Teaching Methods

Review of related literature

This chapter consists of two main sections. The first section deals with the theoretical background of teaching methods, teaching strategies, teaching aids . The second section presents the empirical studies on teaching methods . It also presents the studies that investigate the readers' interests in teaching methods.

Theoretical background keywords  

Teaching Methods and strategies

Rosenshine and Frust (1973) reported that students learn best when the following characteristics are present: (1) variability in teaching methods and materials, (2) interest, (3) clarity, (4) task-oriented behavior, (5) teacher use of structuring comments, (6) student opportunity to learn the material, (7) multiple levels of questions, and (8) enthusiasm.

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 Yelon (1996, p. 3) promoted the ten powerful instructional principles that he believed excellent teachers apply which are: meaningfulness, prerequisites, open communication, organized essential ideas, learning aids, novelty, modeling, active appropriate practice, pleasant conditions and consequences, and consistency. Monk and Dillion (1995) suggested in the planning and managing for teaching methods.

Moore (1994) studied the historical teaching methodologies in agricultural education and found three major teaching approaches in agriculture: formal steps, project approach, and problem solving approach. These approaches were used from the late 1800s to the 1980s. 

Newcomb et al. (1986) and Tyler (1969) concluded that the teaching methods and strategies must base learning on inquiry, investigation, and critical study in situations in which genuine purposes, needs, and wants are experienced. For this reason, the role of teachers and their teaching methods and strategies are never ending topics in all educational settings (Martin et al., 1986; Miller et al., 1984). 

Most teaching positions are considered as a method of learning, and some authors even use the method of teaching by dividing into a dichotomous category.In this sense, in view of these problems, the purpose of this article is to analyze and evaluate the definitions of the teaching methods and learning methods accepted by the scientific community that describe the shortcomings they represent, and redefine what they entail. This allowed the teaching method to be distinguished from other operational elements of the teaching process that are confused in some sources, including learning styles.There are many methods that can be used to teach English. You should choose methods carefully, always taking into account the principles we study and the needs of students. (Zhang & Kou, 2012) 

Literature review 

      MoE (2009, as cited in Desalegn, n.d.) Listed the following components of good teaching to be built by educators through CPD: 1) Professional knowledge and understanding (up-to-date subject matter and curriculum information, a good understanding of classroom pedagogy, etc.); 2) teaching skills (learning strategies for participation of students, use of active learning techniques, focus on classroom activities, etc.); 3) Quality of teaching skills. The aim of this study is to identify the most important study tools used in learning English and the researcher relied on the test and interviews with students. According to this study, the reasons for the diversity of these attitudes, the method of separation in the method of learning and learning, and the inclusion of academic methods of organizing the process as teaching methods in some of the inaccuracies presented in the definitions are universally accepted by the concept of teaching method.

 Dole, et.al, 2016, Transforming pedagogy: Changing perspectives from teacher-centered to learner-centered‏. This study used an online interview methodology to examine the impact on the pedagogy of teachers of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL). The study's purpose was to determine to what extent their teaching had been transformed by the field experience. Statistics was obtained in the form of online interviews with 36 students at a local state university in the southeast completing the gifted education licensing program. Online interviews with four of the participants were followed up with telephone interviews. The resulting subjects can be grouped into the major categories of the themes applicable to teachers and students. This is the trigger

Wieman, 2016, The connection between teaching methods and attribution errors‏ .Researchers collected data on what math and science instructors felt was the greatest barrier to learning for their students at a large, very selective public university. Researchers also calculated the scope of the use of effective teaching methods based on research by each professor. Instructors using less effective methods were more likely to say the students ' internal deficiencies (the "fundamental attribution error") were the greatest barrier to student learning. Weaknesses such as poor preparation and work ethics are mentioned. In total, Results, The student deficiencies were 37 percent of the instructor attributions, but this fraction varied dramatically between departments.

Concluding remarks

This chapter reviewed some of the relevant studies examined in teaching methods on understanding students 'reading, as well as other studies that address students' interests in learning using different methods. The findings of previous studies have shown that teaching aids take an important part in developing students' comprehension and understanding. In addition, the participants' interest in these studies towards the means was positive and effective. This study attempts to investigate the effectiveness of using teaching aids (teaching tools, teaching strategies, teaching effectiveness) to improve students' ability to understand language. This study differs from previous studies in the sense that it contains a combination of students 'interests in using strategies that may affect students' ability to understand language.

References 

Zhang, Q., & Kou, Q. (2012). The Course Research for the Software Program Based on the Constructivism Teaching Theories. Physics 

Procedia, 25, 2294-2297.

MoE (2009). Continuous Professional Development for Primary and Secondary School Teachers, Leaders and Supervisors in Ethiopia: The Framework.

Dole, S., Bloom, L., & Kowalske, K. (2015). Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered. Interdisciplinary Journal of Problem-Based Learning, 10(1). doi: 10.7771/1541-5015.1538

Carl Wieman, 2016, The connection between teaching methods and attribution errors‏

, Ashley Welsh‏, Educational Psychology Review 28 (3), 645-648, 2016‏

Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. Chicago, IL: The University of Chicago Press.

Moore, G. E. (1994). Teaching Methodologies in Agricultural Education: A Historical Analysis. Proceedings of the 21st Annual National Agricultural Education 

Research Meeting, 21, 230-235.