and there is no significant difference on the language learning strategies preference between male and female students in learning English at State Senior High School 12 Pekanbaru. Based on the data analysis, the researchers concluded that there is no significant difference on the language learning strategies preference between male and female of the tenth grade students at State Senior High School 12 Pekanbaru in learning English. Keywords: Language Learning Strategies, Preference, Gender, Adapted SILL Questionnaire version 7.0, Senior High School.

English Learning

bashayer waleed

Language learning strategies are a key factor in language learning; thus, significant efforts have been made to The aim of this study was to explore the relationship between choice of learning strategies and frequency of their use and level of proficiency in English. The results revealed that Iranian high school learners employed learning strategies with medium frequency; meta-cognitive strategies were the most frequent, while cognitive strategies were the least frequent. The use of le examined using a T-test. Proficient learners showed significantly more strategy use, as well as more use of meta-cognitive and social strategies. According to the results, females used learning strategies more frequently than males.

International Journal of Education & Literacy Studies [IJELS]

RumeliDE Journal of Language and Literature Studies

ÜLKÜ KÖLEMEN

This study aimed to examine the relationship between the second language learning strategy use, academic major, gender and grade level. 252 Bosnian university students studying in Bosnia and Herzegovina participated in the study. The research data were collected from two inventories: an individual background questionnaire and the Strategy Inventory of Language Learning (SILL) (Oxford, 1990). To analyze the data, the descriptive quantitative method was used. Descriptive and referential statistics were reported by taking gender (males vs females), academic major (education vs engineering vs economics) and grade levels ( freshmen, sophomores vs juniors) as the variables. The results indicated that the males employed different types of strategies more frequently than the females. In terms of the academic majors, statistically significant differences were found: The students majoring in economics preferred memory, compensation and social strategies while students majoring in engineering preferred affective, metacognitive and cognitive ones more. Students majoring in the field of education preferred all the strategy types the least. The grade level was found to be statistically insignificant on the use of the language learning strategies of the Bosnian university students. The results provided significant practical and pedagogical implications regarding language learning and teaching, understanding the role of individual differences in language education. Keywords: Academic major, Bosnian context, gender, grade level, language learning strategies

melta.org.my

Nooreiny Maarof

International Journal of Academic Research in Business & Social Sciences

Noor Hanim Rahmat, (Associate Professor, Dr)

Language learners can learn the target language more easily with the help of language learning strategies, which are specific activities, behaviours, tactics, or approaches. It goes without saying that all language learners employ language learning techniques during the learning process. Investigating learning methods for learning Japanese as a foreign language is the goal of this quantitative study. The poll received responses from 107 people who were chosen at random. The tool employed is a survey that was duplicated by Wenden and Rubin (1987), who investigated language learners' learning processes. They looked into three primary strategies: resource management, metacognitive self-regulation, and cognitive components. This survey contains four sections and a 5-likert scale. According to table 1, section A of the demographic profile contains 2 components. 19 entries in Section B deal with cognitive aspects. Part D features 11 items on resource management, and Section C has 11 items on metacognitive self-regulation. The link between the three techniques is also investigated in this study. The results showed that resource management, metacognitive selfregulation, and cognitive components have a strong positive association. The strong connections between strategies and the use of language learning strategies highlight the important roles that these factors play in the Malaysian setting. Because of this, a teacher has a responsibility to concentrate on how pupils employ language learning strategies and how to control them in order to enhance learning outcomes.

Aligarh Journal of Linguistics

Uma Pappuswamy

This study examined the gender variation in using language learning strategies (LLSs) by the foreign postgraduate students studying at two universities in India. It explored the influence of gender on the choice of strategies while writing academic essays in English and also investigated the impact of instructing LLS on the writing proficiency based on gender. An intervention study was conducted on 100 foreign postgraduate students (49 males and 51 females) who are non-native speakers of English. An adapted version of Oxford's (1990) Strategy Inventory for Language Learning (SILL) and a writing activity were administered as research instruments. The results demonstrated that gender does not affect the overall use and preferences of language learning strategies when writing in English except in one category, namely, monitoring and evaluation, as females indicate employing them more often than males. In addition, it revealed that gender plays no role in the impact of LLSs instruction on the students' writing performance. The results suggest that students' LLSs might be affected by other cultural or individual factors apart from gender, which can be used to interpret the differences, if they exist, in strategies preferred by male and female learners in other studies.

