B.

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Allama Iqbal Open University Course Code: Teaching Strategies (846) Level: MA/ Med.
Semester: Spring, 2020 Assignment No. 1
Q.1
examples. Teaching strategies
Define the term teaching strategies. Discuss any four important teaching strategies with
Teaching strategies, also known as instructional strategies, are methods that teachers use to deliver
course
material in ways that keep students engaged and practicing different skill sets. An instructor may
select
different teaching strategies according to unit topic, grade level, class size, and classroom resources.
Many
kinds of instructional strategies are employed to achieve teaching and learning goals and support
different
kinds of students.
Effective Teaching Strategies for the Classroom
The classroom is a dynamic environment, bringing together students from different backgrounds
with various abilities and personalities. Being an effective teacher therefore requires the
implementation of creative and innovative teaching strategies in order to meet students’ individual
needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to know which
teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’
solution, so here is a range of effective teaching strategies you can use to inspire your classroom
practice.
1. Visualization
Bring dull academic concepts to life with visual and practical learning experiences, helping your
students to understand how their schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos, as well
as encouraging your students to get out of their seats with classroom experiments and local field
trips.
2. Cooperative learning
Encourage students of mixed abilities to work together by promoting small group or whole class
activities.
Through verbally expressing their ideas and responding to others your students will develop their
self- confidence, as well as enhance their communication and critical thinking skills which are vital
throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out short drama sketches
are just a few examples of how cooperative learning can be incorporated into classroom lessons.
3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think for themselves and become
more independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve their problem-
solving skills as well as gain a deeper understanding of academic concepts. Both of which are
important life skills.

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Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of
two odd numbers always an even number?’. However, they can also be subjective and encourage
students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear
uniform?’.
4. Differentiation
Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no one gets left
behind. Assigning classroom activities according to students’ unique learning needs means
individuals with higher academic capabilities are stretched and those who are struggling get the
appropriate support.
This can involve handing out worksheets that vary in complexity to different groups of students, or
setting up a range of work stations around the classroom which contain an assortment of tasks for
students to choose from.
5. Technology in the classroom
Incorporating technology into your teaching is a great way to actively engage your students,
especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos, which helps
students visualize new academic concepts. Learning can become more interactive when technology
is used as students can physically engage during lessons as well as instantly research their ideas,
which develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record
results, take photos/videos or simply as a behaviour management technique. Plus, incorporating
educational programmes such as Quizalize into your lesson plans is also a great way to make
formative assessments fun and engaging.
6. Behaviour management
Implementing an effective behaviour management strategy is crucial to gain your students respect
and ensure students have an equal chance of reaching their full potential.
Noisy, disruptive classrooms do no encourage a productive learning environment, therefore
developing an atmosphere of mutual respect through a combination of discipline and reward can be
beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where individuals move up
or down based on behaviour with the top student receiving a prize at the end of the week. ‘Golden
time’ can also work for students of all ages, with a choice of various activities such as games or no
homework in reward for their hard work.
7. Professional development
Engaging in regular professional development programmes is a great way to enhance teaching and
learning in your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can
gain inspiration from other teachers and academics. It’s also a great excuse to get out of the
classroom and work alongside other teachers just like you!
Sessions can include learning about new educational technologies, online safety training, advice on
how to use your teaching assistant(s) and much more.

