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capable of validating student's participation in all stages of the process, it also implies
tasks and activities that develop upper level cognitive skills and behavioural skills
based on ethical values.
1.1
Teaching Methods
In general, the choice of a teaching strategy “involves the deliberate choice for an
action plan or teaching model which constitutes a way to intervene using methods and
techniques which, in turn, cause a certain teaching style” [2, p. 161].
The concept of method of teaching refers to the form of organization of the
teaching and learning process, by the teacher, by trying to organize the learning
process according to the resources and aims defined in the context of the strategies.
For this reason, some authors, such as Gimeno [3], do not distinguish the concepts
of method and strategy, Pacheco and colleagues [2] defining them as “the path that
we follow while taking action through a practical synthesis of choices made among
psychological variables, didactic and philosophical” [2, p. 160].
Establishing a classification of teaching methods is not easy and will always be
debatable, since it depends on several criteria. Gimeno [3], points out that some of
these difficulties are related to the fact that they are dynamic variables, very diverse
and it is difficult any categorization.
However, Pacheco and colleagues [2], put forward an attempt of classification,
distinguishing four types of methods, but we will only be looking at three, shown on
Table 1.
Table 1. Teaching method
Teacher-centred
Student-centred
Interactive
Expository methods, effective
for certain contents for low
learning levels of abstraction.
Based on the self-discovery
process and requires the active
participation of students and the
guidance of the teacher in the
learning process. Each student
follows his or her own pace of
learning.
Methods of discussion: Group
debate, on the basis of small
groups, in which the teacher
tries to foster the exchange of
ideas and opinions.
Examples: class discussion;
small group discussion; group
projects.
Each type is distinguished by the different involvement of students and teacher, as
well as for the different results.
With the methods centred on the teacher, it is the teacher's responsibility to
promote the proper initiatives, to organize the contents, to introduce to the students, in
the form of well-structured presentations. The student assimilates and stores the
transmitted knowledge, cumulatively, which is the product of the method used.
However, the lecture method is complemented often with the maieutic method,
which encourages and engages the student in conducting personal research and
thinking. Learning outcomes, either more superficial or deeper, may depend on the
commitment of teachers or the personal interests of students.
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