Cumhuriyet Science Journal

fatemeh rezazadeh

Issues in Language Studies

Unemployment among the Malaysian public universities’ graduates due to their inability to communicate proficiently and accurately in English language with proper pronunciation has been a concern among various parties. One possible method to address such issue is to look at how these graduates learn and improve their command of English language. Language learning strategies (LLS) is one of the prominent variables that can affect their language learning process. With that in view, this study investigated the LLSs used by the first year undergraduates in a Malaysian public university. It also examined the relationship between language learning strategies based on gender. The survey utilised the Strategy Inventory for Language Learning (SILL) by Oxford (1990) on 535 male and 1173 female respondents. Data obtained were analysed using descriptive statistics, t-test, One-way ANOVA and chi-square test. Finding revealed that females employed more strategies if compared to males. The research...

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The Complete List of Teaching Methods

Teaching Methods: Not as Simple as ABC

Teaching methods [teacher-centered], teaching methods [student-centered], what about blended learning and udl, teaching methods: a to z, for the love of teaching.

Whether you’re a longtime educator, preparing to start your first teaching job or mapping out your dream of a career in the classroom, the topic of teaching methods is one that means many different things to different people.

Your individual approaches and strategies to imparting knowledge to your students and inspiring them to learn are probably built on your academic education as well as your instincts and intuition.

Whether you come by your preferred teaching methods organically or by actively studying educational theory and pedagogy, it can be helpful to have a comprehensive working knowledge of the various teaching methods at your disposal.

YOU’RE INVITED! Watch Free Webinar on USD’s Online MEd Program >>

The teacher-centered approach vs. the student-centered approach. High-tech vs. low-tech approaches to learning. Flipped classrooms, differentiated instruction, inquiry-based learning, personalized learning and more.

Not only are there dozens of teaching methods to explore, it is also important to have a sense for how they often overlap or interrelate. One extremely helpful look at this question is offered by the teacher-focused education website Teach.com.

“Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use,” according to the informative Teach.com article , which breaks down a variety of influential teaching methods as follows:

Teacher-Centered Approach to Learning Teachers serve as instructor/authority figures who deliver knowledge to their students through lectures and direct instruction, and aim to measure the results through testing and assessment. This method is sometimes referred to as “sage on the stage.”

Student-Centered Approach to Learning Teachers still serve as an authority figure, but may function more as a facilitator or “guide on the side,” as students assume a much more active role in the learning process. In this method, students learn from and are continually assessed on such activities as group projects, student portfolios and class participation.

High-Tech Approach to Learning From devices like laptops and tablets to using the internet to connect students with information and people from around the world, technology plays an ever-greater role in many of today’s classrooms. In the high-tech approach to learning, teachers utilize many different types of technology to aid students in their classroom learning.

Low-Tech Approach to Learning Technology obviously comes with pros and cons, and many teachers believe that a low-tech approach better enables them to tailor the educational experience to different types of learners. Additionally, while computer skills are undeniably necessary today, this must be balanced against potential downsides; for example, some would argue that over-reliance on spell check and autocorrect features can inhibit rather than strengthen student spelling and writing skills.

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Diving further into the overlap between different types of teaching methods, here is a closer look at three teacher-centered methods of instruction and five popular student-centered approaches.

Direct Instruction (Low Tech) Under the direct instruction model — sometimes described as the “traditional” approach to teaching — teachers convey knowledge to their students primarily through lectures and scripted lesson plans, without factoring in student preferences or opportunities for hands-on or other types of learning. This method is also customarily low-tech since it relies on texts and workbooks rather than computers or mobile devices.

