Teaching Strategies

The past five years, I attended the Miami Dade College and Nova Southeastern University. During this period, I encountered various educational programs. Some of these programs were very effective while others were not effective at all. Hence, I came to realize the practical education programs play an essential role in providing a general layout on what need to be learned. It is the reason why training programs having a number of stages during their development. Some of these stages include assessment, designing, implementation, and evaluation the teaching plan (Eric, 2008).

            According to my research, there are three teaching strategies I would use to my students, namely, active learning, research basis and integration of technology.  Active learning is a very efficient way of sharing knowledge with students because it involves listening, writing, reading and reflecting criteria. Additionally, it encourages students to organize, analyze and evaluate information gather. Research basis requires teachers to hand out a topic and student making their researches. Later the student will be able to hold a discussion and share the information they gathered from their researches. The incorporation of modern technologies in the learning process makes learning easier because there is already existing information that can be gathered from the internet during research. All these strategies combined make the learning process fun, easier and more efficient (Delpier, 2006).

On the other hand strategies that I will not apply in the learning process are; Lectures, extended assessment and distance learning. With the recent involvement of technology many lectures have turned the lecturing lessons into power point shows. The lectures just sit down, and drones thought the slide with no interaction with student thus making students bored and sleepy.  The second method is assigning very long mid-course test. From my experience, a long test is a waste of time because they make student perform badly because they rush to complete all the questions but end up making small mistakes. In the end they just fail. Lastly, I will not apply distance learning modules because many students do not get to be active through the semester. The exam time is when they start flooding the hall asking a question they should already be having answers. They just never took time to go through their reading material on time (Hellmut, 2006).

References

Delpier, T. (2006). Cases 101: Learning to teach with cases. Nursing Education Perspectives, 27(4), 204–209.

Eric, Hougan. (2008). Road to Teaching: A Guide to Teacher Training, Student Teaching, and Finding. Book Surge. Copyright.

Hellmut, R. L. & ‎David, N. E. (2006). Models, Strategies, and Methods for Effective Teaching.

Boston: Pearson/A and B.