KYAMBOGO UNIVERSITY

FACULTY OF SCIENCE

PROGRAM: BACHELORS OF SCIENCE WITH EDUCATION

COURSE CODE: SED 2202
COURSE NAME: GENERAL METHODS AND EDUCATIONAL TECHNOLOGY
YEAR 2 SEMESTER 2
TASK : GROUP ASSIGNMENT
INSTRUCTOR : DR. LUDIGO CHRISTINE
DATE: 22-NOV-2022
GROUP MEMBERS

NAME REGISTRATION SIGNATURE

NUMBERR
BUUVI BRIAN 20/U/ESB/9016/PD
KIIZA JOSHUA BLESSING 20/U/ESB/12551/GV
LURENZI ARAFAT 20/U/ESB/9014/PD
KIZZA REAGAN KITUUSE 20/U/ESB/9021/PD

SSEMAKULA GRACE 20/U/ESB/9019/PD

ONGUEER EMMANUEL 20/U/ESB/12726/GV

SHIBUTA EMMANUEL 20/U/ESB/9041/PD

MIGADDE JULIUS 20/U/ESB/9004/PD

KABWERU COLLINS 20/U/ESB/12521/GV

MUGIDE SOPHIE 20/U/ESB/9040/PD

WANDERA JOB LIVINGSTONE 20/U/ESB/9020/PD

LOGWE MARTIN LOKIRU 20/U/ESB/9039/PD

APPROACHES TO TEACHING AND LEARNING.
Approach refers to a way of dealing with a situation or problem.
Teaching is the process of passing knowledge and skills from a teacher to the learner (Marton &
S¨alj¨o, 1997).

Approaches to teaching
These are principles, believes or ideas about the nature of learning which influence the teacher’s
choice of classroom teaching activities. It’s from these, that the teacher is able to select the
possible teaching methods to use and instructional materials (Ramsden, 1997).
This concept of teaching and learning can be divided into the following categories;
• Teacher centered (traditional) approach.
• Participatory approach
• Blended learning
• E-learning
• Collaborative approach

TEACHER CENTERED APPROACH (TRADITIONAL).

The teachers dominate the teaching-learning process by determining what is taught, how it is
taught, and the sequence and pace of teaching. The teacher exercises a major influence on the
kind of teaching that is offered while learners have only a minor say in shaping their education.
This is normally confirmed by the slogan that “the teacher knows best” (R. J. Menges, 1989).
Strategies used here include whole-class lecture, rote memorization and chorus answers.

Characteristics of teacher centered approach.

 It focuses attention on what is taught rather than what is learnt.

 Teachers act as essential link between the child and what is being learnt.
 Teachers see their role as communicating knowledge to their learners as efficiently as
possible.
 The teacher selects what the children learn, the methods by which they learn and the
pace at which they learn.
 The teacher is often very rigid in the way the lesson is presented to the learners.
 Learners get the impression they can only learn when their teacher is present and
teaching.
 Learners are regarded as uniform without considering their individual gifts and needs.

However, many schools still practice mainly traditional approaches to teaching where children
usually sit in regular rows, working at the same exercises at the same time (R. Kane, 2002).

Merits of traditional approach.

 The classroom remains orderly, students are quiet, and the teacher retains full control of
the classroom and its activities.
 Because students learn on their own, they learn independence and make their own
decisions.
 Because the teacher directs all classroom activities, you don’t have to worry that students
will miss an important topic.
Demerits of traditional approach.

 When students work alone, they don’t learn to collaborate with other students, and their
communication skills may suffer.
 Teacher-centered instruction can be boring for students. Their minds may wonder, and
they may miss important facts.
 Teacher-centered instruction doesn’t allow students to express themselves, ask questions,
 E-LEARNING APPROACH.
E-learning refers to a learning system based on formalized teaching but with the help of
electronic resources. While teaching can be based in or out of the classrooms, the use of
computers and the internet forms the major component of the entire process (Biggs, 1987). A
few forms of E-learning used to facilitate include;

 Web -based learning. This form of training is accessed via web browsers or through the
corporate intranet.
 Computer based training.
 CD-ROM based learning.
 Webinars.
 Virtual classroom.
 Mobile learning.
 Video-based learning.
 Custom E-learning.

