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{{short description|Principles and methods used by teachers to enable student learning}}
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A '''teaching method''' is a set of principles and methods used by [[Social:Teacher|teacher]]s to enable student [[Learning|learning]]. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment.<ref>{{Cite web |title=Teaching Methods |url=https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html |access-date=2024-03-13 |website=www.buffalo.edu |language=en}}</ref> For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.<ref>Westwood, P. (2008). What teachers need to know about Teaching methods. Camberwell, Vic, ACER Press</ref>

The approaches for teaching can be broadly classified into teacher-centered and student-centered, but in practice teachers will often adapt instruction by moving back and forth between these methodologies depending on learner prior knowledge, learner expertise, and the desired learning objectives.<ref>{{Cite book |last1=Bokhove |first1=Christian |url=https://uk.sagepub.com/sites/default/files/upm-assets/112572_book_item_112572.pdf |title=The EARLY CAREER FRAMEWORK HANDBOOK |last2=Campbell |first2=Ryan |publisher=Corwin Sage |isbn=978-1-5297-2457-8 |edition=1st |publication-date=2020 |pages=76–79 |chapter=Chapter 8: "ADAPTING TEACHING"}}</ref> In a teacher-centered approach to learning, teachers are the main [[Philosophy:Authority|authority]] figure in this model. Students are viewed as "empty vessels" whose primary role is to passively receive [[Information|information]] (via lectures and direct instruction) with the end goal of testing and assessment. It is the primary role of teachers to pass [[Philosophy:Knowledge|knowledge]] and [[Information|information]] on to their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.<ref name="teach.com">{{cite web|url=http://teach.com/what/teachers-teach/teaching-methods|title=Teaching Methods|website=Teach.com|access-date=1 December 2017}}</ref> In student-centered learning, while teachers are the authority figure in this model, teachers and students play an equally active role in the learning process. This approach is also called authoritative.<ref>{{cite journal | vauthors=((Burger, C.)), ((Strohmeier, D.)), ((Spröber, N.)), ((Bauman, S.)), ((Rigby, K.)) | journal=Teaching and Teacher Education | title=How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies | volume=51 | pages=191–202 | date= 2015 | url=http://dx.doi.org/10.1016/j.tate.2015.07.004 | issn=0742-051X | doi=10.1016/j.tate.2015.07.004| url-access=subscription }}</ref> The teacher's primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of [[Educational assessment|assessment]], including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction.<ref name="teach.com"/>

==Methods of teaching==
===Lecturing===
{{main|Social:Lecture}}
The [[Social:Lecture|lecture]] method is just one of several teaching methods, though in schools it is usually considered the primary one. The lecture method is convenient for the institution and cost-efficient, especially with larger classroom sizes. This is why lecturing is the standard for most [[Organization:College|college]] courses when there can be several hundred students in the classroom at once; lecturing lets professors address the most people at once, in the most general manner, while still conveying the [[Information|information]] that they feel is most important, according to the lesson plan.<ref>{{Cite journal |last=Charlton |first=Bruce G. |date=January 2006 |title=Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning |url=https://linkinghub.elsevier.com/retrieve/pii/S0306987706005202 |journal=Medical Hypotheses |language=en |volume=67 |issue=6 |pages=1261–1265 |doi=10.1016/j.mehy.2006.08.001|pmid=16949216 |url-access=subscription }}</ref> While the lecture method gives the instructor or teacher chances to expose students to unpublished or not readily available material, the students play a passive role which may hinder learning. While this method facilitates large-class communication, the lecturer must make a constant and conscious effort to become aware of student problems and engage the students to give verbal feedback. It can be used to arouse interest in a subject provided the instructor has effective writing and speaking skills.<ref>{{Cite book |last1=Zakirman |first1=Zakirman |last2=Lufri |first2=Lufri |last3=Khairani |first3=Khairani |chapter=Factors Influencing the Use of Lecture Methods in Learning Activities: Teacher Perspective |date=2019 |title=Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018) |chapter-url=https://www.atlantis-press.com/article/55912857 |language=en |publisher=Atlantis Press |doi=10.2991/icoie-18.2019.2 |isbn=978-94-6252-662-4}}</ref>

