Name: Zarnaz

Roll #: CA632734
Registration#: 12NKT00675

Assignment number 1
Code 8623
Course: Elementary education
Level: B.Ed. (1.5 years)

Tutor name: Gulam Dastageer Khan

Contact#: 03348347869
Question#1 : (a)
Elucidate the role of public and private sector in elementary education.
Answer #1 (a) :
Comparison of public and private sector:
Education plays a pivotal role in the rise and fall of the nations especially in the
21st century importance of education influence much to meet the fast growing
challenges. It is mainly due to the emergence of global competition in education
and technology. This competitive environment is the core need for progress of
any country. All countries including Pakistan have different school systems but
when we divide them we find two major categories of school systems: private and
public schools. In Pakistan, private schools are getting mass acceptance today to
ensure sustained progress of the country.

During 1990s and 2000s, private sector emerged as a key provider of education
services in Pakistan both in absolute terms and relative to the public sector.
Private educational institutions are playing key role not only in eradicating
illiteracy but also enhancing the level of students as well as teachers by providing
better academic environment. Private sector contributed significantly in
eradicating illiteracy in the emerging economies. If private schools are properly
managed they can uplift educational standard in Pakistan as well.

The educational landscape of Pakistan has gone through numerous

transformations in the past two decades. Enrollment levels and gender parity
index have been on the rise. The changes in the education sector that have been
taking place in Pakistan have created an environment with numerous
opportunities as well as challenges in terms of policy development. Even though
the enrollment in government schools is much bigger than any other sector, the
declining trend in favor of non –state providers is significant.
Education, especially primary education is mostly considered a public service
which should be provided to the citizens without discrimination, irrespective of
affordability and mainly as the government’s responsibility. This ideology was
behind the nationalization of all education institutions in 1972, which severely
interrupted the role of the robust private sector particularly at the post
elementary level. However, like other services provided by the government,
education provision has been severely constrained by governance, quality and
effectiveness.

After the end of nationalization in 1979, Pakistan has witnessed an exponential

increase in the role of private sector service providers. The negative experiences
of government schools have instigated parents to shift children from government
to private schools. Private schools no longer remain an urban or elite
phenomenon, but rather poor households also use these facilities to a large
extent, due to their better locations, reasonable fees, teachers’ presence and
better-quality learning, especially in the fields of mathematics and language. Even
though private schools started off as an urban phenomenon, more recently they
have mushroomed in rural areas as well.

Several characteristics are responsible for making private schooling more

attractive to parents compared to government schools; these include better test
scores, better physical infrastructure, and lower rates of teacher absenteeism.
Some of the other factors are:

1- Income of parents
2- Teacher quality factors influencing school choice:

(i) Parents’ knowledge of the teacher’s educational qualifications

(ii) Parents’ opinion of the teacher’s regularity
(iii) Parents’ rating of the teacher’s teaching skills
3- Facilities in School
4- Child safety
5- Quality of education
6- School Fee
7- Medium of Instruction
8- Better results

Even if we disregard the debate of whether the learning levels are better in
private or government schools, the fact remains that the learning levels for both
types of institutes remain poor in an absolute sense. The private schools
advantage over the public schools is marginal up if we look at the problems of
education in the country holistically speaking. Therefore, the policy developers
should cater to supporting and improving both the sectors and not either of the
two.
The outcomes of private versus public schools’ debate may be a popular
discourse, however, at a policy level it is essential to understand that the current
education emergency in Pakistan cannot be confronted with just a single player in
the education sector. Multiple players, other than the government alone are
required in the process to combat the problems. The government needs private
sector’s help to contest the challenges. Various other challenges including the
flood, security issues and dislocations of citizens due to the regional conflicts in
the country also pose major concerns that the households and state need to plan
around in the future. The need of the hour is a collective action by all the
stakeholders, including the households, government, private sector and the civil
society.

It can be a better option if the government uses its resources not on increasing
the number of schools but rather on the quality of existing schools. Increasing
access to education for children by increasing the number of schools should be a
policy left for the private sector and the government itself should concentrate on
improving the quality of physical facilities and teachers in the existing schools. By
doing this, the benchmark for the private schools will also increase, thus
increasing both access to, and quality of education.
Question#1(b):
Compare the elementary education system of Republic of Korea with Japan.
Answer # 1b:
The Japanese education system is unique and education is the foundation of
Japanese society. The Japanese school system has exclusive and special features
and is neither influenced by the American or British educational system. It is also
different from the other Asian systems. It is purely Japanese in essence and
nature and philosophy. The basic purpose is to spread of education so that an
educational-based and knowledge society emerges. Competition comes much
later.