Characteristics of e-learning.
The characteristics in an E-learning platform or LMS (Learning Management System) in an
online training.
 Integration.
The E-learning platforms should have a development that includes all the solutions in the same
educational environment for a successful learning experience.
 Tracking and reports.
The registration and tracking of a student’s progress is essential to correct the short comings that
students present immediately. The e-learning platforms must register all kinds of information to
present it in exhaustive reports that would otherwise cost many hours of effort to the teaching
staff.
 Automated evaluation.
The automatic evaluation is the star in virtual e-learning campuses. These fulfill two fundamental
functions; the automation of the correction and the recording of the data.
 Content in the cloud.
Having the content in the cloud under a collaborative work system, allows the contents to always
stay updated and available to students, without having to stop the teaching cycle.
 Gamification.
Gamification tends to include rewards for meeting objectives and medals or scores that are taken
into account for the student’s effort. The Gamification also includes classification tables for the
student to see their progress and compare it with the rest of the group.
 Virtual classroom.
Learning with virtual classrooms offers greater flexibility and reach. Virtual classrooms, with a
built-in white board can allow communication between teachers and students and give on-site
classes.
(D. Kember, 2001)
Merits of e-Learning

 Flexibility in terms of time and place.

 Availability; any one with internet access can simultaneously access learning
opportunities without any limitation.
 Efficiency; large coverage within a short period of time
 Cost effective i.e. cost of paying hostels, travel costs etc.
 Providing continued education to vulnerable groups.
 A possible solution to teacher shortages.
 Promotes collaboration.
 Supports individual learning styles and needs.
 e- Learning extends learning to more people.
 E-learning is self-placed in that it allows you to control your pace of learning.

Demerits of e-Learning

 Online student feedback is limited.

 It can cause social isolation.
 It requires strong self-motivation and time management skills.
 Costly in terms of learning aids like good computers and purchase of data.
 Cheating prevention during online assessment is very complicated.
 Online instructors tend to focus on theory rather than practical.
 It is limited to certain disciplines.
 Attention by learners cannot be assured.
 BLENDED LEARNING

What Is Blended Learning?

Blended learning, also called hybrid learning is a method of teaching that integrates
technology and digital media with traditional instructor-led classroom activities, giving
students more flexibility to customize their learning experiences.

Blended Learning Models

Although there are 4 basic models of blended learning, the possibilities are endless when it
comes to the ways in which instructional technologies can be blended into a teacher’s
pedagogical approach. The 4 main models of blended learning and we are going to discuss
them below;

a. Rotation model.

This is the process when the learners rotate between learning modalities on a fixed schedule
(Richardson, 2005). At least one of the activities is implemented online. The rotation model,
in its turn, has four subcategories. Here they are:

Station Rotation. This type is mainly used in the elementary school. Students are divided into
groups and each group has a given task. The learners are allowed to rotate through stations in
the classroom as group members at the teacher’s judgment while at least one station
incorporates online learning

Lab Rotation. This is another option that works when you don’t have a full set of computers
in the classroom. In this model, students rotate to a separate computer lab for online learning
station.

Individual Rotation. Here the students are allowed to rotate only through the stations but on
individual schedules set by the teacher. Unlike other rotation models, students do not
necessarily rotate to every station; they rotate only to the activities scheduled on their
individualized list.

Flipped Classroom. This model focuses on flipping the traditional role of every learning
space. Here students view lecture material prior to class, then spend class time engaging in
exercises under the supervision of the teacher.

b. Flex model.