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Being an effective teacher is a challenge because every student is unique, however, by using a
combination of teaching strategies you can address students’ varying learning styles and academic
capabilities as well as make your classroom a dynamic and motivational environment for students.
Q.2 Discuss the fundamental elements of teaching model. Answer:-
MODELS OF TEACHING
he term model is used to mean a teaching episode done by an experienced teacher in which a highly
focussed teaching behaviour is demonstrated, in it an individual demonstrating particular patterns
which the
trainee learns through imitation. It is a way to talk and think about instruction in which certain facts
may be
organized, classified and interpreted
Thus teaching models are just instructional designs. They describe the process and producing
particular
 environmental situations which cause the student to interact in such a way that specific change
occurs in his
behaviour.
a-Specification of Environment- It specifies in definite terms the environmental conditions under
which a
student’s response should be observed.
b- Specification of operation- It specifies the mechanism that provides for the reaction of students
and
interaction with the environment.
c- Specification of criterion of Performance-It specify the criterion of Performance which is accepted
by
the students The behavioural outcome which the learner would demonstrate after completing
specific
instructional sequences are delineated in the teaching models
d- Specification of learning outcome- It specifies what the student will perform after completing an
instructional sequence.
Effects of teaching by modelling
Models of Teaching are really models of learning. As we helps students acquire information ideas
skills,
values, ways of thinking, and means of expressing themselves, we are also teaching them how to
learn . ln
fact the most important long term outcome of instruction may be the students ‘increased
capabilities to learn
more easily and effectively in the future ,both because of the knowledge and skills they have
acquired and
because they have mastered learning processes.
A- Instructional effects are the direct effects of the model which result from
the content and skills on which the activities are based.
B- Nurturant effects are those which are implicit in the learning environment.
They are the indirect effects of the model.
Bandura and Walters have formulated three kind of effect in teaching by modelling:
1- Modelling effect- The learner acquires new kind of response pattern.
2- -Inhibitory and disinhibitory effect- The learner increases or decreases the frequent, latency or
intensity
or previously required responses.
3- Eliciting effect- The learner receives from a model merely a cue for realising a response.

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􏰀 Teaching models are useful in developing social efficiency, personal abilities, cognitive abilities and
behavioural aspects of the students. It helps in selecting and stimulating situations which causes the
desirable changes in students
􏰀 Teaching models help to establish teaching and learning relationship empirically. It helps in making
the teaching more effective.
􏰀 Teaching models helps in providing a theoretical rationale to the teaching, which will provide
changes and rectifications in teaching.
􏰀 Teaching models stimulates the development of new educational innovations in teaching
strategies and tactics, which may replace the existing ones in schools of today.
􏰀 Teaching models assist makers of materials to create more interesting and effective instructional
materials and learning sources.
􏰀 Teaching models assist teachers to develop their capacities to create conductive environment for
teaching, as its nature is practical.
􏰀 Teaching models help curriculum planners to plan learning activities and content material which
provide a variety of educational experiences to learners.
􏰀 Teaching model evaluates the behaviour of the students. For this important task, it presents such a
criterion with the help of which the changes in the students behaviours can be easily evaluated.
Modelling effect can be seen when a teacher demonstrates to a student how to hold a pencil or
write capital
A and thus shows a new behaviour. Through modelling the teacher lets the student know that it is
not
permissible of obscene nature in art book. The eliciting effect takes place when through modelling;
a teacher
tries to teach students to get up when he enters the room. Thus it provide a cue eliciting a response
neither
new nor inhibited. Gagne feels that learning through imitation seems to be more appropriate for
tasks which
are a little cognitive in nature.
Utility of Teaching Models in Teaching
Characteristics of a Teaching model
1- Encourage Art of Teaching- Teaching is considered as an art.. Teaching models encourages this art
by providing learning environment.
2- Development of Inherent Abilities -Teaching models bring about the qualitative development of
personality as it helps in developing human abilities. It also increases the teacher’s social
competency.
3- Based on Individual Differences- Teaching model uses the student’s interest, as it is constructed
on
the basis of individual differences.
4- Influenced by Philosophy- Every teaching model is influenced by the philosophy of education.
Hence,
teachers formulate different models of teaching under the influence of the philosophy they believe.
5- Answers Fundamental Questions- In every teaching model answers to all the fundamental
questions
pertaining to the behaviour of students and teachers are included.
6- Providing Appropriate Experiences- Teaching models provides proper experiences to both
teacher
and student. Selecting the content and presenting it for learning before the students is the main
essentiality
of teaching. This difficulty is solved when a teacher presents appropriate experience before the
students.
7- Maxims of Teaching- The basis of teaching model is the maxims of teaching. They are the
foundation
of each teaching model.
8- Practice and Concentration- The development of a teaching model is based on regular and
continuous practice and concentration. The proper development of a teaching model is only
possible when
the assumptions are made clear by related thinking.
Fundamental Elements of a Teaching Model:
Normally majority of teaching models are based on the following six elements:
Fundamental Elements of a Teaching Model:
Normally majority of teaching models are based on the following six elements:

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Focus
 Focus is the central aspects of a teaching model. Objectives of teaching and aspects of environment
generally constitute the focus of the model. Every teaching model is based on one or the other
objective as
its focal point. Any teaching model is developed by keeping this focal point in mind. Every teaching
model
differs from another in terms of its objectives. It is the nucleus of a teaching model. Every model is
developed by keeping in view its focal point or objective . Every model has various phases, some
particular
types of competencies are developed by it.
Syntax
Syntax of the model describes the model in action. Syntax includes the sequences of steps involved
in the
organization of the complete programmed of teaching. It is the systematic sequence of the activities
in the
model. Each model has a distinct flow of phases. It means the detailed description of the model in
action. In
it, the teaching activities and interactions between a pupil and the teacher are determined .The
syntax of any
teaching model means those points which produce activities focused on educational objectives at
various
phases. Under syntax, the teaching tactics, teaching activities and interaction between a student
and the
teacher are determined in such a pattern of sequence that the teaching objectives are achieved
conveniently
by providing desirable environmental situations.
Principles of Reaction
Principles of Reaction tell the teacher how to regard the learner and to respond to what the learner
does. This
element is concerned with the way a teacher should regard and aspects respond to the activities of
the
students. These responses should be appropriate and selective. They provide the teacher with rules
of thumb
by which to select model, appropriate responses to what the student does. This element is
concerned with the
teacher’s reaction to the students responses. In it,he comes to know that how he has to react to the
responses
of the students and has to see whether the learners have been actively involved in the process, or
not.
The Social System
This element is concerned with the activities of pupil and the teacher and their mutualrelationships.
Every
teaching model has separate objectives and will have therefore separate social systems. It is related
with the
interactive roles and relationship between the teacher and the student, and the kinds of norms that
are
observed and student behaviour which is rewarded. The Social System describes the role of and
relationships between the teacher and the pupils. In some models the teacher has a dominant role
to play. In
some the activity is centred around the pupils, and in some other models the activity is equally
distributed.
 This element is based on the assumption that every class is a miniature society. In it also discussed
the
selection of motivating strategies and tectics for the students. Naturally social system occupies a
central
position in making the teaching impressive and successful in relation to the previously selected
objectives. .
Support system
Support System describes the supporting conditions required to implement the model. ‘Support’
refers to
additional requirements beyond the usual human skills, capacities and technical facilities. The
support
system relates to the additional requirements other than the usual human skills or capacities of the
teacher
and the facilities usually available in the ordinary classroom. Teacher requirements refer to special
skills,
special knowledge of the teacher and special audio-visual material like films, elf-instructional
material, visit
to special place etc.This includes books, films, laboratory kits, reference materials etc. It means the
additional requirements beyond the usual human skill, capacities and technical facilities. In it, the
evaluation
is done by oral or written examination, whether the teaching objectives have been achieved or not.
On the
basis of this success or failure, clear idea is achieved regarding the effectiveness of strategies, tactics
and
techniques used during teaching.

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Application
It is an important element of a teaching model. It means the utility or usage of the learnt material in
other
situations. Several types of teaching modes are available. Each model attempts to desirable the
feasibility of
its use in varying contexts related with goal achievements in terms of cognitive, and affective
behaviour
modification.
Types of Teaching Models:
Every teaching model has its specific objective. In order to achieve the objective of a teaching
model, the
teacher has to choose right type of model for achieving the particular objective. The teaching
models have
been classified into three main types:
1. Philosophical teaching models: Israel Saffer had mentioned such types of models. These include
A- The Insight model (Plato).-The insight model discard the assumption that the meaning of of a
teaching
model is merely deliver the knowledge or ideas through teaching to the mental domain of the
students.
According to this model the knowledge can not be provided merely through the expression of sence
organs,
but the knowlnd principles of language are most important.edge of the content is also a necessity.
The
 knowledge can not be provided merely by speaking the words or listening them. Mental processes
and
language both work together.
B- The Impression model of teaching (John Locke).-It is based on a general assumption the the
child’s
brain is like a clean slate at the time of birth. Whatever experiences are provided through teaching,
creates
impression on child’s brain. These impressions are termed as learning. In the learning process the
sense
organs .
C- The Rule model ( Kant)-In this model much importance is given to the logic. Kant gives
importance to
logic, because in it following certain rules is essential. The objective of rule model is to devlop the
logical
reasoning capacities of the student. Some particular rules are followed. Planning, organisation and
interaction of teaching is performed under specific rules.
2- Psychological model of teaching: John P. Dececco had mentioned such types of models. It
includes
A- Basic Teaching model (Robert Glaser)- Robert Glaser (1962) has developed a stripped-down
teaching
model which, with modifications, is the basic teaching model. The basic teaching model divides the
teaching
process into four components or parts. It will be useful in several ways.. The four parts of the model
represent the basic divisions. Instructional objectives, Entering behavior, instructional procedure,
and finally
performance assessment.
B- An Interaction model of teaching (N.A. Flander).- Flander considered teaching process as an
interaction process. He divided class-room behaviour in ten categories known as Flander’s ten
category
system. In this model the behaviour of student and teacher is analysed. An interaction between a
teacher and
the student is more emphasised in this model.
C-Computer based teaching model ( Daniel Davis )-It is the most complicated model having ,
entering
behaviour, determination of objectives and teaching aspect as fundamental elements. In this
element
computer teaching plan is selected according to the entering behaviour and instructional objectives.
The
performances of the student are evaluated. Accordingly alternative teaching plan is presented. In
this model,
the diagnosis and teaching go side by side. Remedial teaching is provided on the basis of diagnosis
.Individual differences are also given importance.
Q.3 Critically examine the understanding level of teaching and
also explain what the limitations of teaching at understanding level are?
Answer:-

