The methods, approaches, and techniques of education are highly related to each other, simply because they are the points that tell the teacher, tutor, or professor, what to teach, How to teach and when to teach. In this way, the learning process is facilitated and streamlined, generating intellectually nutritious environments.
Methods:
One method is the systematized process that is used to reach an end. The purpose of education methods is to generate learning through the development of skills and abilities that allow the student to effectively develop basic and professional activities.
The methods in education will be defined according to the nature of the subject to be taught, it must also be adapted to the students’ learning style (It can be identified by knowing the theory of multiple knowledge), and as the main one, it must cover the main needs to meet deficiencies and weaknesses found.
Although the methods must be modified according to the styles and nature of the subject, there are common and pre-established methods, with bases that confirm its difficulty, these are some of those methods:
Reasoning Methods
Deductive Method: a deductive method is a specific form of thinking or reasoning, which draws logical and valid conclusions from a given set of premises or propositions. It is, in other words, a way of thinking that goes from the most general (such as laws and principles) to the most specific (concrete facts).
Inductive Method: This method is the way to acquire knowledge through observation, experimentation, and practice, generating learning through the development and pragmatic research.
Analog or Comparative Method: Previous knowledge is coupled to new ones, generating a comparison between them to achieve a solution or reach a conclusion.
Methods according to the nature of the matter.
Logical Method: One of the most common methods within the Salvadoran education system, where information goes from the simplest to the most complex following a linear and organized teaching process and, sometimes, this order becomes hierarchical.
Psychological Method: It adapts to the intellectual deficiencies of the students, focusing on supplying the most important needs and developing the weakest skills.
Method as a social achievement (Student-Student; Student-Teacher)
Individual method: It is intended for a single student, who for A or B reason has had a delay in some specific subject or subject, can also be applied in works outside the classroom and small research.
Reciprocal Method: Reciprocal method or tutorials, refers to the method of transmitting information to others after being acquired.
Collective Method: Collaborative work, coexistence between students-students and teachers-students, is the most practiced since, in most educational institutions, there is only one teacher for many students.
Method for acceptance and development
Dogmatic Method: Traditional method which forced the student to accept the knowledge imparted by the teacher, without the possibility of discussion or refute with valid arguments what was imparted, leaving only to confirm as accurate the teacher’s information.
Heuristic Method: antonym of the dogmatic, in this the teacher encourages the student to create their knowledge, where both have the same level of interference in the teaching-learning process, subjecting the information to effective discussion and debate for cognitive development.
Look at this great information with method recommendations:
The methods are flexible and adaptable, this to meet needs, improve capacities, and develop the skills of students so they can have a normal development within society.
All types of methods are intended to create learners capable of confronting their reality with the analysis and total understanding of common and professional problems, giving them solid, rational and logical solutions.
The innovation of the methods is the main pillar of the educational advancement, the flexibility that these have allows a great step towards the innovation and the improvement that these have, since they allow, for the most part, to adapt them to the required requirements, both pedagogical and cognitive as technological and practical.
Techniques
Techniques are ways in which we can transmit knowledge to someone or a general public.
Simply put, the technique depends on the methodology, because thanks to the methodology we will know what tools and resources to use to implement our technique.
Having already detailed some methods, here are some techniques that could be used to apply to those methods:
Active Learning Technique.
Think, analyze and share information continuously, developing production and understanding skills, being participatory and completely interactive, with dialogue and discussion (Socratic method)
It is used to focus all the activities and tasks of the student around the construction of his vital project.
Real Learning Technique.
Based on constructive psychology, this technique is based on the decomposition, construction and association of information, improving the area of near development through real scientific experimentation of knowledge.
It is used to focus the information and knowledge that the student is acquiring for its direct application to the construction of his vital project, as well as to the elaboration of his learning by contrasting new and old knowledge in the context of his project.
Collaborative Learning Technique.
