By definition, teaching is the act of imparting knowledge by a teacher or other knowledgeable person. It has different methods and strategies to promote learning. These may include class participation, demonstration, recitation, memorization and combination of these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students, which, we may say, today, varies in case-to-case basis.
But just as how everything has a beginning, teaching method has its own origin too. It started way back 3000 B.C., with the advent ofwriting, education became more conscious orself-reflecting, with specialized occupations such as scribe and astronomer requiring particular skillsand knowledge.Philosophyin ancient Greece led to questions of educational method entering national discourse. For example, in Plato’s literary work, “The Republic”, hedescribed a system of instruction that he felt would lead to an ideal state. In his dialogues, Plato described the “Socratic Method”, a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas. It has been the intent of many educators since, such as the Roman educator Quintilian, to find specific, interesting ways to encourage students to use their intelligence and to help them to learn.
Moving on in the medieval period, Comenius, in Bohemia, wanted all children to learn. In his textbook, “The World in Pictures”, he illustrated that if children will become familiar with in everyday life, they can use it to learn. In it, Rabelais described how the studentGargantualearned about the world, and what is in it. Much later, Jean-Jacques Rousseau in his work “Emile” presented methodology to teach children the elements ofscienceand other subjects. In addition to this, during Napoleonic warfare, the teaching methodology ofJohann Heinrich PestalozziofSwitzerlandenabled refugee children of a class believed to be “unteachable”, to learn. He described this in his account of an educational experiment at Stanz. He felt the key to have children learn is for them to be loved.
Long after, in the 19th century, the Prussian education system came up. It was a system of mandatoryeducationdating to the early 19th century. Parts of thePrussianeducation 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, which is actually being practiced up to this time in the field of education.
Today, in the 20th century, newer teaching methods may incorporate television, radio, internet, multi-media and other modern devices. Some educatorsbelieve that the use oftechnology, 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 a vast majority of teachers is hands-on activities. Hands-on activities are activities that require movement, talking, and listening, it activates multiple areas of the brain. It was believed to be related to a famous line from Judy Dodge, the author of 25 Quick Formative Assessments for a Differentiated Classroom, which is “the more parts of your brain you use, the more likely you are to retain information.”
In general, we can say that teaching method underwent a very long transition period before it became what it is today – from ancient to medieval, from medieval to the 19th century, from 19th century to the 20th century today. But nevertheless, its main goal remains the same – TO PROMOTE LEARNING FOR ALL.
References:
Gatto, John Taylor.A Different Kind of Teacher: Solving the Crisis of American Schooling. Berkeley Hills Books.ISBN1-893163-21-0.
Cleaver, Samantha.“Hands-On Is Minds-On”.http://www.scholastic.com. Retrieved4 March2015.
By: Corazon D. Arellano | T-I | Mariveles National Highschool