We can learn a great deal from the Japanese educational system to transform our
grueling and ever-problematic education system from the bottom to top. We
remained unable to transmit universal education far and wide and we miserably
failed in our experiments. The Japanese educational system could be the final
resort to introduce a universal education in our country without looting parents
and creating segregated schools systems.

Japan introduced universal education for all by 1868. All parents were ordered to
send their school age children to schools. This age group cannot be seen roaming
around in streets, markets, parks, and work places. Police was deployed to arrest
any such children along with their parents and send them to prisons.
Even after 70 years of our independence, we can often see school age children in
streets, markets, parks, and work places. Majority of them are begging. We have
not developed a system to take care of them. Should we follow the Japanese
policing system of arresting all beggars and school age children? Or should we
continue with our own lose system.
Japanese school children lead the world in numerical and literacy skills. What
mattered was the quality of lessons given to Japanese children instead of quantity
of lessons. The Japanese alphabetic has 46 characters each of Hiragana and
Katagana, making them a total 92 characters. These characters are pictographic
and children need to learn them by heart. School children also learn around 1006
Chinese language characters known as Kanji. The learning of these characters is
the essence of school children’s intelligence.
Japanese school children do not take any examination until they reach grade 4 at
the age of ten. Just small tests are given to them. This is done to develop their
characters, manners, and behaviors to interact with society. Students study
quietly and independently in class rooms. Class room decorum is always
maintained. See what happens in our school when a teacher is absent or late for
few minutes. The whole order is turned upside down.
Question# 2(a)
Describe middle childhood according to Piaget's theory of cognitive
development.
Answers #2(a):
Children in middle childhood are beginning a new experience—that of formal
education. In the United States, formal education begins at a time when children
are beginning to think in new and more sophisticated ways. According to Piaget,
the child is entering a new stage of cognitive development where they are
improving their logical skills. During middle childhood, children also make
improvements in short term and long term memory.
Of Contents
Understanding Logic
Understanding Reversibility
Other Key Characteristics
Observations
The concrete operational stage is the third stage in Piaget’s theory of cognitive
development. This period spans the time of middle childhood—it begins around
age 7 and continues until approximately age 11—and is characterized by the
development of logical thought. Thinking still tends to be very concrete, children
become much more logical and sophisticated in their thinking during this stage of
development.
While this is an important stage in and of itself, it also serves as an important
transition between earlier stages of development and the coming stage where
kids will learn how to think more abstractly and hypothetically.
What Are Piaget’s Stages of Development and How Are They Used?
Who was Piaget and what are his stages of development?
Jean Piaget was a Swiss developmental psychologist who studied children in the
early 20th century. His theory of intellectual or cognitive development, published
in 1936, is still used today in some branches of education and psychology. It
focuses on children, from birth through adolescence, and characterizes different
stages of development, including:
Language
Morals
Memory
Reasoning
Piaget made several assumptions about children while developing his theory:
Children build their own knowledge based on their experiences.
Children learn things on their own without influence from adults or older children.
Children are motivated to learn by nature. They don’t need rewards as
motivation.
There are four stages in all:
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Question#2(b) :
Identify the sources and types off adjustment problems in middle childhood. As a
teacherhow will you handle them in classroom?
Answer # 2b
Across the world, by the time a child is entering middle childhood, they are being
educated in some form or fashion. In western society, most children are enrolled
in a formal education program by the time they are in middle childhood.[1] That
said, what children learn within that formal education program varies greatly
across cultures. Further, most programs are set-up for typically developing
children, but they may not be set-up to handle children who are accelerated
learners or children with learning disabilities. In this section, we’ll take a look at
some of these educational differences and developments, as well as struggles and
learning difficulties during middle childhood.
Children’s cognitive and social skills are evaluated as they enter and progress
through school. Sometimes this evaluation indicates that a child needs special
assistance with language or in learning how to interact with others. Evaluation
