a free verbal exchange of ideas

between group members or

teacher and students

 Foreffective discussion the students should

have prior knowledge and information about
the topic to be discussed
 STRENGTHS:
-pools ideas and experiences
from group,
-allows everyone to participate in
an active process.
 a problem,
 an issue,
 a situation

in which there is a difference of opinion

 “2nd best method”

EFFECTIVE TEACHING METHODS AT

HIGHER EDUCATION LEVEL
Dr. Shahida Sajjad

 has more participation of students,

 learning is more effective,
 students don’t have to rely on rote learning,
 every student give his/ her opinion, and
 method develops creativity among students
 Role of the teacher Role of the
“tips and techniques” student
should spend sufficient time in preparing Should have prior
the process and steps of discussion. knowledge about the
topic
Sufficient time should be allotted to should know the time
discuss all the issues. limit to reach a
conclusion.
Introduce the topic, the purpose of Relate relevant personal
discussion, and the students experiences or events
participating in discussion, in the which have occurred in
beginning the work setting.
Provides background information about Contribute ideas or
the topic before the start of the personal opinions.
discussion
 Role of the teacher Role of the
“tips and techniques” student
Maintains relaxed environment to foster Apply what has been
the process of discussion learned to familiar
situations or solving
problems
play the role of a facilitator Express what had been
involving every one (after opening the learned.
discusison) and should summarize the
discussion (at the end)
Encourage students listen other’s point of
view and then evaluate their own.
give value to all students’ opinions and
try not to allow his/her own difference
of opinion, prevent communication and
debate.
*The teacher/instructor (“DUAL ROLE”)
is both a teacher and a learner at the
same time

*Another Learner-Centered Method: e.g. discovery or inquiry

based approach and the Hill’s model of learning through
discussion (LTD)
 It must be focused on the objectives of
the lesson: it is the instructors
responsibility to see that the objectives
are met.
 If it is not properly guided, a discussion
can degenerate into a consideration of
inappropriate or unimportant topics
adding confusion rather than clarification
to the lesson.
 METHOD USES ADVANTAGES DISADVANTAGES

A method in 1. To develop
which group imaginative solutions
discussion to problems.
techniques 2. To stimulate
are used to thinking and interest
reach and to secure student
instructional participation.
objectives. 3. To emphasise main
teaching points.
4. To supplement
lectures, reading, or
laboratory exercises.
 METHOD USES ADVANTAGES DISADVANTAGES

A method in 5. To determine how 1. Increase students 1. Require highly

which group well student interest skilled instructor.
discussion understands concepts 2. Increases students 2. Requires
techniques and principles. acceptance and preparation by
are used to 6. To prepare students commitments. student.
reach for application of 3. Utilises student 3. Limits content.
instructional theory of procedure. knowledge and 4. Consumes time.
objectives. 7. To summarise, experience. 5. Restricts size of
clarify points or 4. Results in more groups.
review. permanent learning
because of high degree
of student
participation.
  Skills: Being Creative, Thinking & Decision- making

 What is it?
 an activity allows pupils to personally reflect
and communicate their thoughts, ideas and
feelings in a creative way on a particular issue.
 Implication for classroom layout
A large space is needed for ease of movement
and interaction. Alternatively, if students are
seated at desks, they can use an individual
piece of paper which can then be made into a
group collage/spiral.
  Skills: Being Creative, Thinking & Decision- making

How does it work?

1. A large spiral of paper is placed in the centre of an
open space. The paper should be large enough to allow
for easy movement and space for all students’
contributions.
2. Everyone in the group selects a free space on the spiral
and draws something which represents their thoughts
on a particular topic. The pupils might be encouraged
to include a few words which spring to mind on the
topic beside their drawings.
3. After an allocated time pupils might move onto
another free area of the spiral and graphically
represent their thoughts on a related issue.
  Skills: Being Creative, Thinking & Decision- making

How does it work?

For example:
  Skills: Being Creative, Thinking & Decision- making
How does it work?
4. After completion of the activity, the facilitator should
allow time for students to look at the whole spiral and
view other people’s contributions. Pupils might be
encouraged to develop or add to other people’s
contributions.
5. A debrief afterwards might encourage students to
communicate verbally their initial individual thoughts on
the issue and then their emotions after viewing the
drawings of the whole class. Were their thoughts and
feelings modified as a result? How did they feel if
someone developed their own contribution?
 Skills: Working with others & Managing Information

 What is it?
 alternative way of transferring a large amount of
factual information amongst pupils. Rather than the
teacher lecturing or dictating, pupils share a selected
piece off information relevant to the topic with their
peers.
 Implication for classroom layout
A large space is needed for ease of movement and
interaction. Alternatively, if students are seated at desks
in groups of four, two pupils could change group after
the allocated time.
  Skills: Working with others & Managing Information

How does it work?