=== Peer Instruction ===
{{Main article|Peer instruction}}
Developed by Eric Mazur, peer instruction is a teaching method designed to improve the lecture. It includes both pre-class and in-class workflows. The in-class workflow intersperses teacher presentations with conceptual questions, called Concept Tests. These are designed to expose common student misconceptions in understanding the material, and lead to student discussion then reteaching if required.<ref>{{Cite web |title=Peer Instruction {{!}} mazur |url=https://mazur.harvard.edu/research-areas/peer-instruction |access-date=2024-03-17 |website=mazur.harvard.edu}}</ref>  

=== Explaining ===
While under-researched, both student and teacher [[Philosophy:Explanation|explanations]] remain one of the most utilized teaching methods in teacher practice. Explaining has many sub-categories including the use of analogies to build conceptual understanding.<ref>{{Cite book |last=Geelan |first=David. |title=Second international handbook of science education |publisher=Springer |year=2012 |pages=987–999 |chapter="Teacher explanations."}}</ref> Some modes of explaining include the ‘thinking together’ style where teachers connect student ideas to scientific models. There are also more narrative styles using examples, and learner explanations which require students to give an explanation of the concept to be learned allowing the teacher to give precise feedback on the quality of the explanation.<ref>{{Cite journal |last1=Cabello |first1=Valeria |last2=Topping |first2=Keith |date=2018 |title=Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education |url=https://scindeks.ceon.rs/Article.aspx?artid=2334-847X1803035C |journal=International Journal of Cognitive Research in Science Engineering and Education |language=en |volume=6 |issue=3 |pages=35–47 |doi=10.5937/ijcrsee1803035C |issn=2334-847X}}</ref>

===Demonstrating===
Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method,<ref name=":0">{{Cite book|title=Methods Of Teaching Physics|last=Vanaja|first=M.|publisher=Discovery Publishing House|year=2004|isbn=978-81-7141-867-1|location=New Delhi|pages=100}}</ref> is the process of teaching through examples or [[Experiment|experiment]]s.<ref name=":1">{{Cite news|url=https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/|title=Teaching Styles: Different Teaching Methods & Strategies|date=2013-01-05|work=Concordia University-Portland|access-date=2018-07-27|language=en|archive-date=2018-07-28|archive-url=https://web.archive.org/web/20180728035841/https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/|url-status=dead}}</ref> The framework mixes the instructional strategies of ''information imparting'' and ''showing how''.<ref name=":0" /> For example, a [[Science|science]] teacher may teach an idea by experimenting with students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning.<ref>{{Cite journal |last1=Landrum |first1=R. Eric |last2=Brakke |first2=Karen |last3=McCarthy |first3=Maureen A. |date=September 2019 |title=The pedagogical power of storytelling. |url=https://doi.apa.org/doi/10.1037/stl0000152 |journal=Scholarship of Teaching and Learning in Psychology |language=en |volume=5 |issue=3 |pages=247–253 |doi=10.1037/stl0000152 |issn=2332-211X|url-access=subscription }}</ref>

One of the advantages of the demonstration method involves the capability to include different formats and instruction materials to make the learning process engaging.<ref>{{Cite book|title=Informatics and Management Science V|last=Du|first=Wenjiang|publisher=Springer|year=2012|isbn=978-1-4471-4795-4|location=London|pages=267}}</ref> This leads to the activation of several of the learners' senses, creating more learning opportunities.<ref>{{Cite book|title=Textbook of Communication and Education Technology for Nurses|last=Neeraja|first=K.P.|publisher=Jaypee Brothers Medical Publishers Ltd.|year=2011|isbn=978-93-5025-350-2|location=London|pages=313}}</ref> The approach is also beneficial on the part of the teacher because it is adaptable to both group and individual teaching.<ref>{{Cite book|title=Teaching in Schools of Nursing: Principles and Methods|last=Heidgerken|first=Loretta|publisher=Lippincott|year=1965|location=Philadelphia, PA|pages=390}}</ref> While demonstration teaching, however, can be effective in teaching Math, Science, and Art, it can prove ineffective in a classroom setting that calls for the accommodation of the learners' individual needs.<ref name=":1" />

===Collaborating===
{{main|Social:Collaboration}}
Collaboration allows students to actively participate in the learning process by talking with each other and listening to others opinions. There exist some actions such as Dialogic Literary Gatherings and Interactive Groups which improve learnings by the collaboration and dialogic communication between the participants <ref>Lopez de Aguileta, G. (2019). Developing School relevant Language and Literacy Skills through Dialogic Literary Gatherings, International Journal of Educational Psychology. 8(1),51-71. doi: 10.17583/ijep.2019.4028 

