REFLECTIVE JOURNAL

Reflective Journal

Reflective Journal

Most teaching strategies have emerged from the research done on learning. The logic is that if learning occurs under certain circumstances, such as in a group dialogue or from observing, then teaching strategies should match those circumstances. As a result, teaching strategies have been classified according to a wide range of criteria. Student-centered, inquiry-oriented, constructivist, direct instruction, and cognitive are some of the categories used to describe teaching strategies, all of which emanate from philosophical and/or research-based perspectives on learning and teaching. This discussion includes two broad categories of teaching strategies: instructor-centered and student-centered.

In instructor-centered teaching strategies, the instructor takes an active and engaged role throughout the teaching process. Of course, all instructors are most effective when they are actively engaged regardless of the teaching strategy being used (Moore, 2005). However, a key distinction between instructor- and student-centered strategies is the direct and continual involvement of the instructor throughout the learning process in instructor-centered strategies. In the category of student-centered teaching strategies, the instructor may take on the role of observer, guide, facilitator, or even mediator during the learning process, leaving aspects of the learning to occur within and among the students. Student-centered teaching strategies involve similar planning and preparation efforts on the part of the instructor, but less direction and control during the learning process.

Expository teaching strategies involve the instructor verbally leading and engaging students in the learning process. These strategies include the traditional lecture method or smaller, mini-lectures/presentations. In the traditional lecture teaching strategy, certain elements are associated with positive learning outcomes: gaining attention and generating anticipation, presenting the objective of the lesson/lecture, stimulating background knowledge and review of previously addressed material, verbal explanation of the concepts or ideas, providing examples that lead to learning, providing practice opportunities and feedback, assessing the ...