and diagnosis of a child can be the first step in helping to provide that child with
the type of instruction and resources needed. But diagnosis and labeling also have
social implications. It is important to consider that children can be misdiagnosed
and that once a child has received a diagnostic label, the child, teachers and
family members may tend to interpret actions of the child through that label. The
label can also influence the child’s self-concept. Consider, for example, a child
who is misdiagnosed as learning disabled. That child may expect to have
difficulties in school, lack confidence, and out of these expectations, have trouble
indeed. This self-fulfilling prophecy, or tendency to act in such a way as to make
what you predict will happen, comes true, calls our attention to the power that
labels can have whether or not they are accurately applied.
It is also important to consider that children’s difficulties can change over time; a
child who has problems in school may improve later or may live under
circumstances as an adult where the problem (such as a delay in math skills or
reading skills) is no longer relevant. That person, however, will still have a label as
learning disabled. It should be recognized that the distinction between abnormal
and normal behavior is not always clear; some abnormal behavior in children is
fairly common. Misdiagnosis may be more of a concern when evaluating learning
difficulties than in cases of autism spectrum disorder where unusual behaviors are
clear and consistent.
Keeping these cautionary considerations in mind, let’s turn our attention to some
developmental and learning difficulties.
Question#3:
Personality development occurs early in life but later years provide an
opportunity for themodificaiton of previously developed trends".
Answer #3:
Personality development is the development of the organized pattern of
behaviors and attitudes that makes a person distinctive. Personality development
occurs by the ongoing interaction of temperament, character, and environment.
Description
Personality is what makes a person a unique person, and it is recognizable soon
after birth. A child’s personality has several components: temperament,
environment, and character. Temperament is the set of genetically determined
traits that determine the child’s approach to the world and how the child learns
about the world. There are no genes that specify personality traits, but some
genes do control the development of the nervous system, which in turn controls
behavior. A second component of personality comes from adaptive patterns
related to a child’s specific environment. Most psychologists agree that these two
factors—temperament and environment—influence the development of a
person’s personality the most. Temperament, with its dependence on genetic
factors, is sometimes referred to as “nature,” while the environmental factors are
called “nurture.”
While there is still controversy as to which factor ranks higher in affecting
personality development, all experts agree that high-quality parenting plays a
critical role in the development of a child’s personality. When parents understand
how their child responds to certain situations, they can anticipate issues that
might be problematic for their child. They can prepare the child for the situation
or in some cases they may avoid a potentially difficult situation altogether.
Parents who know how to adapt their parenting approach to the particular
temperament of their child can best provide guidance and ensure the successful
development of their child’s personality.
Finally, the third component of personality is character—the set of emotional,
cognitive, and behavioral patterns learned from experience that determines how
a person thinks, feels, and behaves. A person’s character continues to evolve
throughout life, although much depends on inborn traits and early experiences.
Character is also dependent on a person’s moral development .
In 1956, psychiatrist Erik Erikson provided an insightful description as to how
personality develops based on his extensive experience in psychotherapy with
children and adolescents from low, upper, and middle-class backgrounds.
According to Erikson, the socialization process of an individual consists of eight
phases, each one accompanied by a “psychosocial crisis” that must be solved if
the person is to manage the next and subsequent phases satisfactorily. The stages
significantly influence personality development, with five of them occurring
during infancy, childhood, and adolescence.
Infancy
During the first two years of life, an infant goes through the first stage: Learning
Basic Trust or Mistrust (Hope) . Well-nurtured and loved, the infant develops trust
and security and a basic optimism. Badly handled, the infant becomes insecure
and learns “basic mistrust.”
Toddlerhood
The second stage occurs during early childhood, between about 18 months to two
years and three to four years of age. It deals with Learning Autonomy or Shame
(Will) . Well-parented, the child emerges from this stage with self-confidence,
elated with his or her newly found control. The early part of this stage can also
include stormy tantrums, stubbornness, and negativism, depending on the child’s
temperament.
Preschool