</ref><ref>Santiago-Garabieta M., Zubiri-Esnaola, H., García-Carrión R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. ''Educational Research, 65''(2), 189–203''.''  https://doi.org/10.1080/00131881.2023.2189433 </ref><ref>García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. ''European Educational Research Journal, 14''(2), 151–166. doi: 10.1177/1474904115571793 </ref>.Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities.<ref>{{cite web|title=What Is the Collaborative Classroom?|url= http://www.arp.sprnet.org/admin/supt/collab2.htm |access-date=14 December 2012 |url-status=dead |archive-url= https://web.archive.org/web/20120627043611/http://www.arp.sprnet.org/admin/supt/collab2.htm |archive-date=27 June 2012}}</ref>

Collaborative discussions can take a variety of forms, such as fishbowl discussions. It is important for teachers to provide students with instruction on how to collaborate effectively. This includes teaching them rules to conversation, such as listening, and how to use argumentation versus arguing.<ref>{{Cite journal|last1=Frey|first1=Nancy|last2=Fisher|first2=Douglas|last3=Hattie|first3=John|date=2016-06-13|title=Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies|url=http://dx.doi.org/10.1002/jaal.576|journal=Journal of Adolescent & Adult Literacy|volume=60|issue=5|pages=567–575|doi=10.1002/jaal.576|hdl=11343/291407|s2cid=148326153 |issn=1081-3004|hdl-access=free|url-access=subscription}}</ref> After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson.

Some examples of collaborative learning tips and strategies for teachers are; to build trust, establish group interactions, keeps in mind the critics, include different types of learning, use real-world problems, consider assessment, create a pre-test, and post-test, use different strategies, help students use inquiry and use technology for easier learning.

==== Classroom discussion ====
The most common type of collaborative method of teaching in a class is classroom discussion. It is also a democratic way of handling a class, where each student is given equal opportunity to interact and put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by a student. A discussion could also follow a presentation or a demonstration.  Class discussions can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending on the subject matter and format of the course. Motivations for holding planned classroom discussion, however, remain consistent.<ref>{{cite web |url= http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/leading-classroom-discussion/ |title=Leading Classroom Discussion – Center for Excellence in Learning and Teaching |access-date=2015-09-25 |url-status=dead |archive-url= https://web.archive.org/web/20150926031336/http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/leading-classroom-discussion/ |archive-date=2015-09-26 }}</ref> An effective classroom discussion can be achieved by probing more questions among the students, paraphrasing the information received, using questions to develop critical thinking with questions like "Can we take this one step further?;" "What solutions do you think might solve this problem?;" "How does this relate to what we have learned about..?;" "What are the differences between ... ?;" "How does this relate to your own experience?;" "What do you think causes .... ?;" "What are the implications of .... ?"<ref name="Petrina, S. 2007 pp.125 - 153">Petrina, S. (2007) Advance Teaching Methods for the Technology Classroom (pp.125 - 153). Hershey, PA : Information Science Publishing.</ref>

It is clear from "the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor over interpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do"<ref>{{Cite journal|last=Donche|first=V|year=2013|title=Differential use of Learning Strategies in First-Year Higher Education: The impact of Personality, Academic Motivation, and Teaching Strategies|journal=The British Journal of Educational Psychology|volume=83|issue=2|pages=238–251|doi=10.1111/bjep.12016|pmid=23692533}}</ref> that Donche agrees with the previous points made in the above headings but he also believes that student's personalities contribute to their learning style. The way a student interprets and executes the instruction given by a teacher allows them to learn in a more effective and personal way. This interactive instruction is designed for the students to share their thoughts about a wide range of subjects.<ref>{{Cite journal |last=Salvucci |first=Dario D. |date=2021 |title=Topics in Cognitive Science 13 |journal=Topics in Cognitive Science |volume=13 |issue=3 |pages=488–498 |doi=10.1111/tops.12535 |pmid=33900673 |s2cid=233399405 |doi-access=free }}</ref>

Class discussions have also proven to be an effective method of bullying prevention and intervention when teachers discuss the issue of bullying and its negative consequences with the entire class. These discussions have shown to increase the number of students who would help other students when they are victimized.<ref>{{cite journal | vauthors=((Burger, C.)), ((Strohmeier, D.)), ((Kollerová, L.)) | journal=Journal of Youth and Adolescence | title=Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time | date= 2022 | volume=51 | issue=12 | pages=2312–2327 | url=http://dx.doi.org/10.1007/s10964-022-01674-6 | issn=0047-2891 | doi=10.1007/s10964-022-01674-6| pmid=36053439 | pmc=9596519 | s2cid=252009527 }}</ref>