Flipped Classrooms (High Tech) What if students did the “classroom” portion of their learning at home and their “homework” in the classroom? That’s an oversimplified description of the flipped classroom approach, in which students watch or read their lessons on computers at home and then complete assignments and do problem-solving exercises in class.

Kinesthetic Learning (Low Tech) In the kinesthetic learning model, students perform hands-on physical activities rather than listening to lectures or watching demonstrations. Kinesthetic learning, which values movement and creativity over technological skills, is most commonly used to augment traditional types of instruction — the theory being that requiring students to do, make or create something exercises different learning muscles.

Differentiated Instruction (Low Tech) Inspired by the 1975 Individuals with Disabilities Education Act (IDEA), enacted to ensure equal access to public education for all children, differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs.

In some instances, this means Individualized Education Programs (IEPs) for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.

Inquiry-Based Learning (High Tech) Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.

Expeditionary Learning (Low Tech) Expeditionary learning is based on the idea that there is considerable educational value in getting students out of the classroom and into the real world. Examples include trips to City Hall or Washington, D.C., to learn about the workings of government, or out into nature to engage in specific study related to the environment. Technology can be used to augment such expeditions, but the primary focus is on getting out into the community for real-world learning experiences.

Personalized Learning (High Tech) In personalized learning, teachers encourage students to follow personalized, self-directed learning plans that are inspired by their specific interests and skills. Since assessment is also tailored to the individual, students can advance at their own pace, moving forward or spending extra time as needed. Teachers offer some traditional instruction as well as online material, while also continually reviewing student progress and meeting with students to make any needed changes to their learning plans.

Game-Based Learning (High Tech) Students love games, and considerable progress has been made in the field of game-based learning, which requires students to be problem solvers as they work on quests to accomplish a specific goal. For students, this approach blends targeted learning objectives with the fun of earning points or badges, much like they would in a video game. For teachers, planning this type of activity requires additional time and effort, so many rely on software like Classcraft or 3DGameLab to help students maximize the educational value they receive from within the gamified learning environment.

Blended Learning Blended learning  is another strategy for teachers looking to introduce flexibility into their classroom. This method relies heavily on technology, with part of the instruction taking place online and part in the classroom via a more traditional approach, often leveraging elements of the flipped classroom approach detailed above. At the heart of blended learning is a philosophy of taking the time to understand each student’s learning style and develop strategies to teach to every learner, by building flexibility and choice into your curriculum.

Universal Design for Learning (UDL) UDL incorporates both student-centered learning and the “multiple intelligences theory,” which holds that different learners are wired to learn most effectively in different ways (examples of these “intelligences” include visual-spatial, logical-mathematical, bodily-kinesthetic, linguistic, musical, etc.). In practice, this could mean that some students might be working on a writing project while others would be more engaged if they created a play or a movie. UDL emphasizes the idea of teaching to every student, special needs students included, in the general education classroom, creating community and building knowledge through multiple means.

[RELATED] Career Options Expand, Salaries Spike with a Master of Education Degree >>

In addition to the many philosophical and pedagogical approaches to teaching, classroom educators today employ diverse and sometimes highly creative methods involving specific strategies, prompts and tools that require little explanation. These include:

• Appointments with students
• Art-based projects
• Audio tutorials
• Author’s chair
• Book reports
• Bulletin boards
• Brainstorming
• Case studies
• Chalkboard instruction
• Class projects
• Classroom discussion
• Classroom video diary
• Collaborative learning spaces
• Creating murals and montages
• Current events quizzes
• Designated quiet space
• Discussion groups
• DIY activities
• Dramatization (plays, skits, etc.)
• Educational games
• Educational podcasts
• Essays (Descriptive)
• Essays (Expository)
• Essays (Narrative)
• Essays (Persuasive)
• Exhibits and displays
• Explore different cultures
• Field trips
• Flash cards
• Flexible seating
• Gamified learning plans
• Genius hour
• Group discussion
• Guest speakers
• Hands-on activities
• Individual projects
• Interviewing
• Laboratory experiments
• Learning contracts
• Learning stations
• Literature circles
• Making posters
• Mock conventions
• Motivational posters
• Music from other countries/cultures
• Oral reports
• Panel discussions
• Peer partner learning
• Photography
• Problem solving activities
• Reading aloud
• Readers’ theater
• Reflective discussion
• Research projects
• Rewards & recognition
• Role playing
• School newspapers
• Science fairs
• Sister city programs
• Spelling bees
• Storytelling
• Student podcasts
• Student portfolios
• Student presentations
• Student-conceived projects
• Supplemental reading assignments
• Team-building exercises
• Term papers
• Textbook assignments
• Think-tac-toe
• Time capsules
• Use of community or local resources
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So, is the teacher the center of the educational universe or the student? Does strong reliance on the wonders of technology offer a more productive educational experience or is a more traditional, lower-tech approach the best way to help students thrive?

Questions such as these are food for thought for educators everywhere, in part because they inspire ongoing reflection on how to make a meaningful difference in the lives of one’s students.

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Nevada Today

Researchers develop innovative method of teaching self-help skills to preschoolers who are deafblind, study demonstrate the effectiveness of system of least prompts (slp) as part of an intervention.

MaryAnn Demchak, Ph.D., BCBA-D, supporting Jill Grattan, Ph.D., as she successfully defended her dissertation for her doctoral degree.

A groundbreaking approach to teaching essential self-help skills to preschoolers who are deafblind has been developed by researchers. Led by MaryAnn Demchak, Ph.D., BCBA-D. , professor of special education at the University of Nevada, Reno, and Jill Grattan, Ph.D. this innovative method employs the System of Least Prompts (SLP) .

“Very little research occurs with students who have severe, multiple disabilities that include deafblindness,” Demchak said. “This study extends prior research to this population and provides teachers and other practitioners with effective educational strategies.”

In their study, the researchers focused on teaching three crucial self-help skills – hand washing, hand drying and entry routines – to preschoolers aged 3 to 5 with vision and hearing impairments, along with multiple disabilities. Remarkably, 75% of the participants showed increased independence in mastering these targeted skills.

Self-help skills play a pivotal role in daily life, impacting health and shaping social acceptance. However, until now, research in this area for deafblind preschoolers with multiple disabilities has been limited.

The findings of this study demonstrate the effectiveness of SLP as part of an intervention package in teaching self-help skills to young children with multiple disabilities, including deafblindness. Although the mastery criterion wasn't universally achieved, the significant increase in independence among 75% of the participants is noteworthy.

“Interacting with the students and seeing their progress as a result of systematic teaching using SLP was very rewarding,” Grattan said.

Preschoolers with multiple disabilities, including deafblindness, often require extensive support in their daily activities. Therefore, any progress toward independence, even with some level of support or modification, is significant. Educators working with this population can now rely on evidence from this study to inform their teaching strategies, particularly emphasizing the effectiveness of SLP.

Jill Grattan, who earned her doctoral degree in Education: Special Education and Disability Studies from the University of Nevada, Reno, has collaborated with Demchak on various research studies focusing on individuals with disabilities.

“It is a privilege to collaborate with current and former doctoral students to make contributions to the field of severe, multiple disabilities, including the area of deafblindness,” Demchak said.

This study offers valuable insights, demonstrating that self-help skills can be effectively taught to deafblind preschoolers. This not only promises to foster healthy habits and well-being but also lays the foundation for future independence, ultimately enhancing the quality of life for both the children and their caregivers.