1. A slip of paper with a particular fact or statistic is distributed to every
pupil. Ideally there should be a different statement for every pupil.
2. Students read their statement to ensure that they understand its
meaning.
3. Pupils move around and share their statement with other pupils.
They should aim to explain their fact or figure with as many people as
possible.
4. Pupils could be encouraged to extend their explanations by giving
examples, if relevant, or by linking their statement with those of
other students.
5. After adequate time for communicating their facts, pupils might work
in smaller groups to classify the information they have acquired
during the process of the activity.
  Skills: Working with others & Managing Information

 How does it work?

6. In a subsequent debrief students could explain and justify their
classification system.
7. They could also be asked to share their reactions upon hearing
various facts/statistics. What surprised them? What shocked them?
Did any particular statement make them feel sad or happy? What
particularly interested them?
8. Students might also be asked to think about their own learning.
What pieces of information did they find easiest to remember and
why? Which did they find most difficult?
9. Main findings for all debriefing activities might be written on a
board or flip chart.
  Skills: Thinking and Decision-Making
 What is it?
An evaluation technique that is a useful quick technique
for prioritizing a set of ideas or options.

 Implications for classroom layout

Students should have access to a fl ip chart,
board or overhead projector at the front of the room.
Alternatively, the piece of fl ip chart paper
could be passed around the room.
  Skills: Thinking and Decision-Making
 How does it work?
1. A set of options or ideas in response to a particular
question or topic is created on a fl ip chart, board or
overhead projector transparency.
2. Students receive three sticky dots each.
3. They must place their three dots beside the ideas or
options which they think are most important.
Alternatively, they might use different colour dots to highlight
what they believe to be the most and least important options
(i.e. red = least important, green = most important).

*A debrief afterwards might be benefi cial in order to

gauge why students chose certain options above others.
 Skills: Self Management

 What is it?
 a form of simple activity encourages students to
determine how confi ent they feel that they’ve
achieved what was expected by the end of a lesson or
session.
It might also be used by students as a means of
expressing how confident they are that they know
the response to a question which has just been posed
by the teacher/facilitator. For the latter, this activity
allows an instant assessment of how well a class or
group may have grasped an issue or topic.
  Skills: Self Management

 How does it work?

1. After a session pupils are asked how confident they are that
they have met the objectives. One of three hand gestures
might be used:
a. Full hand up with all fingers and thumb if they are
very confident that they have achieved the
objectives and what was expected;
b. Three fingers if they feel that they have had partial
success in meeting the objectives, but some
more work might be needed; or
c. Just fist if they consider that they have made little or
no progress towards meeting the objective.
  Skills: Self Management

 How does it work?

2. If the tool is being used in response to a specific
question from the teacher during the course of the
lesson, the following statements might apply:
a. Full hand up with all fingers and thumb if they feel
very confident that they know the answer;
b. Three fingers if they may know part of the answer or
if they are slightly uncertain as to the accuracy of
their response; or
c. Just fist if they definitely feel that they do not know
the response.
  Skills: Self Management

 How does it work?

3. If the tool is used at the end of a session,

a debrief may explore issues such as how
the objective was met, what else students feel
that they would like to achieve and how they
could go about doing this, what might have
hindered progress towards the objective and
how they can prevent future similar obstacles.
  Skills: Thinking, Decision-making, Problem Solving

 What is it?
 This activity encourages pupils to record
their thoughts, feelings, ideas and
suggestions around a particular topic.

 How does it work?

  Skills: Thinking, Decision-making, Problem Solving

 How does it work?

1. A particular area of the room is dedicated as a graffi i board
where pupils can write and record their thoughts on the
issues being discussed.
2. Students might be asked to contribute to the graffiti board at
different times using a KWL perspective – what they think
they ‘know’ about an issue, what they ‘want’ to know and
what they have ‘learned’ at the end of the topic.
3. Any comments which arise as a result of debriefings may
also be noted.
4. Students should feel free to contribute to the graffiti board at
any time during the course of a topic.
5. The graffiti board could be used at the end of the topic for
summarising issues and drawing conclusions.
 McCarthy, P. (1992). Common Teaching Methods.
Retrieved July 24, 2008, From http://honolulu.
hawaii.edu/intranet/committees/FacDevCom/guide
bk/teachtip/comteach.htm
 Kochkar, S.K. (2000). Methods And Techniques Of
Teaching. New Delhi: Sterling.
 Trainer's Handbook - A 14 days Teaching Methodology
Course, from
http://collections.infocollections.org/ukedu/en/d/
Jgtz017e/6.9.1.html
 Active learning and Teaching methods for key stages
1 & 2. 2007. PMB Publication: Belfast. From
www.nicurriculum.org.uk