====Debriefing====
{{main|Philosophy:Debriefing}}
The term "debriefing" refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place. Depending on the situation, debriefing can serve a variety of purposes.<ref>{{cite web|url=http://www.debriefing.com/|title=Debriefing|website=Debriefing.com|access-date=1 December 2017}}</ref> It takes into consideration the experiences and facilitates reflection and feedback. Debriefing may involve feedback to the students or among the students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their experience and progress toward change or transformation. The intent is to help them come to terms with their experience. This process involves a cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be overly critical of relapses in behaviour. Once the experience is completely integrated, the students will exit this cycle and get on with the next.<ref name="Petrina, S. 2007 pp.125 - 153"/>

Debriefing is a daily exercise in most professions. It might be in psychology, healthcare, politics, or business. This is also accepted as an everyday necessity.

====Classroom Action Research====
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student [[Learning|learning]]. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and learning styles, teacher skills and teaching styles, and many other factors. To maximize student learning, a teacher must find out what works best in a particular situation.<ref>{{cite web |url=http://josotl.indiana.edu/article/viewFile/1589/1588 |title=The What, Why and How of Classroom Action Research |website=josotl.indiana.edu |access-date=17 January 2022 |archive-url=https://web.archive.org/web/20140108075830/http://josotl.indiana.edu/article/viewFile/1589/1588 |archive-date=8 January 2014 |url-status=dead}}</ref> Each teaching and [[Research|research]] method, model and family is essential to the practice of technology studies. Teachers have their strengths and weaknesses, and adopt particular models to complement strengths and contradict weaknesses. Here, the teacher is well aware of the type of [[Philosophy:Knowledge|knowledge]] to be constructed. At other times, teachers equip their students with a research method to challenge them to construct new meanings and [[Philosophy:Knowledge|knowledge]]. In schools, the research methods are simplified, allowing the students to access the methods at their own levels.<ref name="Petrina, S. 2007 pp.125 - 153"/>

=== Questioning ===
Questioning is one of the oldest documented teaching methods,<ref>{{cite journal | last1 = Klein | first1 = Reuven Chaim | year = 2023 | title = The Passover Seder as an Exercise in Piagetian Education Theory
 | journal =  Religious Education | volume = 118 | issue = 4| pages = 312–324 | url= https://hcommons.org/deposits/view/hc:61280/CONTENT/the-passover-seder-as-an-exercise-in-piagetian-education-theory.pdf | doi=10.1080/00344087.2023.2228189 }}</ref> and can be used by teachers in a variety of ways for a variety of purposes including, checking for understanding, clarifying terms, exposing misconceptions, and gathering evidence of learning to inform subsequent instructional decisions.<ref>{{Cite web |last=Doherty |first=Jonathan |title=Skilful questioning: The beating heart of good pedagogy |url=https://my.chartered.college/early-career-hub/skilful-questioning-the-beating-heart-of-good-pedagogy/ |access-date=2024-03-12 |website=My College |language=en-GB}}</ref>

==== Socratic questioning ====
Named after [[Biography:Socrates|Socrates]], [[Socratic questioning|socratic questioning]] is described by his pupil [[Biography:Plato|Plato]] as a form of questioning where the teacher probes underlying misconceptions to lead students towards deeper understanding.

