The teaching methodologies applied by instructors differ depending on the teacher’s beliefs about learning. In my first year anatomy course, the instructor believed in constructivism and as such promoted active participation of students in the learning process. The teacher applied the use of cooperative learning and differentiation in classroom. This involved dividing students into groups and assigning different subtopics to each group. The groups then presented their findings on the given subtopics while the rest of the class pointed out areas needing clarifications and additional inputs in a discussion forum. I liked this method because everyone participated during the forums and the content retention for each student was considerably high.
In contrast, another instructor applied the direct transmission belief in the methodology used to teach Economics for Healthcare. In this course, handouts and reading materials were availed to learners at the beginning of the semester. Thereafter, classroom approach involved presentations by the instructor using power-point in an all-teacher-centred learning. Despite using visual learning technique, the instructor dominated the lecture by talking 70% of the time and controlled what was being taught (Gill and Kusum, 2017). As a student, I had difficulty keeping track of my concentration because the process of learning made me a passive listener. This method resulted in negative perception of the course by students.
I believe a learner’s self-efficacy determines learning outcomes and as such should be considered when deciding on the teaching methodology to be adopted. Positive efficacy emphasizes on student-centred approach of teaching since students are able to control the learning process and the teacher is able to identify students’ abilities thus modify the teaching to meet each and every student’s need. This makes learning interactive and motivating. On the other hand, a teacher-centred approach passes across as monotonous. The instructor is assumed to be all-knowing and views students as per Herbatian approach as clean slates awaiting knowledge from outside (Gill and Kusum, 2017). This method of teaching gives priority to content rather than the learning process thus acts as a hindrance to effective learning of students with low efficacy.
Conclusively, the perception of learning adopted by either a teacher or a learner affects the teaching methodology used and consequently the learning outcomes.
Gill, A. K. & Kusum. (2017). Teaching approaches, methods and strategy. Scholarly Research Journal for Interdisciplinary Studies, 4 (36), 6692-6697. Retrieved from http://oaji.net/articles/2017/1174-1512381655.pdf