Teaching and Learning

From pre-school through higher education, teaching methods lend themselves to the enhancement of content areas. Yet, these techniques should be weighed for their unique strengths and weaknesses as they contribute to student understanding. Their implementation in education should be carefully evaluated when determining how to best meet the needs of each student. The connection of these techniques to content and student learning styles characterizes a good educator. 

Collaborative learning is an effective teaching and learning technique which has been used to enhance mutual responsibility between learners. While working within groups, students learn additional skills beyond the course content. They develop interpersonal skills such as compassion, patience and are even noted to be less critical of others. Additionally, research affirms students have a capability to learn the same information in a shorter amount of time and with greater efficiency while also pushing students toward higher order thinking skills. This method cultivates an active learning environment as it fosters positive interdependence between group members. Other noted benefits of this method include the development of social skills, communication skills, leadership skills and conflict management skills. It can also be successfully used in both online and on-campus environments with a little creativity from instructors (Anonymous, 2010; Klobas & Renzi, 2005; Tejada, 2010; Palmer, Peters & Streetman, 2006).

Despite these noted benefits to collaborative learning, there are also some noted drawbacks which educators should consider before implementing the technique in their classroom. The greatest consideration for instructors should be how this method does not support every learning personality style. Some students simply prefer to study alone and do not learn as much from this method. Another difficulty with personalities is the student who will tend to take over the learning situation as a result of a stronger personality (Middlecamp, 2010). In an ascynchronized learning environment, it can be difficult to get students organized. Additionally, not every student will willingly do their share of the work. This problem leads to another which is the amount of wasted time in collaborative learning as students get off topic (Anonymous, 2010).

Graphic organizers have been implemented in education for decades but have the most notoriety for the public when discussing Venn Diagrams. This technique has shown to be beneficial for students in higher education as it fosters connections between information as well as helping students to grasp abstract concepts. As educators witness this method in use, they receive an insight into students’ prior knowledge which allows them to mold new information to fit into previous schemas. These organizers also have been shown to stimulate interest in content areas as it aids in information retention and organizational skills. It will also highlight essential information as it is easily adaptable for students on every level (Nikolai, 2009; Hartman, 2002).

The drawbacks in using graphic organizers are limited. Many educators complain they can be difficult and time-consuming to create for a specific need. They also have been proven to decrease notetaking for students within a traditional classroom as they focus on the graphic (Nikolai, 2009). Instructors also comment the loss of time in creating a graphic organizer cuts into the precious feedback time for students (Hartman, 2002).

In the online environment, a heavily used method is the discussion technique which has been adapted from the traditional classroom in an asynchronized situation. This method is effectively used after the initial introduction of new information. It generates critical thinking from every participant. Students can be encouraged to change their point of view during the discussion as they are pushed to delve into different sides of an argument (Peters & Streetman, 2006). This method can also help instructors to explore existing knowledge before weaving the new information into the students’ schemas. It can create a sense of awareness as it develops both leadership and communication skills (Anonymous, 2010; Wehlri & Nyquist, 2003).

As educators implement this teaching technique, they need to be aware of the limitations which may distract from the learning experience. The largest problem with the discussion method is the tendency for students to easily get off topic as the allotted time morphs into another social event. This tends to be an issue as instructors cannot always predict the outcomes (Anonymous, 2010; Wehlri & Nyquist, 2003).

The time honored favorite teaching technique in higher education remains the lecture. This easily adaptable technique transfers to any educational teaching environment. It is best used when great amounts of information need to be addressed in a short amount of time. It is especially useful in creating foundational information and reminding students of background knowledge before delving into deeper topics. Through this method, the lecturer can also demonstrate their enthusiasm for their topic. The most beneficial aspect to this technique is that it appeals to the audio learner (Anonymous, 2010; Wehlri & Nyquist, 2003; Bromwell, 1996).

This technique tends to be accompanied by a substantial list of educational weaknesses. The most prevalent is that the nature of the technique breeds passive learners. As instructors transmit the information, they have limited feedback to gauge how the information is being received due to the one-way communication nature. The entire burden of learning falls on the shoulders of the educator despite the limited amount of information being returned through any immediate assessment method. Sadly, the lecture method erroneously assumes that every learner learns at the same rate and possesses the same prior knowledge (Wehlri & Nyquist, 2003; Bromwell, 1996).

Debate is a great alternative teaching technique to investigate different aspects of an educational dilemma or controversial information. Not only does this technique integrate knowledge into the student’s memory but it also improves communication skills, develops critical thinking and even fosters teamwork. Students are encouraged to be responsible for this learning as they must formulate their own opinions (Macdonald, 2005;Darby, 2007).

Instructors must consider a few other characteristics of debate before integrating it into their teaching repertoire. This method lends to being time consuming. Another difficulty in this technique is student preparation. When students are not fully informed or prepared for the discussion format of the debate, the learning opportunity is wasted and lost (Macdonald, 2005;Darby, 2007).

Many educators have used brainstorming from pre-school through higher education. It is most commonly used to develop creative thinking and to push students to higher order thinking skills as it draws on previous experiences and knowledge. This method when used in groups encourages the full participation of every student and promotes peer learning in a synergetic atmosphere (Anonymous, 2010; Wehlri & Nyquist, 2003; CIRTL Network, 2010).

When students are unfamiliar with this method, they tend to flounder and be unfocused. It requires the educator to be aware of the student’s previous education experience. Another problem is for students with a concrete learning personality style. Many times they struggle to steer away from their certainties to entertain other possibilities. As this situation evolves, many students allow criticism and negativity to overcome the situation (Anonymous, 2010; Wehlri & Nyquist, 2003; CIRTL Network, 2010).