==== Cold calling ====
Cold calling is a teaching methodology based around the teacher asking questions to students without letting the students know beforehand who will be called upon to answer by the teacher. Cold calling aims to increase inclusion in the classroom<ref>{{Cite web |last=Sherrington |first=Tom |date=2021-02-07 |title=Cold Calling: The #1 strategy for inclusive classrooms – remote and in person. |url=https://teacherhead.com/2021/02/07/cold-calling-the-1-strategy-for-inclusive-classrooms-remote-and-in-person/ |access-date=2024-03-16 |website=teacherhead |language=en}}</ref> and [[Social:Active learning|active learning]] as well as student engagement and participation.<ref>{{Cite web |last1=Sherrington |first1=Tom |last2=Stafford |first2=Sara |date=2018-10-01 |title=Cold Calling |url=https://my.chartered.college/wp-content/uploads/2018/10/1.-Cold-Calling-1.pdf |access-date=2024-03-12 |website=Chartered College of Teaching}}</ref>  Cold calling in education is distinct from [[Finance:Cold calling|cold-calling in sales]] which is a form of business solicitation. Cold calling as a teaching methodology has been linked to increased student participation,<ref>{{Cite journal |last1=Dallimore |first1=Elise J. |last2=Hertenstein |first2=Julie H. |last3=Platt |first3=Marjorie B. |date=January 2004 |title=Classroom participation and discussion effectiveness: student-generated strategies |url=http://www.tandfonline.com/doi/abs/10.1080/0363452032000135805 |journal=Communication Education |language=en |volume=53 |issue=1 |doi=10.1080/0363452032000135805 |s2cid=143734500 |issn=0363-4523|url-access=subscription }}</ref> increased student voluntary participation,<ref>{{Cite journal |last1=Dallimore |first1=Elise J. |last2=Hertenstein |first2=Julie H. |last3=Platt |first3=Marjorie B. |date=June 2013 |title=Impact of Cold-Calling on Student Voluntary Participation |url=http://journals.sagepub.com/doi/10.1177/1052562912446067 |journal=Journal of Management Education |language=en |volume=37 |issue=3 |pages=305–341 |doi=10.1177/1052562912446067 |s2cid=144330475 |issn=1052-5629|url-access=subscription }}</ref> increased student engagement, increased student in class gender equity<ref>{{Cite journal |last1=Dallimore |first1=Elise J. |last2=Hertenstein |first2=Julie H. |last3=Platt |first3=Marjorie B. |date=2019-02-25 |title=Leveling the Playing Field: How Cold-Calling Affects Class Discussion Gender Equity |url=http://www.ccsenet.org/journal/index.php/jel/article/view/0/38590 |journal=Journal of Education and Learning |volume=8 |issue=2 |pages=14 |doi=10.5539/jel.v8n2p14 |issn=1927-5269|doi-access=free }}{{Predatory publisher}}</ref> and no decrease in student comfort levels in class.<ref>{{Cite journal |last1=Dallimore |first1=Elise J. |last2=Hertenstein |first2=Julie H. |last3=Platt |first3=Marjorie B. |date=April 2006 |title=Nonvoluntary Class Participation in Graduate Discussion Courses: Effects of Grading and Cold Calling |url=http://journals.sagepub.com/doi/10.1177/1052562905277031 |journal=Journal of Management Education |language=en |volume=30 |issue=2 |pages=354–377 |doi=10.1177/1052562905277031 |s2cid=143968006 |issn=1052-5629|url-access=subscription }}</ref> There is some evidence that the effectiveness of cold calling as teaching method is connected to the use of covert [[Biology:Testing effect|retrieval practice]].<ref>{{Cite web |date=2024-02-22 |title=Questions in Class, Covert Retrieval, and Cold Calling |url=https://www.learningscientists.org/blog/2024/2/22 |access-date=2024-03-16 |website=The Learning Scientists |language=en-US}}</ref>

=== Feedback ===
Feedback is targeted information given to students about their current performance relative to their desired learning goals.<ref>{{Cite web |date=June 2021 |title=Feedback |url=https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback |website=Education Endowment Foundation}}</ref> It should aim to (and be capable of producing) improvement in students’ learning, as well as being bidirectional by giving teachers feedback on student performance which in turn helps teachers plan the next steps in learning.<ref>{{Cite news |last=Sparks |first=Sarah D. |date=2018-06-20 |title=Getting Feedback Right: a Q&A With John Hattie |url=https://www.edweek.org/leadership/getting-feedback-right-a-q-a-with-john-hattie/2018/06 |access-date=2024-03-17 |work=Education Week |language=en |issn=0277-4232}}</ref> Feedback in its various forms can be a potent teaching method with potentially large impacts on student achievement.<ref>{{Cite book |last1=Hattie |first1=John |url=https://www.taylorfrancis.com/books/9780429938870 |title=Visible Learning: Feedback |last2=Clarke |first2=Shirley |date=2018-08-15 |publisher=Routledge |isbn=978-0-429-48548-0 |edition=1 |language=en |doi=10.4324/9780429485480}}</ref> It can also have some negative side effects under certain conditions.<ref>{{Cite journal |last1=Kluger |first1=Avraham N. |last2=DeNisi |first2=Angelo |date=March 1996 |title=The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. |url=https://doi.apa.org/doi/10.1037/0033-2909.119.2.254 |journal=Psychological Bulletin |language=en |volume=119 |issue=2 |pages=254–284 |doi=10.1037/0033-2909.119.2.254 |issn=1939-1455|url-access=subscription }}</ref>  

