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Instructional Methods in Teaching Practice
This paper will focus on instructional methods which are also referred to as teaching methods. Instruction methods describe activities that relate to learning objectives and the transmission of educational information between the instructors and their students (Bates, 2003). There are many methods of instruction and this paper will focus on the student-centered approach to learning.
The student-centered approach to learning is also called child-centered learning and this method concentrates on what the students need rather than the needs of the other stakeholders in the educational process. This approach puts the student first and it is the direct opposite of the conventional teacher-centered instructions where the teachers do not focus on the needs of the students (Bloom, 1996). This method acknowledges the students needs and perspective as key to the learning experience of every learner. Unlike the conventional teacher-centered approach where the teacher is at the center of learning activities playing an active role as the learners remain passive, student-centered learning ensures that the student is at the center of the learning objectives, requiring them to remain active.
This approach is necessary for diverse educational scenarios. First, it can be used in a situation where there is a low level of student motivation because putting the students at the center of the learning process will motivate them to learn (Billing, 2009). The method is also useful when the teacher wants to promote peer communication because when the students are at the center of the learning activities, they become active and they also communicate with their peers more frequently. The method is quite useful in situations where the students are disruptive. Passive students are very disruptive and when attention is shifted to the students in the learning process, their levels of disruption are reduced. The approach is also important where the teacher wants the students to become more responsible in the learning process (Estes, 2004).
There are several advantages of this approach of teaching. To start with, this method makes the students responsible for their learning and makes them more active in the learning process. Secondly, the approach acts as an incentive that strengthens the motivation of the students. When the students are put in charge, they are motivated. The other advantage is that the approach promotes peer-to-peer communication as the students engage in discussions and they take control of the learning process. The approach also builds the relationship between the students and the teachers which fosters understanding and also motivates the students to share their issues with their teachers. This approach makes learning an active process where the students are encouraged to take a path of discovery making them very innovative and creative. However, there are a few disadvantages of the approach. To start with, it is time-consuming which may hinder complete coverage of the learning objectives outlined in the curriculum. Secondly, the students needs are diverse meaning that if the learning process focuses on the needs of the students; the process might deviate from the curriculum goals.
In conclusion, the student-centered approach may have a few disadvantages but the advantages outnumber them. The approach is the best method of teaching and learning because utilizes the potential of the students. Instructors should therefore shift from the traditional teacher-based methods of instruction to the students-based instruction methods.
References
Bates, A. (2003). Effective teaching and technology in higher education: Foundation for Success. San Francisco: CA. W. Lay and son.
Billings, D. (2009) Teaching in nursing: A guide for faculty (3rd. ed). Philadelphia: PA W.B.Saunders.
Bloom, B. (1996). Taxonomy of educational objectives: The classification of educational goals. NY: Susan Fauer Company.
Estes, C. (2004). Promoting Student-Centred Learning in Experiential Education. Journal of Experiential Education, 27(2), pp. 141-161.
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