Case studies has been a favorite for social science as it permits students to apply their newly acquired knowledge and skills to reality. Students are encouraged to explore complex situations and topics while they are developing responses and solutions to situations. The greatest benefit to this method is the development of higher order thinking skills around real-life experiences (Padmore, 2010). Yet, the instructor needs to ensure that every student has all the evidence. When insufficient information is given, erroneous results are derived. However, the other side of this is also a problem, too many details can be overwhelming and complicated to use in a limited time frame (Anonymous, 2010; Wehlri & Nyquist, 2003).

Role playing creates a reality situation dramatically with practical theory. The students receive opportunities to participate in different roles which may not be in their career path as they explore a myriad of practical solutions. Students are made active participants in this teaching method as it adds variety to their learning experience. They can develop communication skills and problem solving skills while receiving immediate feedback. The greatest benefit is how role playing fosters problem solving skills within a safe environment (Anonymous, 2010; Wehlri & Nyquist, 2003; Shawn, 2010).

Many students complain this technique makes them too self-conscious to participate fully in the experience as it puts pressure on the student to perform in a conceivably embarrassing situation (Shawn, 2010). Educators oppose the technique based on the inability to apply it to large groups of students. Learners may be required to reach beyond their learning style as they must be creative and dramatic. It also is a time consuming method (Anonymous, 2010; Wehlri & Nyquist, 2003).

Jigsaw is a method which is best served when there are several parts to a problem. Students gain both teaching and research skills as they reach a full understanding of a topic or problem. Within this technique every student has an essential piece to contribute as they are introduced to different perspectives of a topic. This technique is good to use when there are large amounts of information to be covered. It also builds a depth of knowledge and develops teamwork as well as cooperative learning skills (Palmer, Peters & Streetman, 2006; Parker, 2010).

The greatest dilemma in this method is time restraints. Many students complain that they feel pressured by time restraints. It needs to be carefully orchestrated. Sometimes this method may even require specific training to effectively utilize the teaching strategy (Palmer, Peters & Streetman, 2006; Parker, 2010).

Positive feedback has been noted to be the most powerful technique for motivation and direction with no discoverable disadvantages (Case, 2009). This essential element of teaching fosters intrinsic motivation in students as it is easily applicable to every learning environment. It can easily be embedded into any teaching strategy as it requires little resources or preparation. It promotes a successful learning environment while promoting self-esteem and developing a positive teacher-learner relationship (Sakarneh, 2010; University of Illinois, 2010).

Each of these strategies are essential components to the learning environment. As the positives and negatives of each technique are carefully evaluated in comparison to the unique teaching situation, educators can determine their value to the teaching opportunity. An example is the use of role playing. Although this method is a strength and asset in a traditional classroom within the confines of application of therapeutic skills in psychology, it would not be a beneficial strategy in an online environment which focuses on mathematical skills.

By itemizing the advantages and disadvantages of these teaching strategies, educators can swiftly determine the method which fits the instructional need. Each technique has unique characteristics which contribute to both the enhancement of teaching and the development of student understanding. The instructor needs to continue to remember the purpose of education which is to teach the student and not the content. When this prime foundational purpose is retained, educators are better equipped to choose the most appropriate teaching and learning strategy for any situation.

Sources:

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Bromwell, C. (1996). Enhancing the lecture. Retrieved from The Wisconsin Center for Education Research Website:          http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/advlec.htm

Case, A. (2009). The advantages and disadvantages of eliciting the EFL classroom. Retrieved from The Using English Website http://www.usingenglish.com/teachers/articles/advantages-disadvantages-eliciting-in-efl-classroom.html

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Darby, M. (2007). Debate: A teaching-learning strategy. Journal of Dental Hygenics, (81)4,         78-82.

Hartman, H. (2002). Graphic organizers as a teaching strategy. Retrieved from the City University of New York Website: http://condor.admin.ccny.cuny.edu/~sb5320/awresrchpprpage.htm

Klobas, J. & Renzi, P. (2005). Evaluation of the efficacy of collaborative learning in face to face and computer supported universities. Computers in Human Behavior, (22)2, 163-176.

Macdonald, H. (2005). Teaching strategies. Retrieved from The Carleton College Website: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html

Middlecamp, C. (2010). Students speak out on collaborative learning. Retrieved from The Wisconsin Center for Education Research Website: http://www.wcer.wisc.edu/archive/cl1/cl/story/middlecc/TSCMD.htm

Nikolai, A. (2009). Advantages and disadvantages of the graphic organizer. Retrieved from The eHow Website: http://www.ehow.com/facts_5522538_advantages-disadvantages-graphic-organizer.html

Padmore, S. (2010). Case study. Retrieved from The Radcliffe Publishing Website: http://www.radcliffe-oxford.com/books/samplechapter/0061/Woodhouse_chp5-6df45c80rdz.pdf

Palmer, G., Peters, R. & Streetman, R. (2006). Cooperative learning. Retrieved from The University of Georgia Website: http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning

Sakarneh, M. (2010). Effective teaching in inclusive classrooms. Retrieved from The Australian Association for Research in Education Website: http://www.aare.edu.au/04pap/sak04009.pdf

Shawn, G. (2010). Disadvantages and advantages of simulations in online education. Retrieved from The eArticles Website: http://e-articles.info/e/a/title/Disadvantages-and-Advantages-of-Simulations-in-Online-Education/

Tejada, C. (2002). Research on cooperative learning. Retrieved from the City University of New York Website:          http://condor.admin.ccny.cuny.edu/~eg9306/candy%20research.htm

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By Tracy Atkinson

Tracy Atkinson, mother of six, lives in the Midwest with her husband. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners. She has published several titles, including The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.