The third stage occurs during the “play age,” or the later preschool years from
about three to entry into formal school. The developing child goes through
Learning Initiative or Guilt (Purpose) . The child learns to use imagination; to
broaden skills through active play and fantasy; to cooperate with others; and to
lead as well as to follow. If unsuccessful, the child becomes fearful, is unable to
join groups, and harbors guilty feelings. The child depends excessively on adults
and is restricted both in the development of
Question#4 (a):
Explain the inter-relationship of language skills. How does the classroom
environment affect them?
Answer:
The significance of listening skill in effective communication has been recognized
for a century. Rankin (1926) conducted a study and found that listening skill was
the most dominant skill for the mode of human communication. However, there
were no more similar studies until the 1940s. The base of listening inquiry was
primarily laid academically in the late 1940s and the founders (James Brown,
Ralph Nichols and Carl Weaver) of the listening skill were considered as the
“fathers of listening” (Vocile, 1987). Listening skill was taken into the second and
foreign language research field in the mid 20th Century and many researchers put
listening as the focus of their studies. After half a century, a professional
committee International Listening Association (ILA) was established in 1979 to
develop listening skill (Feyten, 1991). Knowing how to entail listening instruction
and assessment in the school syllabi was the main target of the pedagogy. Steven
(1987) pointed out that many studies provide a focus on either understanding
listening comprehension or listening critically – agree or disagree with oral input.
Similarly, Floyed (1985) defines listening as a process entailing hearing, attending
to, understanding, evaluating and responding to spoken messages. He further
believes that listeners should be active participants in communication process.
The nature/purpose of listening skills varies as the context of communication
differs. Wolvin and Coakley (1988) propose five different kinds of listening.
First, discriminative listening helps listeners draw a distinction between facts and
opinions.
Second, comprehensive listening facilitates understanding oral input.
Third, critical listening allows listeners to analyse the incoming message before
accepting and rejecting it.
Fourth, therapeutic listening serves as a sounding board and lack any critiques,
e.g., advising.
Finally, appreciative listening contributes listeners to enjoy and receives
emotional impressions. All the varieties of listening help to demonstrate that
listening is an active process rather than a passive product. The authors define the
process of listening as making sense of oral input by attending to the message.
Thus, this study adopts the second definition of listening – understand the oral
input mentioned by Wolvin and Coakley as a tool to evaluate the research
assumption. The current study seeks to delve into the correlation between
listening and other skills in International English Language Testing System.
Language development involves four fundamental and interactive abilities:
listening, speaking, reading and writing. The attempt has widely been made to
teach four macro skills in second and foreign language for more than 60 years.
Berninger and Winn (2006) emphasize that external and internal environment
interacts with functional systems to extent, which the nature-nurture interaction
at birth evolves over the course of time. The question is how much and how long
the basic skill of listening gains attention in second and foreign language learning
while listening is recognized to play a significant role in primary and secondary
language acquisition (Ellis, 1994; Faerch & Kasper, 1986). In the 1970s,
Communicative Language Teaching (CLT) method was introduced to develop
language learning proficiency. Some prominent researchers (Asher, 1977;
Krashen, 1992) highlighted the significance of listening in the pedagogy. Krashen
(1992) has argued that language acquisition highly depends on the decoding
process of making sense of incoming messages.
Question # 4(b):
b)Suggest ways to integrate health education with other subjects.
Answer#4(b):
In an era of accountability that places great pressure on classroom teachers to
increase academic achievement by improving high-stakes test scores, physical
educators can support classroom teachers by offering to supplement the
classroom content related to health educations. This proposal shows classroom
teachers that physical educators are team players concerned with student
learning. Integrating also motivates classroom teachers to observe or visit the
physical education setting to see how concepts are being integrated. Lastly, if
physical educators are integrating health content and showing an interest in the
classroom, classroom teachers may be inclined to integrate physical activity into
their classroom instruction. If this situation arises, the physical educator should
assist classroom teachers with ideas and strategies for teaching physically active
students (Pangrazi, Beighle, & Pangrazi, 2009). Specifically, classroom teachers
may need assistance with management strategies and equipment.