Research & Innovation

University geothermal research center holds Geothermal Town Hall

The free, public event will share information about geothermal energy production in Nevada

FAA grants civil UAS operations waiver for University operated Nevada Autonomous Test Site

1,000 square-mile test site area in Northern Nevada, first in a series of sites planned for drone research, development, testing

Anthropology doctoral candidate places second in regional Three-Minute Thesis Competition

Kendra Isable represented the University at the Western Association of Graduate Schools annual conference

Senators Rosen, Cortez Masto worked with University President Brian Sandoval to secure more than $4 million for research programs at the University of Nevada, Reno

The funding will support research initiatives across the state

Editor's Picks

A look at careers of substance and impact

NASA astronaut Eileen Collins shares stories at Women in Space event

University of Nevada, Reno and Arizona State University awarded grant to study future of biosecurity

Making their MARC: Yajahira Dircio

Dircio is one of four students in the second MARC cohort

The University of Nevada, Reno Orvis School of Nursing ranks as top nursing program in the country

2023 National Council Licensure Examination (NCLEX®) nursing graduate passing rates place the University at the top of the charts in the state and country

Earth Month events focus on increasing campus sustainably, gardening, thrifting and more

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Researchers and students gain new insights and make new connections in Panama

Student participants join researchers to support international conservation efforts

Iranian Culture Celebration event

The first Iranian Culture Celebration Event to be held on April 18, at the University of Nevada, Reno

Faces of the Pack: Viktor Cruz-Calderon

A journey filled with happy mistakes and new adventures, Gilman Scholarship recipient Viktor Cruz-Calderon takes on Spain

Savor the adventure with weekends at the University of Nevada, Reno at Lake Tahoe

Nevada Dining provides delicious meals for the weekend getaway program available for students, faculty and staff

Graduate Program in Speech-Language Pathology receives national ranking

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• Faculty & Staff

Toward Higher Engagement and Critical Thinking Through Collaborative Reading

• Brett Clay , he/him, Lecturer Part-Time, Business School , University of Washington, Bothell campus

Project Description

As higher education moves further away from information dissemination and memorization and further toward developing students’ learning and problem-solving capacities, instructors are challenged to find effective ways of fostering deeper engagement and thinking. In this study, I compared two approaches of learning through reading assignments. The first approach is asking students to write short essays about the textbook reading assignment and to discuss their essays in groups of four in Canvas discussion groups. The second approach is to use an online learning environment where students read the textbook online and have discussions directly in the textbook and other learning materials, including articles and videos.

I had been using the first approach, but found that reading and commenting on students’ essays and Canvas discussions did not scale to larger class sizes. Communicating and guiding students toward deeper critical thinking in their essays required constant, exhausting effort—even with class sizes under 40 students. I was challenged to find a more scalable approach that would still foster engagement and higher-order thinking.

Project Question

In what ways does a new online technology that enables students to share highlights and comments in learning materials, such as a textbook, impact students’ engagement with learning materials and foster deeper critical thinking and learning? Does it scale better to larger class sizes than short-essay discussion groups in Canvas?

I teach an elective MBA course in business negotiations. My course meets once per week for 3.5 hours. During the week, students read a custom textbook I created, along with various articles, videos, and an online simulation. In-person class time is dedicated to experiential learning through negotiation exercises and instructor-led discussion. My overall learning objective is to help students develop critical thinking and discover new ways of thinking and viewing others and themselves.

Three years ago, I taught two sections of the same class and I decided to try an online learning environment called Perusall, which is similar to Hypothes.is. So I created an A-B experiment in which I used my existing Canvas discussion group method for Section A and the Perusall method for Section B. To compare the learning outcomes of Canvas discussion groups to Perusall social reading, I obtained an IRB waiver to collect feedback surveys and to administer a knowledge test to both class sections at the beginning and end of the quarter. Students only experienced one approach or the other. Therefore, only I was in a position to make comparisons based on my subjective observations of the two sections, the survey results, and the test results.