== Effectiveness of teaching methods ==
{{Main|Social:Educational research}}
Small effects or lack of [[Statistical significance|statistically significant]] effects have been found when evaluating many teaching methods rigorously with [[Randomized controlled trial|randomized controlled trial]]s.<ref>{{cite journal | url=https://doi.org/10.3102/0013189X19832850 | doi=10.3102/0013189X19832850 | title=Rigorous Large-Scale Educational RCTS Are Often Uninformative: Should We be Concerned? | date=2019 | last1=Lortie-Forgues | first1=Hugues | last2=Inglis | first2=Matthew | journal=Educational Researcher | volume=48 | issue=3 | pages=158–166 }}</ref> Many teaching methods targeting cognitive skills show quickly disappearing impacts.<ref>{{cite journal | url=https://doi.org/10.1080/19345747.2016.1232459 | doi=10.1080/19345747.2016.1232459 | title=Persistence and Fadeout in the Impacts of Child and Adolescent Interventions | date=2017 | last1=Bailey | first1=Drew | last2=Duncan | first2=Greg J. | last3=Odgers | first3=Candice L. | last4=Yu | first4=Winnie | journal=Journal of Research on Educational Effectiveness | volume=10 | issue=1 | pages=7–39 | pmid=29371909 | pmc=5779101 }}</ref>

== Evolution of teaching methods ==
===Ancient education===
About 3000 BC, with the advent of [[Social:Writing|writing]], education became more conscious or [[Philosophy:Self-reflection|self-reflecting]], with specialized occupations such as [[Software:Scribe|scribe]] and [[Astronomy:Astronomer|astronomer]] requiring particular [[Philosophy:Skill|skill]]s and knowledge. [[Philosophy:Philosophy|Philosophy]] in ancient Greece led to questions of educational method entering national discourse.

In his literary work ''The Republic'', [[Biography:Plato|Plato]] described a system of instruction that he felt would lead to an ideal state. In his dialogues, Plato described the [[Philosophy:Socratic method|Socratic method]], a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas.

Many commentators on the Christian [[Religion:New Testament|New Testament]] make reference to the teaching methodology of Jesus Christ, who "used a variety of teaching techniques to impress his teaching on his hearers".<ref>Merkle, B., [https://www.thegospelcoalition.org/essay/the-teachings-of-jesus-2/ The Teachings of Jesus], ''The Gospel Coalition'', accessed on 14 July 2024</ref><ref>Kroksmark, T., [https://www.tandfonline.com/doi/abs/10.1080/0031383960400202 How Did Jesus Teach? The evangelists’ descriptions of the teaching methodology of Jesus], ''Scandinavian Journal of Educational Research'', Volume 40, 1996, Issue 2, accessed on 14 July 2024</ref> It has been the intent of many educators since Plato, such as the Roman educator Quintilian, who lived shortly after Jesus, to find specific, interesting ways to encourage students to use their [[Philosophy:Intelligence|intelligence]] and to help them to learn.

===Medieval education===
Comenius, in [[Place:Bohemia|Bohemia]], wanted all children to learn. In his ''The World in Pictures'', he created an illustrated textbook of things children would be familiar with in everyday life and used it to teach children. Rabelais described how the student Gargantua learned about the world, and what is in it.

Much later, [[Biography:Jean-Jacques Rousseau|Jean-Jacques Rousseau]] in his ''Emile'', presented [[Methodology|methodology]] to teach children the elements of [[Science|science]] and other subjects. During Napoleonic warfare, the teaching methodology of Johann Heinrich Pestalozzi of [[Software:Switzerland|Switzerland]] enabled refugee children, of a class believed to be unteachable{{by whom|date=March 2012}}, to learn. He described this in his account of an educational experiment at Stanz. 
===19th century===
The Prussian education system was a system of mandatory [[Education|education]] dating to the early 19th century. Parts of the [[History:Kingdom of Prussia|Prussian]] education system have served as models for the education systems in a number of other countries, including Japan and the United States. The Prussian model required classroom management skills to be incorporated into the teaching process.<ref name = Gatto>{{Cite book | author=Gatto, John Taylor | title=A Different Kind of Teacher: Solving the Crisis of American Schooling | year=2001 | publisher=Berkeley Hills Books | isbn=978-1-893163-21-8 | url-access=registration | url=https://archive.org/details/differentkindoft00gatt }}</ref>