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Understanding level of teaching
In the understanding level of teaching, the mental development of the learner is at a higher level
than
 that of memory level. Cognitive abilities of the student are developed. Here students become
capable to
think, present things logically, analyze them, draw inferences. They are able to evaluate the
relationships
between the principles and facts.
Elements of understanding levels of teaching:-
(a) Understanding objectives:-
It is the understanding of instructional messages by means of interpreting, exemplifying, classifying,
comparing, inferring etc.
(b) Application Objectives:-
It includes the use of a proper procedure for executing and implementing the use of principle/ rules
in
practical life situations.
(2) Nature of subject matter:-
The content for teaching-learning at this level is quite wide as compared to that needed at memory
level
teaching. The content also includes the application of the principle/generalizations in due real life
situations.
(3) Methods used:-
For achieving objectives like understanding, comprehension and application following methods of
teaching
could be used.
1. Lecture method
2. Lecture cum demonstration
3. Discussion
4. Inductive-deductive
5. Exemplification and explanation
(4) Classroom climate:-
More likely and encouraging as compared to that of memory level teaching.
Learners are actively engaged in the learning process.
This makes the classroom environment positive and enjoyable.

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(5) Nature of motivation:-
Motivation at understanding level of teaching is extrinsic as well as intrinsic in nature.
(6) Teaching equipment:-
Teaching becomes very easy and interesting with the help of different teaching aids like
• models,
• charts,
• flash cards,
• pictures etc.
Students can easily comprehend the concept by using various teaching aids. So the teacher
should use the
right aid/equipment as per the need and level of students.
(7) Evaluation:
Tools and devices used for evaluation at this level are more comprehensive than that of memory
level
teaching.
Tests and tools should be properly planned. Planned tests could evaluate the student’s ability to
comprehend, gasp, analyze, synthesize, discriminate etc.
 These abilities can be examined using oral and written tests along with some scope for testing
practical
knowledge.
(8) Role of the teacher:-
Role of teacher is prominent in the understanding level of teaching. He is the person responsible for
presenting learning material. Teacher makes sure that pupil understands the content by making it
interesting
for them.
· In this level of teaching the contents and the sequence of presentation, mode of instruction,
methods used
in evaluation all remains with is the powers of the teacher.
(9) Role of learner:-
At this level of teaching role of the learner is not so passive like that of the memory level. The
learner has to
work hard at this level. The learners at this level are secondary and can take some initiative to know
further
about the contents. Both the teacher and learner interact within the framework set by the teacher
to obtain
the objectives designed at this level of teaching.

