Talk:Teaching method

I just wanted to point out that this article needs help... surely more can definitively be said about pedagogy and its methods than the requirements in California?

And the section on Prussian history doesn't really belong here. Dbfirs 10:22, 5 March 2009 (UTC)

Maybe the author of the section on Learning by teaching could explain the last sentence in this section. —Preceding unsigned comment added by Axst (talk • contribs) 19:12, 22 September 2010 (UTC)

Learning vs. teaching

The sections "Collaborating", "Learning by teaching" and "Learning through Homework" concern learning exercises, not teaching methods. The teacher merely assigns these exercises to students -- an action that hardly qualifies as "instruction". I propose that these sections be deleted, or at least moved to a more appropriate article (e.g., learning) if not already covered elsewhere. Lambtron (talk) 22:03, 5 March 2015 (UTC)

Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge needs to be a separate wiki page. It is not part of teaching method (which is pedagogy), it is combination of content, pedagogy and technological knowledge. The redirect should be removed. — Preceding unsigned comment added by Gurukasi (talk • contribs) 07:13, 2 July 2017 (UTC)

You have started a discussion, now let it happen. Your article is just one approach to teaching. Please gain consensus before reverting. IdreamofJeanie (talk) 07:32, 2 July 2017 (UTC)

thanks. my source http://tpack.org. Also many scholarly articles are being published on TPACK and the use of TPACK in understanding teacher knowledge. my basic point is that teaching method = pedagogy. Pedagogy is only one of three parts of TPACK, content and technology being the other two Gurukasi (talk) 09:39, 2 July 2017 (UTC)

Every classroom is unique

What a load of rubbish. Most teachers teach the same subject to students with the same background year after year. It is, of course, literally true that each class is unique - John Doe, SSN 111-22-3333, sitting in the third chair from the door in Ms Roe's English 5 class will not ever participate in another English 5 class on Monday May 7, 2018 - but the claim that there can't be a one size fits all approach, given a particular course & syllabus, teacher and student demographic requires more than a simple "it's complicated". A reference and not one from a self-serving source is required or this whole section should be removed.98.21.221.175 (talk) 04:32, 10 May 2018 (UTC)

Ideology not evidence

This page is simply a statement of instructional ideology that is unsupported by educational research. As such, it has not place in an encyclopedia other than listing the beliefs of specific ideological groups such as constructivists. The bias and unfounded nature of information of this page is evident in the opening paragraph that calls into question any of the information presented afterwards.

Instructional methods do not enable student learning, learning as been enabled by biology. Instructional methods seek to promote learning, usually of specific knowledge and skills. Idiosyncratic characteristics of the learner may influence the effectiveness and efficiency of instruction, but learning can and does occur all the time via instruction that does not vary based on student characteristics (e.g., learning from a book or Tier 1 of MTSS).

The trend in today's schools is to focus on standards that are mostly knowledge but include hopeful references to creativity. Creativity, however, is not assessed and is therefore not driving instruction. Humans "advancement" is undefined, but the advance of knowledge comes from science that is based on empiricism, which includes reasoning but relies on empirical evidence. "Original thought" IS creativity, and we have no evidence that reasoning enhances creativity nor have we established that reasoning can be improved via instruction. In short, this is page is written to support unfounded beliefs and does not reflect the established facts related to instructional methods. The article is so bound in ideology is eschews the accurate term instructional method for "teaching method" which goes beyond instructional methods. Robotczar (talk) 15:12, 28 August 2018 (UTC)

Copyright problem removed

Prior content in this article duplicated one or more previously published sources. The material was copied from: https://pdfs.semanticscholar.org/df29/e1427ac5cf170e6eb2282cf7b61ba817b080.pdf. Copied or closely paraphrased material has been rewritten or removed and must not be restored, unless it is duly released under a compatible license. (For more information, please see "using copyrighted works from others" if you are not the copyright holder of this material, or "donating copyrighted materials" if you are.)

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Removed copy vio section "Explanation"

I have removed the entire section titled "Explanation". It is based on a few edits by two editors (Helgabinishi (talk · contribs) and Elona Demiri (talk · contribs) in June 2019.

I tried to work on updating the old deprecated citation style (inline parenthetical referencing) but ran into so many problems that I suspected copyright violation. In fact, I think the source is this paper:

• Using Explanation as a Teaching Method: How Prepared Are High School Technology Teachers in Free State Province, South Africa? (2014)
• PDF version

Considering some of the edit history of the first editor was removed and redacted, I suspect it was a copy vio then, but the second attempt at inserting the material later in the month wasn't caught.   ▶ I am Grorp ◀ 00:08, 9 February 2024 (UTC)