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Teaching methods

A pair of two students is formed where one interview the other. The interviewer takes note during the interview and later write down a report about the topic

Students forms groups. They do not divide the task of each individual of the group but solve problem together

Students are divided in small groups discussing a particular issue. Each member write preliminary ideas and present them without being critisized. Then ideas are brought together in the group and criticized.

Make a panel discussion as in a conference, experts sitting and audience listening and asking questions

Give a bit of time for students to discuss a topic in small groups

Divide students in groups and ask each group to produce a poster. Then redistribute the groups with at least one student of each previous groups in the new groups. Each groups succesively walks around each poster and discuss them.

Small groups of student work independently on tasks (the teacher is not involved but just plans and assess the work)

Participants introduced their subjects which are then discussed by the students. Every participant is an expert which need to prepare for the subjects. One participant acts as a chairman who is responsible to follow the schedule

Students presents their work in a seminar. They read summaries of the work done by other students

The students answers a list of questions picked by the teachers. A new question is asked after the previous one is answered. Answer can be found by reading material or by though.

Students meet regularly, just in between peers, to discuss about something they read related to the class and take notes

The main topic is written down in the center and other related subjects form a tree around it.

Supporting memorization with keywords, sketches to connect new knowledge with acquired knowledge

Divide groups each achieving a sub-task of the problem. Then redistribute groups so that each group counts at leat a member of the previous group to combine works

Students discuss in small groups in a "cafe" athmosphere and a secretary takes notes. Groups are redistributed regularly to keep the discussion going, only the secretary stays at the same table

Students think about essential gaps in their knowledge related to the course, and then discuss these gaps in small groups

Students solve exercises either independantly or in groups. The exercises are made so that the students can solved them with their lecture notes. Once the exercise is solved, the learned topics can be analyzed. It is a teaching approach based on experience (Theory Action Reflection)

In this method, the teacher has a dialogue with a single student.

Students work on a given assignment independently. Can be done at home or during the class, and last from minutes to hours.

Writing a diary about each course day

Participants prepare a teaching session where they are teaching a given topic to others. Teachers gives support in the preparation

Give extra material for the students to read to deepen their knowledge about the course topic

Monologue presentation on a given course topic

Bothe the teacher and the student bear the responsibility for the success of teaching discussion. It can be applied in teaching situations, in which taking the other’s opinions into consideration, forming own thoughts, learning from others, developing discussion skills and solving problems together are essential

Divide students in pairs discussing a given problem. Then group two pairs together to enrich the discussion. Then progressively double the size of each groups and continues the discussion, until the whole class is together

Let students draft summaries about the course topic to deepen their understanding. Can come in various forms (writing, drawing, etc.), can be individual or discussed in groups

Make a pretest before a course to evaluate students' level

Learning games are used to practice the studied skills in an environment that models reality, but is safe.

Creative work aims to utilise the students’ ability to adopt new perspectives, to think of new possibilities and alternatives and to build new knowledge and analyses.

Give student a reflection time when they write about the course topic, evaluate what they have learned and/or ask questions about the topic to fill their knowledge gaps

In a debate, two opposing groups or individuals are chosen, who then present their own views on the chosen theme and give counter-arguments to the opposing views. The students practice presenting justifications and arguments for their own opinions and evaluating other people’s opinions. The goal is to deepen the own understanding.

An individual or a group is given a project to work on, or the students can be allowed to define their projects themselves.

The participants may act out relationships between persons or situations related to professions or organisations. During roleplaying, attention may be paid to attitudes, values and problem solving skills.

Students forms groups of 2-4 and discuss about topics selected by the teacher while walking. The teacher can also take part of the discussion or just lead the walking route

A part of the group is chosen as a discussion group or groups for this method. The other students in the teaching group form the audience for the discussion.

Drama pedagogy challenges the students to commit themselves to independent learning and learning as a group member, to come up with ideas, to solve problems and to make value choices. Learning occurs through the active actions and studying of the students.

In case teaching, the students are given a case that they will start to process either independently or in groups and make conclusions and generalisations based on it.

The purpose of the problems is to start the learning process and to challenge the students to work together to achieve learning.

A group or individuals directly start to practice on the taught subjects. This type of teaching often includes laboratory assignments, field exercises, workplace training and workshops, for example. The purpose of laboratory assignments is to familiarise the students with experimental work, various measuring methods and devices and also to illustrate the subjects covered during the course

Inquiry teaching has plenty of ways of implementation. The questions may be posed by the teacher or the students. Inquiry teaching may also be carried out among the students. The questions can either be given to the students beforehand, giving them time for preparation, they can be formed together, or created spontaneously in the teaching situation.

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Teaching methods distilled from
O. Hyppönen & S. Lindén (2009)
*Handbook for teachers: course structures, teaching methods and assessment.*
Helsinki University of Technology.