Sanimay Yessenzholova
Almaty University of Power Engineering and
Telecommunications
Principles of Effective Teaching
How
we teach, regardless of the audience or the subject matter, must be based in
the science of how people learn. Research has identified a series of principles
of teaching and learning that help guide field agents and others in how they
plan for and conduct educational programs. Further, research has shown clear
linkages between what teachers do (their behavior) and how well the learners or
clients learn. In this paper we will discuss various principles and teacher
behaviors and propose how field agents and other instructional staff can build
upon them to be more effective teachers and knowledge brokers.
Principles of Teaching and Learning
An
extensive listing of teaching and learning principles has been identified in
the work of Crunkilton and Krebs as well as Newcomb et.al. The following is a
condensed version of those principles, with topics to consider in preparing and
conducting educational programs for local farmers and others. The principles
are presented in five major categories: Organization and Structure of Subject
Matter, Motivation, Reward and Reinforcement, Techniques of Instruction, and
Transfer of Learning.
Organization and Structure of Subject Matter
1.
When the subject matter to be learned possesses meaning, organization and
structure that is clear, learning proceeds more rapidly and is retained longer.
2.
Readiness is a prerequisite for learning. Subject matter and learning
experiences must be provided that begins where the learner is.
Motivation
1.
Learners must be motivated to learn. Learning activities should be provided
that take into account the wants, needs, interests and aspirations of the
learners.
2.
Motivation (interest) is strongest when learners perceive that learning can be
useful.
3.
Learners are motivated through their involvement in setting goals and planning
learning activities.
4.
Learners acquire new knowledge and skills only as far as needed to accomplish
their purpose.
5.
Success is a strong motivating force.
6.
Learners are motivated when they attempt tasks that fall in a range of
challenge such that success is perceived to be possible but not certain.
In
addition to readiness to learn, participants must believe that the new content
they will learn is achievable for them (not beyond their personal and local
possibilities) and yet will add to their knowledge rather than being on topics
they already know.
Techniques of Instruction
1.
Directed learning is more effective than undirected learning.
2. Learning is an active rather than a passive process.
3.
To maximize learning, learners should "inquire into" rather than be
"instructed in" the subject matter. Problem-oriented approaches to
teaching improve learning.
4. Learners think (formulate and test possible solutions to
problems) when they encounter an obstacle, difficulty or challenge in a
situation that interests them.
5. Learners learn what they practice.
6. Supervised practice that is most effective occurs in a
functional educational experience.
7. Repetition without indications of improvement is a poor
way to attempt to learn.
8. The best way to help learners form a general concept is
to present the concept in numerous and varied specific situations.
Transfer of Learning
1.
Learning is most likely to be used (transferred) if it is learned in a
situation as much like that in which it is to be used as possible and
immediately preceding the time when it is needed.
2. Transfer of learning is more likely to take place when
that which is to be transferred is a generalization, a general rule or a
formula.
3. Learners can learn to transfer learning; therefore,
teachers must teach for transfer.
Teacher Behavior and
Student Achievement
A
major meta-analysis of research studies that addressed teacher behaviors and
student learning was conducted by Rosenshine and Furst. Additional studies have
verified the results of the meta-analysis. The researchers identified 11 major
area of teacher behavior. For five of those variables, as teachers exhibit
these behaviors more, student learning generally will increase.
1. Clarity - Cognitive clarity of a teacher's presentation
– the presentation is
clear to the learners
– points the teacher
makes are clear and easy to understand
– the teacher explains
concepts clearly
– questions are answered
intelligently
– instruction is
organization
2.
Variability - Teacher's use of variety or variability
– variety of
instructional materials
– variety of teaching
strategies
– variety of types of
tests and assessments
– variety of level of
discourse (discussion, question/answer) and of student tasks (easier/more
challenging)
3.
Enthusiasm - Teacher's enthusiasm
– movement, gestures and
voice inflections
– teacher questions,
especially questions calling for interpretation of facts
4. Task-Oriented and/or Businesslike Behaviors - Degree to
which a teacher is task-oriented, achievement-oriented, and/or businesslike
– teacher is concerned
that participant learn something rather than simply enjoy themselves (but it is
okay to have some fun on occasion)
– teacher encourages
learners to work hard and to do independent and creative work
5. Student Opportunity to Learn Criterion Material
– correlations between
measures of opportunity to learn and achievement are positive, significant and
consistent; not “wasting time” provides more opportunity for learning
– relationship between
the content taught in the course and learner achievement on the criterion test
is positive
Summary
These
principles of teaching and learning and teacher behaviors are important
considerations for any instructor to consider in planning for, delivering and
assessing teaching and learning. The application of these principles and
research findings will make learning more achievable and teaching more
enjoyable for all.
References
1.
Crunkilton, J.R. & Krebs, A.J. (1982). Teaching agriculture through problem
solving. Danville, IL: Interstate.
2.
Mager, R.F. (1984). Preparing instructional objectives (2nd edition). Belmont,
CA: David S. Lake.
3.
Newcomb, L. H., McCracken, J. D., Warmbrod, J. R., & Whittington, M.S.,
(2003). Methods of teaching agriculture. Englewood Cliffs, NJ: Prentice-Hall.
4.
Rosenshine, B. & Furst, N. (1971). Research on teacher performance
criteria. In B.O. Smith (Ed.) Research in teacher education, (pp. 37-72).
Englewood Cliffs, NJ: Prentice Hall.
5.
Svinicki, M. & McKeachie, W.J. (2011). Teaching tips (13th edition).
Belmont, CA: Wadsworth.
6.
J. McKeachie and M. Svinicki: (2006).
Teaching Tips. Boston: Houghton
Mifflin.