Impact/Assessment

Students’ retention of course concepts as indicated by the end-of-quarter test were similar in both class sections. Students in the Canvas section seemed to feel that approach required less effort, as it imposed little structure and students could read as little or as much as they wanted. However, the burden of reading and grading the essays was exhausting for me. In contrast, the social reading approach imposed more structure, as I broke the weekly reading and discussion into one half due mid-week and the second half due on day 7. An important feature of the software is that it uses algorithms to grade each reading assignment. The automated grading is intended only to verify students made appropriate effort to engage in the reading and discussion. In the social reading software, students send me questions while reading, I sprinkle my own comments throughout the reading, and I add clarifications in student discussions. From my perspective, the software provided the right amount of structure and instructor engagement to maximize student learning. As a result, I subsequently fully adopted it as the learning management system for my course.

Application

The social reading method implemented in tools such as Perusall and Hypothes.is can be used in many disciplines. I learned of them from a Calculus instructor and later from a biologist who were both using it to move students beyond historical conceptions of teaching, e.g. rote learning. Social reading can be used to engage students at higher levels of Bloom’s Taxonomy, while still meeting students where they are in their learning. This approach employs Bandura’s social cognitive theory, which holds that students learn from each other. If a student is at the comprehension stage of Bloom’s taxonomy, they will still learn from the comments of students who are at later stages, such as analysis. It also enables instructors to employ various modalities to engage different learning preferences and accommodations. While videos, handouts, articles and other learning materials can be provided in Canvas, the software adds a layer of social psychology in which students engage the materials in a social forum, rather than in isolation. In addition, the online texts are searchable, the fonts can be increased, and the software can speak the text to the student. The added component that the software “knows” if a student has engaged the material, or not, also encourages engagement. In summary, these tools provide a learning space for students to collaboratively tackle difficult content, making it more accessible and interesting, and fostering attainment of later stages of Bloom’s taxonomy.

Additional Insights

Deeper learning is harder work than superficial tasks such as quizzes. Similar to how students reportedly complain a flipped classroom approach is more work and accountability than sitting passively in lectures, some students complained that the software doesn’t allow effort to slack off. I found experimenting with new teaching tools and techniques requires some amount of bravery and a willingness to weather inevitable criticisms. But the result was top 10 percentile on the class evaluations.

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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.

Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

Colacci, John. "The effect of different types of feedback on quality of presentation /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66018.

Kirkland, Debra K. (Debra Kay). "Enhancing the Effectiveness of the Lecture Method Through Narrative: the Development of a Model and Manual for Creating and Using Didactic Narratives." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500978/.

Snowden, Kelly E. "Teacher Perceptions of the Flipped Classroom: Using Video Lectures Online to Replace Traditional In-class Lectures." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149663/.

Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.

Pearcy, Agnes Goz Turner Philip M. "Finding the perfect blend a comparative study of online, face-to-face, and blended instruction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11015.

Thomas, Christine C. "The effects of learning style and teaching methodology on achievement in an introductory database unit /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013036.

Lillberg, Oliver, and Erik Kongpachith. "Online teaching methods effectiveness in students’ focus retention and lecture enjoyment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302796.

Allen, Marlo G. "Using decision cases in agriculture : a comparison of a decision case method and a traditional lecture /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06302009-040542/.

Champion, Eunice Nomava. "Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021175.

Morón-García, Susan Doreen. "Understanding lecturer use of virtual learning environments in face-to-face teaching in UK higher education." n.p, 2004. http://ethos.bl.uk/.

Hurst, March Robin. "A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842590.

Anderson, Dianne S. "The impact of writing and collaborative problem solving on student achievement and attitude in intermediate algebra /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270451&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

Banu, Mst Shaila. "The Role of Practical Work in Teaching and Learning Physics at Secondary Level in Bangladesh." Thesis, University of Canterbury. School of Sciences and Physical Education, 2011. http://hdl.handle.net/10092/6291.

Birch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.

Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.

Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.

Richardson, Susan Morris. "A Study of the Use of Computer-Assisted-Instruction for Older Learners in a Continuing Education Program." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330876/.

Alharbi, Najwa. "The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.

Abu-Hola, Imfadi R. A. "Jordanian primary students' science achievement and attitudes towards science stemming from small cooperative-group and lecture-demonstration teaching methods." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363948.