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The Limitations of Teacher
As teachers, we have successes with some students. And failures with others. The public probably
does not
understand how much teachers agonize over the students we did not reach, those we could not
help.
But when a young man drove his car into the crowd at Charlottesville, killing one and harming many
more,
we heard his high school teacher express regret that he could not change that young man while in
his classes
in high school.
So now you know. As much as teachers are proud and thankful to watch a student blossom in our
classrooms and then go on to live a successful and productive life, there is that darker side of this
profession.
Teachers silently ponder those who passed through our classrooms but failed in society, sometimes
in ways
that destroy their lives and the lives of those around them.
As veteran teachers, we will eventually read of the conviction of one of our former students. We
will think
back to their time with us in school. And we will question what went wrong. Did I miss the signs?
Should I
have been more understanding? Should I have applied harsher discipline? Could I have done more
to guide
them in a different direction?
We now live in the educational age of accountability and blame. Under the new “growth model,"
students
are told they can become anything they want, and if they don’t... well it's the teacher's fault for
having a
“fixed mindset.” More and more, society seems to blame teachers for the failure of students.
Some patients come to the doctor too late. Too far gone. And nothing the doctor can do can save
them.
 Teachers only influence a portion of a child’s life, and our ability to save them is likewise, limited.
Some patients die because they fail to take the medication the doctor prescribed, or exercise, or
change their
lifestyle. And some students fail to do their homework or study, or take any advice that could
improve their
life.
So the fact that some patients die does not mean that the doctors were bad. Although doctors will
all ponder
at the end of the day if they could have done something better.
And when some students go on to fail in life, it does not mean that the teachers were bad, although
we too
will always wonder if we could have done something different.
But it is within our successes that we who teach can see the importance of personal engagement.
And we
should remember that the teacher who inspired one student may not be the best mentor for
another. And
sometimes, there just is no best mentor. And there's nothing a teacher can do.
As teachers, we respect and understand Mr. Derek Weimer,
the teacher who spoke out about his former
student. Mr. Weimer taught social studies to James Alex Fields at Randall Cooper High School in
Union,
Kentucky for two years. After the tragedy in Charlottesville, Mr. Weimer talked about his former
student,
saying: “Once you talked to James for a while, you would start to see that sympathy towards
Nazism, that
idolization of Hitler, that belief in white supremacy. It would start to creep out."
Q.4 Take any subject of your choice and write it’s at least fifteen objectives of teaching with
examples.

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Answer:-
Objective of Teaching:
Learning objectives, or learning outcomes, define the goals and expectations of a lesson. Learning
objectives for individual lessons connect to the broader goals of a unit or course. Not only do
learning objectives help you plan your curriculum, they also let students know what they will have
learned by the end of a particular lesson.
The key is writing objectives with realistic - yet challenging - expectations. Well-written objectives
are basically assessment plans, making them easy for the rest of your lesson. Check out these
learning examples for elementary and secondary students that are easy to measure and observe.
Examples:
• After a lesson on bullying, students will be able to explain the difference between a bully and a
friend by writing a short paragraph that includes a thesis statement and call to action.
• Students will be able to categorize types of animals into the correct classes with a graphic
organizer after reading an article on animal traits.
• By working in collaborative literature groups, students will be able to form predictions about the
next chapter of Anne of Green Gables using at least three pieces of textual evidence.
• Students will be able to accurately describe their observations in a science journal after completing
a week- long terrarium unit.
• By the end of the reading lesson, students will be able to identify the rising action, climax, and
falling action on a plot diagram.
• Students will be able to apply their knowledge of the writing process to a peer editing session in
which they provide at least five peers with valid feedback.
• After a lesson on the Pythagorean Theorem, students will be able to correctly solve at least 8 out
of 10 geometry problems using the theorem.
• Students will be able to evaluate their classmates' arguments in a Socratic seminar by taking
Cornell notes during each discussion.
• Using the Golden Gate Bridge as a model, students will be able to design their own popsicle-stick
bridges that can support at least five pounds of weight.
• Students will be able to accurately name the parts of a compass rose after learning a song about
the cardinal directions.
• After reading "The Tell-Tale Heart," students will be able to contrast Poe's tone with another
Romantic author in a short expository paragraph.
• Students will be able to diagram the life cycle of a butterfly in a graphic organizer after reading
From Caterpillar to Butterfly.
• After a lesson on place value, students will be able to estimate how many lemons they would need
to start a lemonade stand during a class discussion.
• Based on their independent reading books, students will be able to recommend their book to
another class member with a one-paragraph book review.
• Students will be able to differentiate between igneous, sedimentary, and metamorphic rocks by
choosing the correct rock at least five times during partner work.
• After learning about the American election process, students will be able to justify why they would
make a great president by writing a campaign jingle.
• Students will be able to compare and contrast the outcomes of World War I and World War II by
creating timelines of significant events that occurred immediately after each conflict.
• Based on their knowledge of long division, students will be able to interpret 10 word problems by
expressing them in equation form.