Integration in physical education has benefits and limitations. The benefits include
building goodwill in the school, helping students who are kinesthetic learners,
teaching content in a new setting through a different method, demonstrating that
physical educators are educators too, and increasing students' activity level when
classroom teachers integrate physical activity into their instruction. The
limitations most often cited are finding time to develop the lessons, planning for
integration that does not sacrifice the physical education lesson, and feeling
uncomfortable teaching outside an area of expertise. These concerns are
legitimate, but with some practice and the belief that integration can supplement
classroom learning, physical education teachers can create effective integration
activities.
TYPES OF INTEGRATION
Several models are available to guide the planning of health integration. Models
range from the physical education teacher working alone to a group of teachers
working together to develop learning experiences in various settings. The
individual model involves the physical education teacher working to develop ideas
for integrating health content. For example, the teacher might integrate concepts
related to stress during the game part of a four-part lesson. This idea requires
reviewing information about stress and determining how best to integrate that
content in a game. Again, the stress-related game must contribute to the physical
education lesson outcomes.

Another model is the partner model. In this model, the physical education teacher
collaborates with a classroom teacher or other special-area teacher. This
collaboration can be as simple as the physical education teacher and classroom
teacher working on vocabulary words for the week that relate to a health
concept. A more complex use of this model would be two teachers developing a
yearly calendar that teaches similar concepts during the same time. For example,
a physical education dance lesson that includes a dance to a song that reinforces
nutrition concepts could be taught during the same week that the students work
on making healthy choices in the classroom. For the physical education lesson,
the teacher could use key terms during instruction and reinforce that nutrition
choices can be healthy choices. Such changes do not compromise the physical
education curriculum because the rhythm and dance are a part of a well-
balanced, quality curriculum; instead, they enrich the educational experience and
reinforce health concepts learned in other areas.
The group collaboration model usually involves a group of classroom teachers
from a common grade level and the physical educator. This model involves a fair
amount of planning that usually centers on a health theme. Teachers take the
theme and generate learning activities that cut across health areas. For example,
during a set period, the student activities can be related to a hygiene theme.
Question #5(a):
Differentiate between role-play and simulation.
Answer#5(a):
There is a difference between simulations (where students act out real-life
situations, for example the student checks in at “the airport”, but students do
play themselves) and role plays where students take on different characters. In a
role play, for example, one student may be asked to take on the role of “an angry
landowner” in a role play which is concerned with discussing the possible
construction of a new road. Another may be asked to play the role of the “road
company representative”. Role plays will thus require more “imagination” on the
part of the student to be able to get “into” the role.

Some students will find being asked to play a different person in a role play quite
liberating. Some students who are normally quite shy can open up considerably in
a role play lesson. The teacher, though, must attempt to maintain the “pretend”
part of the simulations and role plays: i.e. the students ARE in an airport and not
the classroom. Teachers can aid this process by use of realia and other props.
Students who don’t enter into the ‘fantasy world’ can ruin it for everyone else.

Teacher intrusion must be kept to an absolute minimum during role plays and
simulations….preferably, zero. We use role plays to allow students to test out
learnt language in as realistic a situation as possible. They are, in a sense, a
halfway house between a sterile classroom practice activity and the often
frightening reality of the real world for students. Students can thus feel free to
experiment with their language in a safe environment. Teacher intrusion is
possible if the participating students, for example, are not understanding at all
what they should be doing. Otherwise, teacher input should be left for the post-
activity feedback session.

Feedback on what students have just done is vital. The role-play or simulation
could be videotaped or recorded for example, which would allow a more detailed
and thus useful analysis of their performances. Students need to see this as an
important part of self evaluation. If students can learn to appreciate the
weaknesses of their performance, they will only benefit. A student who says “he
asked me about the ticket prices and I tripped up over the numbers again – I need
to focus on that” is one who is well aware of where future performance needs to
improve. The priority in the mind of the teacher, though, should remain
communicative efficacy. Long feedback sessions of the mistaken use of the
present perfect during the role play can be left for another time.

The more natural setting of a well set-up role play can also be used to introduce
the unpredictability which makes communicating in the real world so daunting for
many foreign language learners. This can be done either with the teacher playing
“rogue” characters or handing out a couple of unusual role cards to other
students. Teachers should seek to mix things up if you feel the simulations and
role-plays are becoming too predictable for the class. As we said before, the safe
environment offered by role plays means a few suprises can quite safely be
thrown at students to see how they cope.
Question #5(b):
Elaborate the efffectiveness of this technique in diffeent methods of teaching.
Answer #5(b):
The Authority, or lecture style
The authority model is teacher-centered and frequently entails lengthy lecture
sessions or one-way presentations. Students are expected to take notes or absorb
information.

Pros: This style is acceptable for certain higher-education disciplines and

auditorium settings with large groups of students. The pure lecture style is most
suitable for subjects like history, which necessitate memorization of key facts,
dates, names, etc.
Cons: It’s a questionable model for teaching children because there is little or no
interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a
better approach for older, more mature students.
The Demonstrator, or coach style
The demonstrator retains the formal authority role by showing students what
they need to know. The demonstrator is a lot like the lecturer, but their lessons
include multimedia presentations, activities, and demonstrations. (Think: Math.
Science. Music.)

Pros: This style gives teachers opportunities to incorporate a variety of formats

including lectures and multimedia presentations.
Cons: Although it’s well-suited for teaching mathematics, music, physical
education, or arts and crafts, it is difficult to accommodate students’ individual
needs in larger classrooms.
The Facilitator, or activity style
Facilitators promote self-learning and help students develop critical thinking skills
and retain knowledge that leads to self-actualization.