Wong, Kin-hang, and 黃健行. "A comparative study of problem-based and lecture-based teaching in form 1: metacognitive orientation of thescience learning environment and student achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27706850.

Ekwuocha, Anthonia O. "Standards-Based Instruction: A Case Study of a College Algebra Teacher." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/101.

Fousseyni, Diarra. "Étude de l'efficacité de deux techniques d'enseignement de l'informatique dans le cadre d'un modèle systémique d'enseignement-apprentissage /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.

Pearcy, Agnes Goz. "Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11015/.

Vorwerk, Shane Paul. "Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002648.

Moore, Eldridge D. "Does Instructional Delivery Method in an Elective Business Class Impact Student Achievement with Respect to Gender, Race and Socio-economic Status in a Selected Texas Public School District?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822793/.

Mabuchi, Hitoshi 1955. "Discourses of intercultural education in Japan." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9052.

Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.

Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

Lee, Judy Raven. "Learning when using an instructionally designed mediated lecture compared with traditional lecture." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184385.

Smith, Fay. "A multimethodological attitudinal study of teaching methods and their relation to student learning styles." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297130.

Cruz, Calvo Mery. "Lectura literaria en secundaria: la mediación de los docentes en la concreción de los repertorios lectores." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/124167.

Liebenberg, Veda. "Exploring teaching methods at a private higher education institution through the lens of activity theory: a case study." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1959.

Girardot, Steven Patrick. "From the textbook to the lecture : improving pre-lecture preparation in organic chemistry." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/27309.

Preston, E. Lynn. "Syllabus Outline for Genetics Lecture and Laboratory." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.

Scheele, Nicolai. "The interactive lecture: a new teaching paradigm based on pervasive computing." [S.l. : s.n.], 2006.

Jennings, Arthur C., and Arthur C. Jennings. "The Trombone Music of David Uber: A Repertoire for Teaching and Performing." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/626238.

Wallace, Colin S., Edward E. Prather, Seth D. Hornstein, Jack O. Burns, Wayne M. Schlingman, and Timothy G. Chambers. "A New Lecture-Tutorial for Teaching about Molecular Excitations and Synchrotron Radiation." AMER ASSN PHYSICS TEACHERS, 2016. http://hdl.handle.net/10150/621312.

Hensley, Eric Charles. "The Direct Method of Teaching Latin." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579266.

Cotton, Reanna Leigh, and Reanna Leigh Cotton. "Teaching Inclusivity: The Cotton Method (AIR)." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624952.

Loveland, Jennifer L. "Traditional Lecture Versus an Activity Approach for Teaching Statistics: A Comparison of Outcomes." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2086.

Pohle, Teresa. "Use of Traditional 3-Hour Lectures in Preparing Students for the Childbearing Clinical Setting." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1286.

Ye, Zhen. "Using TPR Method in Teaching English Adjectives." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8744.

Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music." Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.

Samai Hijaz                                       Göksel Baktagir (Turkish) Bogazici                                            Baki Kemanci (Turkish)

Alan Kamil – Violin 

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Raqq and Cajon 

Swedish folk music meets Kurdish folk music!    (Kurdish and Swedish)

Tommy Lundberg – Violin 

Pirozbe                                          Nasir Razazi’s Song (Kurdish)

              Violins:

Tommy Lundberg 

Anna Ekborg

Sandra Arvman

Nichelle Johansson

Saman Taha – Piano 

Mårten Hillbom – Cajon

Swan Lake                                        Mojtaba Mirzadeh (Persian) Soran Badinan                                  Dilshad Said (Kurdish)

Nassam Aleyna el Hawa                 Rahbani Brothers – Fairouz (Arabic)

Mårten Hillbom – Darbuka 

Eshveh                                              Bijan Mortazavi (Persian)

Barise, Abdullahi. "The effectiveness of case-based instruction vs. the lecture-discussion method in multicultural social work /." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35853.

Barise, Abdullahi. "The effectiveness of case-based instruction vs. the lecture-discussion method in multicultural social work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ50109.pdf.

Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.