The [[Organization:University of Oxford|University of Oxford]] and the [[Organization:University of Cambridge|University of Cambridge]] in England developed their distinctive method of teaching, the tutorial system, in the 19th century.<ref>{{cite book |last1=Mills |first1=David |last2=Alexander |first2=Patrick |title=Small group teaching: a toolkit for learning |date=March 2013 |publisher=The Higher Education Academy |location=York}}</ref> This involves very small groups, from one to three students, meeting on a regular basis with tutors (originally college fellows, and now also doctoral students and post-docs) to discuss and debate pre-prepared work (either essays or problems).<ref>{{cite web|title=Personalised learning|url=http://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning|website=University of Oxford|accessdate=25 March 2018}}</ref><ref>{{cite web|last1=Bonetti|first1=Lisa|title=How will I be taught?|url=https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught|website=undergraduate.study.cam.ac.uk|publisher=University of Cambridge|accessdate=25 March 2018|date=6 February 2018}}</ref> This is the central teaching method of these universities in both arts and science subjects,<ref>{{cite book |editor1-last=Palfreyman |editor1-first=David |author= Penny Probert Smith |chapter= 7. Engineering the Tutorial Experience |date=2001 |title=The Oxford Tutorial: Thanks, You Taught Me How to Think |url=https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf |archive-date=2022-10-09 |url-status=live |location= |publisher=Oxford Centre for Higher Education Policy Studies |isbn= 978-1-0991-9134-3 |page= |quote=Yet in spite of the provision of lectures and practicals by the University departments, the tutorial retains a central position in the teaching of Oxford sciences.}}</ref> and has been compared to the [[Philosophy:Socratic method|Socratic method]].<ref>Williams, Gavin. "Socrates in Stellenbosch and Tutorials in Oxford." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [http://individualizedlearning.org/conference/tutorials/2007/gwilliams.pdf] {{Webarchive|url=https://web.archive.org/web/20110726174838/http://individualizedlearning.org/conference/tutorials/2007/gwilliams.pdf|date=2011-07-26}}</ref><ref>{{cite web|title=Understanding the Socratic Method of Teaching|date= 10 February 2020 |url= https://www.alu.edu/alublog/understanding-the-socratic-method-of-teaching/ |publisher=[[Organization:Abraham Lincoln University|Abraham Lincoln University]] |access-date=22 August 2021 |url-status=live |archive-url= https://web.archive.org/web/20201101065355/https://www.alu.edu/alublog/understanding-the-socratic-method-of-teaching/ |archive-date=1 November 2020}}</ref>

===Experimental pedagogy===
[[File:Chodowiecki Basedow Tafel 12 d.jpg|thumb|Children's experiments ([[Daniel Chodowiecki]] & Johann B. Basedow)]]
Experimental pedagogy is a pedagogical trend that appeared at the end of the 19th and the beginning of the 20th century, whose task was to introduce, in addition to observation, the experimental method into the study of teaching. This field of study employs scientific methods to investigate teaching and learning, aiming to improve educational practices by testing different approaches and measuring their effectiveness.

The main credit for the constitution of experimental pedagogy as a special direction and the development of its theoretical foundations belongs to two German pedagogues, Ernst Meumann<ref>{{Cite book |last=Smith |first=Abraham |url=https://books.google.com/books?id=i2LWHgAACAAJ |title=Ernst Meumann as the Founder of Experimental Pedagogy: A Comparative, Critical Historical Study |date=1922 |publisher=New York University, Graduate School of Arts and Science |language=en}}</ref> and Wilhelm August Lay,<ref>{{Cite book |last=Lay |first=Wilhelm August |url=https://books.google.com/books?id=8x94O_SjpFkC |title=Experimental Pedagogy: With Particular Reference to Education Through Activity |date=1936 |publisher=Prentice-Hall |language=en}}</ref> who are also considered the founders of experimental pedagogy. There are also Alfred Binet and Théodore Simon in France, Joseph Mayer Rice, [[Biography:Edward Thorndike|Edward Thorndike]] and [[Biography:G. Stanley Hall|G. Stanley Hall]] in America, Édouard Claparède<ref>{{Cite book |last=Claparède |first=Edouard |url=https://books.google.com/books?id=FREBLQAACAAJ |title=Experimental Pedagogy and the Psychology of the Child (1911) |date=1998 |publisher=Bloomsbury Publishing Plc |isbn=978-1-85506-696-0 |language=en}}</ref> and Robert Dottrens in Switzerland, Alexander Petrovich Nechaev in Russia, etc.<ref>{{Cite book |last=Landsheere |first=Gilbert De |url=https://books.google.com/books?id=iufgkDZtwSYC |title=Storia della pedagogia sperimentale. Cento anni di ricerca educativa nel mondo |date=1994 |publisher=Armando Editore |language=it}}</ref>

Key characteristics of experimental pedagogy include being evidence-based, rigorous in study design, and oriented towards improvement. The field investigates the effectiveness of various teaching methods, the impact of instructional materials, and factors influencing student learning.

