Learning Techniques

Gazi Md. Abdur Rashid :
Teaching is purposive and leads to intended (Desirable) learning ensuring students expected performance in the classroom activities. Every teacher sets the target for students and sets a direction (Teaching approach) for deciding what is to be done in order to enable students to achieve their active participations. These targets are regarded as learning target, which students learn at the end of each teaching situation. The term ‘instructional process’ can be used to denote a teaching environment and learning outcomes can be stated as objectives to be achieved through instructional process.
The learning process represents the channel through which the students strive to acquire the habits, skills, knowledge, attitude, moral values and appreciation. Learning is brought through teaching, teaching process is the arrangement of environment within which the students can interact and study how to learn effectively in the classroom. The process of teaching learning aims at transmission of knowledge, imparting skills and formation of attitudes, values and amicable behaviour. Learning process is classified under three domains namely cognitive, affective and psychomotor. Learning is a natural and common attribute in any human being as well as learning is, ‘to realise’ ‘to become aware of, ‘to gain by experience’ and ‘to commit to memory’. This suggests that learning results in ‘realising’ ‘becoming aware of, ‘memorising, it is also the result of ‘experience’. Teaching is intended to learning experiences for students, without learning teaching is incomplete. Teaching learning strategy is a set of planned activities in the classroom which would enable the teacher to teach and the child to learn a given type of content so that a set of instructional objectives are effectively achieved.
There are some significant teaching learning methods such as-Lecture by teacher, class discussion conducted by teacher, recitation oral questions by teacher answered orally by students, lecture-demonstration by teacher, lecture-demonstration by another instructor(s) from a special field (Guest speaker), class discussions conducted by a advance student, task oriented small groups, vocabulary drills, panel discussion, gaming and simulation, audio-tutorial lessons, drama, role playing, open textbook study, making of posters by students, use of diagrams, tables, graphs, and charts by instructor in teaching, use of motion pictures, educational films, use of local resources, storytelling, tutorial, students assigned to other students for assistance, peer teaching, use of technology and instructional resources, open textbook tests, take home tests, reading aloud, assignment and homework, in brainstorming small group etc.
Some effective teaching learning techniques are classified as follows: Teacher centered methods (Lecture, team teaching, demonstration)-In these methods instructional interactions originate from the teacher. Students are the recipients in the process; they are led by the teacher through the process in the pre-decided route (Lesson plan) designed by the teacher. Though both students and the teacher are actively engaged in the process, the focus is on the presentation of learning experiences by the teacher.
Student centered methods (Self-instructional methods, practical work, library study, assignments, projects)-Here students are actively involved with the learning experiences individually. Teacher is in the background, he is the one who specifies the learning experiences, makes available these experiences but is indirectly involved in the instructional process. With a view to achieve students learning outcomes through summative assessment (Annual exam), student centered method is more expected in the modern teaching learning approaches.
Group centered methods (Group discussion, small group discussions, peer group discussions, debates, seminars, brain-storming, panel discussion, project methods)-Here students are engaged in the learning experiences essentially as ‘interacting groups’. That is, learning occurs through group interactions. Teacher is also an active participant in the group interactions, but, the student participation is central. These methods are generally useful in developing higher cognitive abilities (Analysis, synthesis and evaluation). Since teaching intends to learning, teaching strategies need to be planned based on the conditions and circumstances under which learning takes place. On the basis of knowledge and understanding of learning a teacher can set the conditions and guide the students towards learning which will contribute in attaining overall quality education. As we help students acquire information, ideas, skills, values, ways of thinking and means of expressing themselves, we are also teaching them how to learn effectively in the classroom achieving expected learning outcomes.
Some expected features of teaching learning techniques: (1) Relevant aims-Set of aims describing what learners should learn and why; the development of cognitive, creative and social skills and values (2) Subject balance-how subjects are defined, how many are taught and the time allocated to each. (3) Good use of time-Positive correlations are noted between instruction time and students learning outcomes achievement. (4) Pedagogic approaches for better learning-Child-centered active pedagogy, cooperative learning and the development of critical thinking and problem-solving skills need to be present. (5) Language policy-Language of instruction is a policy choice affecting curriculum, content and pedagogy. (6) Learning from assessment- Regular, reliable, timely assessment is a key to improving learning achievement. The goals are to give learners feedback, remedial assistance and improve learning and teaching practices. Formative assessment is needed as a complement to formal examinations.
How much subject matter of the content a student can perceive in the classroom depends entirely on the teacher’s teaching learning techniques. Students can enjoy a rewarding class that influences their overall results only if the teacher uses the lesson plan and related teaching aids in the classroom, completes the lesson in light of the specific content during the particular class time.

(Gazi Md. Abdur Rashid, Research Officer, District Education Office, Secondary and Higher Education, Munshiganj)