When relying on the Flex model, learners get more control over their learning. Here, the
teaching process is mainly implemented online with a few exceptions when face-to-face
communication is needed for some instructions or support. Every student has a personalized
schedule they follow during the learning process. For instance, individually learning the
specific theory or topics, students gather together at a library or a classroom and discuss
points, implement individual or group tasks, and so on. Students have a choice of how to
attend on any given day (Hativa, 2000).

A special place is available for discussions with the teacher whether it’s a private talk or a
group discussion. At the beginning of every week, the teacher sets up a schedule of all the
workshops that are meant to happen during the week. Then the students make private
calendars for themselves according to their interests. This is a very flexible system.

c. A La Carte model.

Here, a face to face instruction is combined with an elective course chosen by the learner
according to their needs or interests to be studied entirely online to accompany other
experiences that the learner is having at the learning center. This way, the teacher can expand
the range of study resources that the learners may choose from in order to boost their
motivation and ultimately personalize their learning path (D. Kember, 2001).

d. Enriched Virtual model.

The enriched virtual model allows the learner to complete most of the tasks online but they
have also the chance to attend face-to-face classes. Students do not have to attend schools
daily as in the case of the flipped classroom but usually, twice a week attendance is required.

Such learning takes the process from a teacher-centered to a learner-centered approach. As a

rule, this has a positive influence on student success. Students prefer this model as they get
more independence and may take part in the specific group activity they like. Usually, there
are small groups with different tasks and activities. They watch instructional videos and
complete guided notes. Then the students complete tasks following the notes. This may be
done collaboratively or individually (Lindblom-Ylänne et al., 2006).

Advantages of Blended Learning

1. Flexibility. The teachers get independence to choose any kind of task to assign. Both
synchronous and asynchronous teaching are possible via online sessions all increasing
flexibility. On the other hand, the learners are free to choose the time and the way they prefer
to learn. Such an approach motivates the students and evokes their interest in learning more.
2. Effectiveness. According to research, blended learning examples provide better
effectiveness and productivity. Having the freedom to choose and follow their preferences,
students tend to learn more and provide better results. Additionally, the online platforms
increase student engagement through live chats, emails, and similar discussions. In this way,
students get used to collaborative learning.

3. Increasing Reach. Traditional face-to-face classes follow some limitations related to time
and distance. Blended learning, on the other hand, doesn’t face such distinctions. Thanks to
the technologies and the possibility of remote learning, the audience is increased. This gives
the instructors an opportunity to increase their reach and work with more potential students.

4. Cost-effectiveness. One of the greatest advantages of blended learning is that most of the
costs faced by educational institutions are reduced. From transportation fees to the physical
venues, or printed material requires a significant amount of money that is missing in the case
of blended learning.

5. A transition to online learning. Blended teaching creates an ample time for learners to get
used to online sessions as they’re still having their traditional classes without a complete
abrupt change which may not be easy to adjust to.

6. It enables learners develop critical IT skills during their course of involvement in the
different sessions organized using digitalized media.

Disadvantages of blended teaching

To learners

Inadequate resources. A blended learning model often requires students to utilize technology
outside of the classroom yet not every learner will have equal access to the resources, which
can make online learning difficult or even impossible.

Lack of required individual support for learners. Students with different needs and digital
literacies may not find technology-based learning as accessible without the right level of
support.

A lack of direct contact. Although self-directed learning can be beneficial, learners that are
struggling with online material may not be able to find solutions by themselves.

To educators

It’s often a bottom-up approach. Teachers or other staff often have to take the initiative with
blended learning. As such, there is a need for formal instruction and professional
development to support their blended learning practice.
The infrastructure may not exist. It can be difficult to set up the internal structure needed to
implement blended learning. The resources and budget may not be available.

