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Chapter II: The Learning Basis of Teaching Methods

Introduction The practice of teaching incorporates both the planning and delivery of instruction. As suggested by the chapters of this volume, teaching in both these aspects may be done with individuals or groups; by the use of a number of different methods and their combinations lecturing, discussion, tutoring, or the use of games; and by using various media including printed texts, pictures, television, and films. And, of course, teaching is done in connection with a great variety of subjects--from reading in an elementary classroom to the traditional categories of the high school curriculum and to the vocational and avocational pursuits of adult education. With all of this variety of means and modes, it nevertheless remains true that the central purpose of teaching is the promotion of learning in individuals called students. As a consequence, it seems reasonable to expect that, whatever particular method or style the teacher may choose on any given occasion, or whatever variation in teaching approach he may consider desirable, he will continue to maintain the support of learning as his primary goal. In pursuit of this goal, it is evident that the teacher must make a host of individual decisions concerning what kinds of stimulation to present to the learner, what communications to make, what questions to ask, what sorts of confirmation of the learner's productions to provide, and many other decisions of this general sort. These decisions are based upon the teacher's understanding of what is happening to the student as a learner; that is, they are influenced by the teacher's conceptualization of the processes of learning and the expected outcomes to which these processes lead. Descriptions of the procedures and methods of teaching, such