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• Students will be able to summarize the events of their day in a personal journal after a lesson on
reflective writing.
• After a lesson on civil disobedience, students will be able to defend the actions of a civil rights
leader in a formal class debate.
Q.5 The method provides learning by doing and proved to be quite successful in developed and
developing countries. Discuss
Answer:-
The field of education has been affected by methods, which have undoubtedly affected teaching,
learning and research (Yusuf, 2005) .methods have the potential to accelerate, enrich, and deepen
skills, to motivate and engage students, to help relate school experience to work practices, create
economic viability for tomorrow's workers, as well as strengthening teaching and helping schools
change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly
changing world, basic education is essential for an individual be able to access and apply
information. Such ability must find include methods in the global village. Conventional teaching has
emphasized content. For many years course have been written around textbooks. Teachers have
taught through lectures and presentations interspersed with tutorials and learning activities
designed to consolidate and rehearse the content. Contemporary settings are now favouring
curricula that promote competency and performance. Curricula are starting to emphasize
capabilities and to be concerned more with how the information will be used than with what the
information is. Contemporary methods are able to provide strong support for all these requirements
and there are now many outstanding examples of world class settings for competency and
performance-based curricula that make sound use of the affordances of these technologies (Oliver,
2000). The integration of information and communication technologies can help revitalize teachers
and students. This can help to improve and develop the quality of education by providing curricular
support in difficult subject areas. To achieve these objectives, teachers need to be involved in
collaborative projects and development of intervention change strategies, which would include
teaching partnerships with method as a tool. According to Zhao and Cziko (2001) three conditions
are necessary for teachers to introduce method into their classrooms: teachers should believe in the
effectiveness of technology, teachers should believe that the use of technology will not cause any
disturbances, and finally teachers should believe that they have control over technology. However,
research studies show that most teachers do not make use of the potential of method to contribute
to the quality of learning environments, although they value this potential quite significantly
(Smeets, 2005). Harris (2002) conducted case studies in three primary and three secondary schools,
which focused on innovative pedagogical practices involving method. Harris (2002) concludes that
the benefits of method will be gained “...when confident teachers are willing to explore new
opportunities for changing their classroom practices by using method. As a consequence, the use of
method will not only enhance learning environments but also prepare next generation for future
lives and careers (Wheeler, 2001). Changed pool of teachers will come changed responsibilities and
skill sets for future teaching involving high levels of method and the need for more facilitative than
didactic teaching roles (Littlejohn et al., 2002). According to Cabero (2001), "the flexibilization time-
space accounted for by the integration of method into teaching and learning processes contributes
to increase the interaction and reception of information. Such possibilities suggest changes in the
communication models and the teaching and learning methods used by teachers, giving way to new
scenarios which favour both individual and collaborative learning”. The use of method in educational
settings, by itself acts as a catalyst for change in this domain. methods by their very nature are tools
that encourage and support independent learning. Students using methods for learning purposes
become immersed in the process of learning and as more and more students use computers as
information sources and cognitive tools (Reeves & Jonassen, 1996), the influence of the technology
on supporting how students learn will continue to increase. In the past, the conventional process of
teaching has revolved around teachers planning and leading students through a series of
instructional sequences to achieve a desired learning outcome. Typically these forms of teaching
have revolved around the planned transmission of a

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body of knowledge followed by some forms of interaction with the content as a means to
consolidate the knowledge acquisition. Contemporary learning theory is based on the notion that
learning is an active process of constructing knowledge rather than acquiring knowledge and that
instruction is the process by which this knowledge construction is supported rather than a process of
knowledge transmission (Duffy & Cunningham, 1996). In this domain learning is viewed as the
construction of meaning rather than as the memorisation of facts (Lebow, 1993; Jonassen & Reeves,
1996). Learning approaches using contemporary methods provide many opportunities for
constructivist learning through their provision and support for resource-based, student centered
settings and by enabling learning to be related to context and to practice (Berge, 1998; Barron,
1998). As mentioned previously, any use of method in learning settings can act to support various
aspects of knowledge construction and as more and more students employ methods in their learning
processes, the more pronounced the impact of this will become. Teachers generate meaningful and
engaging learning experiences for their students, strategically using method to enhance learning.
Students enjoy learning, and the independent enquiry which innovative and appropriate use of
method can foster. They begin to acquire the important 21st century skills which they will need in
their future lives