Prior to reading the article, I was able to judge from its title that it generally sets out a discussion on innovative teaching methods which are quite different from traditional teaching approaches. My general knowledge on this topic was that innovative methods were more student-centered and focused on creating a more stimulating learning environment. From my past experiences, I also know that innovative teaching methods are very beneficial to learners since they often address previously unquestioned assumption. I therefore, supposed that the article presented general techniques involved in innovating teaching, comparing and contrasting different approaches. I also believed that the paper explored the differences between traditional and innovative teaching methods and relevant scenarios in which each category of teaching methods were most successful.
Reading the text, it was evident that both traditional and multimedia teaching methods are evaluated. The article authors contend that, teaching ought to include two major components, sending and receiving information (Damodharan and Regarajan 4). Hence, any communication method that is able to serve the purpose can be considered an innovative teaching method. The two critical benefits which include; improving the learning process and strengthening governance are discussed. The first important lesson was an in-depth understanding of the traditional teaching method. I was able to understand that; key aspects of the method are that; the teacher is the sender and the source, the education material the information or the message, and the student the receiver (Damodharan and Regarajan 4).
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The delivery medium is primarily the chalk-talk approach and the students assume purely passive roles with a concentration that often fade after 15-20 minutes. I have also been able to learn the limitations of traditional teaching. These include; insufficient interactions between teachers and students within the classroom setup, more emphasis on theory rather than practical and real life experience, learning based on memorization rather than understanding, teacher’s inability to evaluate student’s response and feedback, a generally one way flow of information, and materials presented only on the basis of lecture notes. I have been able to understand that innovative approaches are generally, more interactive in nature (Damodharan and Regarajan 4).
The first innovative approach identified from the text is the use of mind maps which involve making notes with images and using visual and sensory tools available on a day to day basis (Damodharan and Regarajan 9). Teaching using humor has also been identified as a universal phenomenon that is very beneficial in both the physical and psychological sense. I have also, for the first time, come to learn of the Z to A approach which is regarded as a teaching strategy that first explains the application part of a particular concept (Damodharan and Regarajan 10). Key strengths of the approach have been identified as; being able to elicit student’s interest, creating long lasting memories and correlation to a concept and making a particular subject clearer.
The other innovative teaching approach, which I had some considerable background knowledge about, is the use of mnemonics (Damodharan and Regarajan 13). The article has added to my knowledge base on the various approaches and benefits of innovative teaching strategies. I have also been challenged to include more innovative teaching approaches such as the internet ready phones, Mp3 players, E-learning, laptops, handheld computers and digital cameras during my future teaching. I am, however, left considering how the various learning outcomes which uses innovative approaches can be effectively evaluated and assessed.
- Damodharan, V. S. and Regarajan, V. Innovative Methods of Teaching. Sultan Qaboos
University, 2007.