Time constraints. Moving towards a blended learning environment can take time. As well as
the necessary setup and logistics, training and material preparation is often needed. It can be
difficult to manage this time alongside current teaching requirements.
 PARTICIPATORY APPROACH.
This is an approach where by it is not only the teacher who plays an active role in the teaching-
learning process but the learners too are actively involved in the teaching-learning process. This
approach takes into consideration the individual attributes of children which include their
interests and the forces that motivate them to learn, the powers of comprehension and self-
expression. It’s an integrative process between the teacher and the learner; learners are allowed
to contribute to the construction of knowledge. This is done by asking open ended questions, ask
probing questions, ask clarifying questions, give and ask for feedback (G. Gibbs, 2004).
The following are some of the characteristics of participatory approach of teaching.
 Acknowledges that children’s needs should determine what they learn at school.
Recognizes and respond to changing characteristics that distinguish between children of
different ages and abilities.
 It trains children in skills that are within their capability and stage of development.
 Selects what is taught and the methods used so that they are appropriate to the
comprehension and experience of the children.
 Utilizes the strong multinational force that control so much of children’s natural learning.
 It is more flexible and democratic depending on the prevailing circumstance.
 It emphasizes more of learners’ participation in the teaching-learning process through the
use of various activities.
Examples of participatory teaching techniques include; games, discussions, brainstorming,
critical thinking, incident analysis, describing visual images, pictures, experience presentations,
problem solving, project work, etc (Trigwell & Prosser, 2004).

Merits of participatory teaching approach

 It helps to build self confidence in learners, this is done because individuals are given
chance to express themselves.
 It prevents individuals from being left out (singled out)for what they know or for what
they don’t know because they share their experiences.
 Its memorable, learners do not forget what a fellow learner mentioned
 Lessons learnt can be brought back into the local communities or organizations, leads to
development of skills.
 It unites individuals with different degrees of experience and literacy this promotes
socialism through peer learning.
 They use inexpensive resources
 Helps individuals to understand the perspective of others
 Demerits of participatory teaching

 It sometimes makes some learners uncomfortable for example coming in front of other
learners to say something or make a drawing.
 It’s difficult to establish clear action points and conclusions from the activity. Because
many points are shared. And the information shared is not trusted some times.
 It consumes a lot of time as almost every individual is given chance to express
themselves due to use of many stake holders.
 Limits speed of content coverage
 It can easily get out of control when the leader is weak
 COLLABORATIVE APPROACH
Collaborative group work involves pupils working together in a group and presenting the work
as shared effort where each member has accountability for the product. In other words, it
demands a lot of individual input. For instance, if a group of pupils is asked to produce a
newspaper, the task could be divided into as many parts as there are group members. Each pupil
will work on one part of the task; the group outcome cannot be achieved until every group
member has successfully completed his or her pieces of work (S. M. Scott, 1994). Cooperation
is thus built into task structure, as indeed is individual accountability. You can observe that
collaborative group work asks pupils to work more as a team and produce results required of a
group – one product as a result of collective effort. Therefore, collaborative group work is a
teaching approach that places emphasis on each individual contribution to the group product. In
other words, each individual task or input will have an impact on the group work. The following
are some of collaborative group work (Approaches to Teaching, 5th Edition - Gary D.
Fenstermacher, Jonas F. Soltis, Matthew N. Sanger - Google Books, n.d.).

 In developing collaborative group work in your class, you should set clear objectives
which are achievable within a short time. This will serve as a motivation to your class
when they successfully accomplish a task and achieve its objectives within the time
given.
 Early stages of pupils working can be challenging especially learning to express a point
of view clearly, practicing the sharing of information, trying to listen and respond
appropriately. However, with practice they become better collaborators.
 The teacher has to encourage the pupils that they have much to give as well as to learn
from each other and that working together can be beneficial to all involved.
 Review and evaluate the appropriateness of the group task in meeting pupils’ needs.
Ensure that you provide opportunity to reflect on the success of a collaborative type of
grouping in meeting the intended outcomes of pupils.
 References
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