What learners learn depends not only on what they are taught, but also on how they are taught, their level, their development, their interests, and their background. Choose your teaching methods carefully. Preparing for a unit or course involves a number of pedagogical decisions. Teachers need to specify the following parameters: what is to be learned and how it will be learned; learners' strengths, needs, and interests; common core learnings that can be introduced; and the most effective teaching methods. These decisions are crucial and need to be made with full knowledge of the facts. The aim of teaching infrastructures is to encourage teachers to question their own teaching methods. Reflective evaluation of the effectiveness of strategies, methods, and techniques can help teachers broaden their knowledge and understand how to teach students better. Learning new things and skills about various teaching methods can improve the art of teaching and increase teaching effectiveness.
TopIntroduction
What a learner learns depends not only on what is taught, but also on how it is taught, on the learner's level, development, interests and experiences... This means that great care must be taken in choosing the methods used (MES, 1988; MAS, 1993). Preparing a unit or course involves a number of pedagogical decisions. The teacher must specify the following parameters:
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The content and approach to be studied,
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Strengths,
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Learners' needs and interests,
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The essential common learning points that can be introduced
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The most effective teaching approaches.
These decisions are of crucial importance, and must be made with full knowledge of the facts. As Glickman points out: “Effective teaching is not a set of generic practices, but a series of decisions about teaching made in a given context. An effective teacher does not use the same set of practices for every lesson... Instead, he constantly reflects on his work, observes his learners to see whether or not they are learning, and adjusts his teaching practice accordingly.” (Glickman 1991). Given the multiple variables that teachers must take into account when making decisions about teaching and learning, it is essential that they have a basis for understanding the levels attached to pedagogical decisions. This chapter begins by discussing the infrastructure of teaching, before defining teaching models, strategies, methods and techniques.
The work concerned is one that presents the infrastructure of teaching to help teachers and trainers choose the methods to prepare their teaching. However, in this chapter the authors limit themselves to defining the theoretical fundamentals of the infrastructure, which does not allow us to provide case studies for more specific situations that can be dealt with according to the context and situation of each discipline.
TopTeaching Models
Models represent the most general level of teaching. Each represents a philosophical orientation to teaching. They are used to select and structure teaching strategies, methods and techniques, as well as learner activities, for a specific pedagogical situation. According to Joyce and Weil (1986), there are four types of models (Joyce and Weil, 1986):