Experimental pedagogy has the potential to significantly impact education by offering evidence-based support for effective practices. Examples of its application include studies on the use of technology in the classroom, the influence of different teaching methods on student motivation, and the examination of factors affecting student achievement.

Examples of experimental pedagogy in educational action include:

* A study on the effectiveness of using technology in the classroom, comparing the learning outcomes of students using tablets with those who do not.
* A study on the impact of different teaching methods on student motivation, comparing motivation levels in classes using different approaches.
* A study on the factors influencing student achievement, examining factors such as student background, family income, and resource access.<ref>{{cite book |last=Murati |first=Xheladin |title=Pedagogjia e përgjithshme|year=2004 |trans-title=General Pedagogy |url=https://books.google.com/books?id=2IvTN0vOF0oC |location=Shkup |publisher=Logos A |oclc= |language=sq|pages=109–112|isbn=978-9989-58-108-3 }}</ref><ref name="HK">{{cite book |last=Koliqi |first=H. |date=2022 |title=Fjalor Enciklopedik i Edukimit |trans-title=Encyclopedic Dictionary of Education |url=https://books.google.com/books?id=bFpb0AEACAAJ |volume=2|language=sq |location=Prishtina |publisher=Universiteti i Prishtinës|page=1141|isbn=978-9951-00-320-9|oclc=1390810425 }}</ref>

===20th century===
Newer teaching methods may incorporate television, radio, internet, multi media, and other modern devices. Some educators {{who|date=November 2011}} believe that the use of [[Engineering:Technology|technology]], while facilitating learning to some degree, is not a substitute for educational methods that encourage critical thinking and a desire to learn. Inquiry learning is another modern teaching method. A popular teaching method that is being used by many teachers is hands on activities. Hands-on activities are activities that require movement, talking, and listening.

==See also==
{{Div col}}
*{{annotated link|Social:Active learning}}
*{{annotated link|Engineering:Asynchronous learning}}
*{{annotated link|Social:Business game}}
*{{annotated link|Social:Case method}}
*{{annotated link|Design-based learning}}
*{{annotated link|Social:Educational psychology}}
*{{annotated link|Philosophy:Example choice}}
*{{annotated link|Social:Experiential learning}}
*{{annotated link|Social:Kinesthetic learning}}
*{{annotated link|Social:Passive learning}}
*{{annotated link|Social:Pedagogical pattern}}
*{{annotated link|Social:Pedagogy}}
*{{annotated link|Problem solving}}
{{Div col end}}

== References ==
{{Reflist}}

==Further reading==

* {{Cite book |last=Highet |first=Gilbert |title=The Art of Teaching |year=1989 |publisher=Vintage Books |isbn=978-0-679-72314-1}}
* {{cite book |last=Monroe |first=Paul |title=A Text-Book in the History of Education |publisher=Macmillan |year=1915 |ol=1540509W}}

== External links ==
* {{Cite web |title=Experimental pedagogy and experimental psychology|publisher=APA PsycNet |url=https://psycnet.apa.org/record/1926-01457-001 |access-date=2024-02-07 |website=psycnet.apa.org |language=en}}
* {{Cite journal |last=Jahrling |first=Robert |date=1923 |title=Experimental Pedagogy, the Science of Education |url=http://www.tandfonline.com/doi/abs/10.1080/08919402.1923.10532906 |journal=The Pedagogical Seminary |language=en |volume=30 |issue=1 |pages=40–44 |doi=10.1080/08919402.1923.10532906 |issn=0891-9402|url-access=subscription }}
* {{Citation |last=Deines |first=Amy Green |title=Experimental Pedagogy: The Connection Between Teaching and Social Impact |date=2019 |work=Teaching and Designing in Detroit |url=https://www.taylorfrancis.com/chapters/edit/10.4324/9780429290596-10/experimental-pedagogy-amy-green-deines |access-date=2024-02-07 |publisher=Routledge |doi=10.4324/9780429290596-10 |isbn=978-0-429-29059-6|url-access=subscription }}

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[[Category:Infographics]]

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