Teacher-Centered+Approaches


 * =**What are instructional methods?** **How do students get the information? **= ||
 * ==//Instructional methods are ways that information is presented to students. Such methods fall into two categories: **teacher-centered** **approaches** and **student- centered approaches**. There is not one "best" approach to instruction. Some goals are better suited to teacher-centered approaches while others clearly need student-centered approaches (Shuell, 1996). Teacher-centered instruction has been criticized as ineffective and grounded in behaviorism; (Marshall 1992, Stoddard, Connell, Stgofflett, and Peck 1993) however, this is not the case if delivered effectively (Eggen & Kauchak, 2001). Let's take a closer look at these approaches.// == ||
 * ==** //Teacher-centered Approaches// ** == || ==**//Teacher-centered approaches//** //include instruction where the teacher's role is to present the information that is to be learned and to direct the learning process of students (Shuell, 1996). The teacher identifies the lesson objectives and takes the primary responsibility for guiding the instruction by explanation of the information and modeling. This is followed by student practice. Methods that fall into the teacher-centered approaches include demonstration, direct instruction, lecture and lecture-discussions.// == ||
 * ==**Demonstration** == || ==**Demonstration** involves the teacher showing students a process or procedure such as a science process, a cooking procedure or a computer procedure. Involving students in demonstrations allow this method to be less passive. == ||
 * ==**[|Direct Instruction]** == || ==**Direct Instruction** is used to help students learn concepts and skills. There are various models of **Direct Instruction** but all include similar steps: 1) **intro & review**, 2) **presentation of new information,** 3) **guided practice,** 4) **independent practice**. == ||
 * ==**Lecture** == || ==**Lecture** is the most criticized of all teaching methods AND the most commonly used because 1) planning time is limited, 2) lectures are flexible and can be applied to any content and 3) lectures are simple. The most critical fact about lecture is that it puts students in a passive role. == ||
 * ==**Lecture-Discussions/[|Questioning]** == || ==**Lecture-discussion** is a combination of lecture and teacher questioning of students. == ||
 * ==**Lecture** == || ==**Lecture** is the most criticized of all teaching methods AND the most commonly used because 1) planning time is limited, 2) lectures are flexible and can be applied to any content and 3) lectures are simple. The most critical fact about lecture is that it puts students in a passive role. == ||
 * ==**Lecture-Discussions/[|Questioning]** == || ==<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Lecture-discussion** is a combination of lecture and teacher questioning of students. == ||