Improve social skills, leadership and self-teaching through small groups actively working on generic skills with special emphasis on listening, teamwork, emotional management, planting …
It is used to focus collaboration and cooperation among students by creating networks of mutual help to work vital projects, as well as joint work between projects that can display synergies or collaborations because of their analogy around a topic of common interest.
Here we leave you a video so you can see techniques applied to the acquisition of a second language:
Approaches
Each of the educational approaches that have a significant presence in the field of education, particularly in terms of learning and teaching, have made possible the emergence of methodological and technological explanations and instruments to address such processes from different dimensions. Its potential is certainly very important, but its isolated or exclusive participation is not enough. In order for them to reach their fair value, their articulation with the elements of other disciplines is necessary, not only the educational ones, but also with the specific practices of the actors and the characteristics of the actors and the characteristics of the social and institutional contexts.
In the following approaches, only some of the characteristics of each of them will be scored in order to learning:
Behavioral approach
Teaching:
It is based merely on Freud’s theory, which states that it is expected to have a result based on stimuli.
It is developed through stages in a systematic way and ordered by levels of complexity as required by the student body.
Evaluation:
The teacher frequently evaluates his students.
The evaluation focuses on the knowledge and behavior of the student.
Student rol:
The student responds to the external stimuli of the environment.
The student is reactive and not proactive.
It has motivations controlled by the external reinforcements that are provided to the student.
Constructivist approach.
Teaching:
A positive classroom climate is created for the teaching-learning process, fostering the development and autonomy of the student through dialogue, generating an effective learning teaching process.
Learning:
It is generated through dialogue with the teacher in which the student is active in the learning process as it seeks its own knowledge.
Learning does not occur by simple repetition.
Teacher’s role:
The teacher is only a guide for the student that encourages and maintains a climate of interest towards the contents, using various strategies and resources in the teaching-learning process.
Evaluation:
It not only focuses on behaviors or knowledge, but also on the development of people therefore it is a continuous process.
The student:
The student is an active builder of their learning.
Cognitive approach.
Teaching:
It is carried out based on the previous knowledge of the student, focusing on the cognitive and metacognitive strategies of the student, seeking the organization of knowledge and identifying the completion of complete and complex tasks.
Learning:
Learning occurs through the gradual construction of new knowledge. It occurs thanks to the association of knowledge where the student creates a link between previous knowledge and new knowledge.
Role of the Teacher:
The teacher frequently intervenes to see the progress of the student being this a knowledge coach.
It fulfills the role of mediator between the student and the new knowledge.
Evaluation:
Both students’ knowledge and skills are evaluated and can be qualified in two ways: formative and summative.
The feedback focuses on the strategies used as in the construction of knowledge.
Role of the student:
It is active in the learning process.
Build your own knowledge.
He is motivated by his perception of the value of the task also by the control he can have over his success.
Heuristic approach
Teaching:
Promotes the ability of self-management of the student.
It must be done in a playful environment rich in teaching aids.
Use technology tools such as:
A) Simulators and educational games.
B) Exploratory microworlds.
C) Expert systems.
Learning concept:
It is produced from experiences and their own discovery.
It is produced through teacher-student interaction.
Teacher’s role:
It does not directly provide knowledge.
It favors the skills of self-management of the apprentice.
Evaluation concept:
Evaluate cognitive skills as social skills.
Evaluate both student learning and student achievement.
It can be formative and summative.
Role of the student:
Experiment, discover and develop learning.
Be an active entity.
You must come to learning through the experiences you have throughout the activity, unity, etc …
In conclution:
Applying methods will depend on your educational approach and applying techniques will depend on your methods.
It is a phrase that can summarize this entire blog, since, with the information detailed above, we discover that these terms have an enormous relationship if it is about teaching.
Let us also remember that all of them are flexible and it is not law to leave them like that, as teachers, our duty is to experiment, innovate and update the methods, techniques and didactic approaches, so that they are constantly changing and become tedious and hateful as the methods 19th century
Teaching Methods 