Pros: This style trains students to ask questions and helps develop skills to find
answers and solutions through exploration; it is ideal for teaching science and
similar subjects.
Cons: Challenges teacher to interact with students and prompt them toward
discovery rather than lecturing facts and testing knowledge through
memorization. So it’s a bit harder to measure success in tangible terms.
The Delegator, or group style
The delegator style is best suited for curricula that require lab activities, such as
chemistry and biology, or subjects that warrant peer feedback, like debate and
creative writing.
Pros: Guided discovery and inquiry-based learning place the teacher in an
observer role that inspires students by working in tandem toward common goals.
Cons: Considered a modern style of teaching, it is sometimes criticized as eroding
teacher authority. As a delegator, the teacher acts more as a consultant rather
than the traditional authority figure.
The Hybrid, or blended style
Hybrid, or blended style, follows an integrated approach to teaching that blends
the teacher’s personality and interests with students’ needs and curriculum-
appropriate methods.

Pros: Inclusive! And it enables teachers to tailor their styles to student needs and
appropriate subject matter.
Cons: Hybrid style runs the risk of trying to be too many things to all students,
prompting teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and
curriculum—from math and science to English and history—it’s crucial that they
remain focused on their teaching objectives and avoid trying to be all things to all
students.

What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them
in the learning process. Selecting a style that addresses the needs of diverse
students at different learning levels begins with a personal inventory—a self-
evaluation—of the teacher’s strengths and weaknesses. As they develop their
teaching styles and integrate them with effective classroom management skills,
teachers will learn what works best for their personalities and curriculum.
Our guide encapsulates today’s different teaching styles and helps teachers
identify the style that’s right for them and their students. Browse through the
article or use these links to jump to your desired destination.
What teaching style is best for today’s students
Whether you’re a first-year teacher eager to put into practice all of the
pedagogical techniques you learned in college, or a classroom veteran examining
differentiated instruction and new learning methodologies, consider that not all
students respond well to one particular style. Although teaching styles have been
categorized into five groups, today’s ideal teaching style is not an either/or
proposition but more of a hybrid approach that blends the best of everything a
teacher has to offer.

The traditional advice that teachers not overreach with a cluster of all-
encompassing teaching styles might seem to conflict with today’s emphasis on
student-centered classrooms. Theoretically, the more teachers emphasize
student-centric learning, the harder it is to develop a well-focused style based on
their personal attributes, strengths, and goals.

In short, modern methods of teaching require different types of teachers—from

the analyst/organizer to the negotiator/consultant. Here are some other factors
to consider as teachers determine the best teaching method for their students.

Empty vessel: Critics of the “sage on the stage” lecture style point to the “empty
vessel” theory, which assumes a student’s mind is essentially empty and needs to
be filled by the “expert” teacher. Critics of this traditional approach to teaching
insist this teaching style is outmoded and needs to be updated for the diverse
21st-century classroom.

Active vs. passive: Proponents of the traditional lecture approach believe that an
overemphasis on group-oriented participatory teaching styles, like facilitator and
delegator, favor gifted and competitive students over passive children with varied
learning abilities, thereby exacerbating the challenges of meeting the needs of all
learners.

Knowledge vs. information: Knowledge implies a complete understanding, or full

comprehension, of a particular subject. A blend of teaching styles that
incorporate facilitator, delegator, demonstrator, and lecturer techniques helps
the broadest range of students acquire in-depth knowledge and mastery of a
given subject. This stands in contrast to passive learning, which typically entails
memorizing facts, or information, with the short-term objective of scoring well on
tests.

Interactive classrooms: Laptops and tablets, video conferencing, and podcasts in

classrooms play a vital role in today’s teaching styles. With technology in mind, it
is imperative that teachers assess their students’ knowledge while they are
learning. The alternative is to wait for test results, only to discover knowledge
gaps that should have been detected during the active learning phase.

Constructivist teaching methods: Contemporary teaching styles tend to be group-

focused and inquiry-driven. Constructivist teaching methods embrace subsets of
alternative teaching styles, including modeling, coaching, and test preparation
through rubrics scaffolding. All of these are designed to promote student
participation and necessitate a hybrid approach to teaching. One criticism of the
constructivist approach is that it caters to extroverted, group-oriented students,
who tend to dominate and benefit from these teaching methods more than
introverts; however, this assumes introverts aren’t learning by observing.

Student-centric learning does not have to come at the expense of an instructor’s

preferred teaching method. However, differentiated instruction demands that
teachers finesse their style to accommodate the diverse needs of 21st-century
classrooms.