VOLUME: 08, Issue 01, Paper id-IJIERM-VIII-I, February 2021
84 TEACHING METHODS OF HIGHER EDUCATION1Dr. Bharti Shah,
Assistance Professor, M.K.H.S. Gujrati Girls College Indore
2Dr. Kinjal Shah,
Assistance Professor, P.M.B. Gujrati Commerce College Indore 1. INTRODUCTION
Education is a key to shaping values and behavior to help realize sustainable development through acquiring knowledge and skills. Quality education responds to learners individual needs, endowing them with their own voice and capacity to exploit their potential to its fullest (UNESCO, 2010). New media can play a crucial role to education people to become citizens of the world, with the skills and competencies to address the climates changes as they come.
This argument is based on the observation that new media has already introduced various cultural experiences, behavioral modes and ways of life for a variety of individuals inside the community. New media is providing the critical knowledge and the analytical tools to empower people as observed by the Ito et al. (2008, p.4),” our values and norms in education, literacy and public participation are being challenged by a shifting of media and communication in which youth are central actors.” Teaching and learning are the two sides of a coin.
The most accepted criteria for measuring good teaching is the amount of the students learning that occurs. There are consistently higher correlations between students rating of the “amount learned” in the course and their overall rating of the teachers and the course. The literature on teaching is crammed full of well researched ways that teachers can presents content and skills that will enhance the opportunities for students to learn.it is equally filled with suggestions of what not to do in the classroom.
However, there is no rule book on which teaching methods matchup best to which skills and / or content that is being taught, students often have little expertise in knowing if the method selected by an individual instructor was the best teaching method of just “a method” or simply the method with which the teacher was most comfortable.
2. REVIEW OF LITERATURE
According to Pradeep Kumar Mishra the title of education for sustainable development promotion in higher education new media-based strategies in back drop of these observations, proposed strategies offer a road map for higher education institutions to new media for promotion of ESD among students’
community. According to Shahida Sajed, the title of effective teaching methods at higher education levels -the objects of the study was to determine the effectiveness of varies teaching methods used for students.
2.1 Teaching methods
Higher education faulty strives to become more effective teachers so that student can learn better, and many explore methods to improve their teaching practices. Depending on the nature of subject, number of students, and the facilities available, there are different methods teachers are using in the classroom. Below various methods and certain tips and techniques for improving these methods.
1. Lecture Method - A lecture is a talk or verbal presentation given by a lecture, trainer or speaker to an audience. with all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education. This method is economical, can be used a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture and movement, facial expression, eye control can either complement or
VOLUME: 08, Issue 01, Paper id-IJIERM-VIII-I, February 2021
85 detract from the content. Thatmost of the student considered lecture as best method because according to opinion of students; it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all point and can answer all question by students.
2.2 Tips and Techniques for Improving Lecture Method
1. Information should be delivered dramatically by using example to make it memorable.
2. Reinforce learning by using visual supports like transparencies, flip charts, whiteboard\blackboard\
green board etc.
3. Lecture material should be stimulating and through provoking.
4. Teacher should task feedback of students to improve lecture method.
2. Group Discussion - It is a free verbal exchange of ideas between group members or teachers and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. Mc Cathy, P. started strengthens of class discussion as; pools ideas and experiences from group, and allows everyone to participate in an active process.
2.3 Tips and Techniques for Improving Discussion Method
1. Teacher after opening the discussion should play the role of a facilitator involving everyone and at the end should summarize the discussion.
2. Teacher should give value to all the students opinions and try to allow his/her own difference of opinions, prevent communication and debate.
3. The teacher should spend sufficient time in preparing the process and steps of discussion.
4. Different aspects of the topic and the parameters should be selected for the focused discussion.
5. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach to a conclusion.
3. Role Play: role play occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes, and beliefs;
or loosely indicated by an outline of the function or task.
2.4 Tips and Techniques
1. Teacher should select and brief observers about their roles.
2. After the role play, the teacher thanks participants, ask for feedback form lead participants, task comments from observers, and ask, other participants to comment.
3. During the role play, the teacher must keep quiet, listen and take notes. Avoid cutting role play short, but give time warning if previously agreed, the teacher should be prepared for some action if participants dry up and can intervene as a last resort.
4. The teacher should use role names not those of participants, summarize. Drawing out learning points, leaving the participants with positive comments and feelings.
4. Case Study - primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to present students with real-life situations. The students are presented with a record set of circumstances based on actual events or an imaginary situation and they are asked:
VOLUME: 08, Issue 01, Paper id-IJIERM-VIII-I, February 2021
86 a. To diagnose particular problem (s)only.
b. To give reason and implications of action after providing both problem and solution.
c. To diagnose problem(s) and provide solution (s).
It is a time-consuming method and sometimes the case does not actually provide real experience. It could be in conclusive, and insufficient information can lead to inappropriate results.
2.5 Tips and Techniques
1. Students should work in a group to prepare a written report and/or a formal presentation of the case.
2. Cases should be brief, well- written, reflect real – issues, and open to a number of conflicting responses.
5. Brain storming: it is a loosely structuredform of discussion for generating ideas without participants embroiled in unproductive analysis. it is a very useful technique for problem solving, decision making. Creative thinking and team building. it develops listening skills.
2.6 Tips and techniques
1. There is a need of equal participation of members
2. It works well in small group
3. Emphasis should be placed on quantity of ideas and not the quality
4. It can be unfocused so teacher should know how to control discussion and facilities issues 5. There should be no criticism and
the wide ideas should be encouraged and recorded without evaluation.
6. Assignment method - Written assignment helps in organization of knowledge assimilation of facts and better preparation of examinations, it emphasizes on individual pupil work and the method that helps both teaching and learning processes.
2.7 Tips and techniques
1. Fully explain assignments so that students know how to best prepare. When the inevitable question,” will we be tested on this?” arises, make sure your answer included not only a “Yes”
or “no”, but a “because…”
2. Teacher should describe the parameters of the topic of assignment. And other method is –
Individual presentation
Seminars
Workshops
Conferences
2.8 Assessment of teaching methods Students were priested and post tested using objective, multiple-choice questions covering basic terminology and concepts from each chapter in order to assess knowledge of the material before and after each treatment was applied. For example, a learning objective for the first chapter involved defining the term retailing.
Therefore, on the pretest and posttest the same multiple-choice questions were used to assess the student’s ability to define the term. Then differences in the pretest and posttest scores were comported to assess improvement under the teaching method being applied in the chapter.
3. CONCLUSION AND SUGGESTIONS 1. Teachers need to educate students
in effective ways of giving precise feedback that addresses specific aspects of their learning experience.
2. To evaluate teaching effectiveness different methods can be used including: peer review, self- evaluation teaching portfolios, student achievement and students rating of teaching methods used by their teachers.Ne
3. Teachers need to continually assure students throughout the semester that the rating will be used for productive changes in teaching/learning process and that there will be no chance of retribution to the students.
4. Students must be assured that the information they are giving is welcomed by the faculty and will
VOLUME: 08, Issue 01, Paper id-IJIERM-VIII-I, February 2021
87 be used to improve the teachingand learning in the course.
REFERENCES
1. Mishra Pradeep Kumar - Asst. Prof.
Educational technology departs of B.
ED/M.ED. mjp Rohilkhand university Bareilly.
2. Dr. Shahida Sajed. Asst. Prof. department of special education Karachi university.
3. Google.com.
4. Journal of family & consumer sciences education. Vol.24, no.2, fall/winter 2006.
5. Barwane, Jyoti (2013) open educational resources: pathway to democratize higher education. University news 51(32), 1-7.
