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TYPES OF TEACHING METHODS There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods. (a) INSTRUCTOR/TEACHER CENTRED METHODS Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners on the other hand are presumed to be passive and copious recipients of knowledge from the teacher. Examples of such methods are expository or lecture methods - which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such methods are called ?closed-ended?. (b) LEARNER-CENTRED METHODS In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well ?so that in his classroom extends rather than constricts his intellectual horizons?. The teacher also learns new things everyday which he/she didn?t know in the process of teaching. The teacher, ?becomes a resource rather than an authority?. Examples of learner-centred methods are discussion method, discovery or inquiry based approach and the Hill?s model of learning through discussion (LTD). (c) CONTENT-FOCUSED METHODS In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important. A lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content. An example of a method which subordinates the interests of the teacher and learners to the content is the programmed learning approach. (d) INTERACTIVE/PARTICIPATIVE METHODS This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher. These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher. They require a participatory understanding of varied domains and factors.
