APPROACHES

1. Flipped learning pedagogical approach

Flipped learning is a pedagogical approach in which, students acquire knowledge in a classroom

context and are then sent away to synthesize, analyze and evaluate this after the class.

Procedure:

 Plan: Figure out which lesson in particular you want to flip. Outline the key learning

outcomes and a lesson plan.

 Record: Instead of teaching this lesson in-person, make a video. Make sure it contains all

the key elements you would mention in the classroom. If making videos better facilitate

your instructional goal, and then go ahead.

 Share: Send the video to your students. Make it engaging and clear. Explain that the

video’s content will be fully discussed in class.

 Change: Now that your students have viewed your lesson, they’re prepared to actually go

more in-depth than ever before.

 Group: An effective way to discuss the topic is to separate into groups where students are

given a task to perform. Write a poem, a play, make a video, etc.

 Regroup: Get the class back together to share the individual group’s work with everyone.

Ask questions, dive deeper than ever before.

After the six steps, Review, Revise, and Repeat!

Advantages:

 Since a flipped classroom typically involves watching video versions of course material

online as homework, students can then come to class the next day ready to actively

engage in the material (Rivera, 2016). It also allows teachers to spend more time

individually interacting with students, which creates more opportunities to check for

understanding and clear up misconceptions.

 Improvements in student engagement are also frequently supported by existing research.

This could be because the flipped classroom approach presents material through digital

mediums which students can more easily relate to (Rivera, 2016).

Disadvantages: According to Rivera (2016), one problem that has been identified as an obstacle

in the adoption of flipped classrooms is that many educators react to new teaching strategies,

including flipped classrooms, with skepticism and suspicion.

Application in Psychology: this approach can be used in any topic of psychology. Taking an

example of Bandura’s social learning, in this the teacher will introduce the topic to students and

for further explanation teacher can assign task to each student in a group. After students

complete the task there will be whole class discussion.

2. High-Tech Approach

The high tech approach to learning utilizes different technology to aid students in their classroom

learning. Many educators use computers and tablets in the classroom, and others may use the

internet to assign homework.

Procedure: Use of electronic gadgets to teach different lesson. Use of multimedia, computers

and laptops to teach the content.

Advantages:

 Technology allows for more active learning; teacher can increase students’ engagement

through online polling or asking quiz questions during lectures (with instantaneous

results).

 Online polling and other digital tools help to engage all students, including shy students

who wouldn’t normally raise their hand in class. Online engagement systems allows

teacher to regularly check in with students for feedback on course materials and

assignments.

Disadvantages:

 College students learn less when they use computers or tablets during lectures.

 While students have always found ways to cheat, the digital age makes it even easier

from copying and pasting someone else’s work to hiring an essay writer from an online

essay mill.

Application in Psychology: integrating technology to teach psychology will help students to be

more focused. Different topics in psychology are being taught through power point presentation.

To show pictures in class this approach can be used.

 METHODS

3. Facilitator or activity style:

Facilitators promote self-learning and help students develop critical thinking skills and retain

knowledge that leads to self-actualization.

Advantages:

This style trains students to ask questions and helps develop skills to find answers and solutions

through exploration; it is ideal for teaching science and similar subjects (HIMMELSBACH,

2019).

Disadvantages:

Challenges teacher to interact with students and prompt them toward discovery rather than

lecturing facts and testing knowledge through memorization (HIMMELSBACH, 2019). So it’s a

bit harder to measure success in tangible terms.

Application in Psychology: different psychological experiments can be done through this

method of teaching. In this method students will become self directed learner. Students will think

critically on each experiment like, in rubber hand experiment, students may think what makes

person think that rubber hand is their real hand. Why the person move their hand immediately

soon after a hammer is hit on rubber hand.

 4. Hybrid Method:

Hybrid, or blended style, follows an integrated approach to teaching that blends the teacher’s

personality and interests with students’ needs and curriculum-appropriate methods.

Procedure: According to Faculty Resources (2019), follwing is the procedure in Hybrid method

of teaching

 Critically re-examine course goals and objectives and consider carefully how they can

best be achieved in the hybrid environment.

 Develop new learning activities that capitalize on the strengths of the online and face-to-

face learning environments.

 Avoid the common tendency to cover too much material and include too many activities

in the redesigned course that result in a "course and a half."

 Don't overload the course: online activities take longer than you think they will.

Advantages:

 Faculty can teach using a variety of online and in-class teaching strategies, which make it

possible to achieve course goals and objectives more effectively.

 The hybrid model allows faculty to develop solutions to course problems and to

incorporate new types of interactive and independent learning activities that were not

possible in traditional courses (Faculty Resources, 2019).

Disadvantages:

 Hybrid style runs the risk of trying to be too many things to all students, prompting

teachers to spread themselves too thin and dilute learning (Faculty Resources, 2019).

 Because teachers have styles that reflect their distinct personalities and curriculum from

math and science to English and history it’s crucial that they remain focused on their

teaching objectives and avoid trying to be all things to all students.

Application in Psychology: this method needs to be applied in psychology course to know

interest and needs of students. To prepare such lessons that will cater various needs of learner as

well their interest.

STRATEGIES

5. Gallery walk:

This is a strategy that borrows its name from a visit to an art gallery. Students walk through an

exhibit of posters, artifacts, or display of items they have completed. They can be directed to take

notes. The idea is to thoughtfully look at what is displayed.

Procedure:

 Select Texts: Teachers select the texts (e.g., quotations, images, documents, and/or

student work) that they will be using for the gallery work. Teacher could also have the

students themselves, working individually or in small groups, select the texts (Facing

History and Ourselves).

  Display Texts around the Classroom: Texts should be displayed “gallery style,” in a way

that allows students to disperse themselves around the room, with several students

clustering around each particular text.

 Explore Texts

Students can take a gallery walk on their own or with a partner. Teacher can also have

them travel in small groups, announcing when groups should move to the next piece in

the exhibit. One direction that should be emphasized is that students are supposed to

disperse around the room (Facing History and Ourselves).

 Debrief the Gallery Walk: Once students have had a chance to view a sufficient number

of the texts around the room, debrief the activity as a class. In the end, teacher might ask

students to share the information they collected, or teacher might ask students what

conclusions they can draw about a larger question from the evidence they examined.

Advantages:

 Students interact and synthesize the concepts, making learning more effective than in a

typical classroom environment.

 Students are encouraged to move around without having to sit in one place for a long time,

removing boredom which otherwise makes learning uninteresting.

 Students get to know about different perspectives of the same topic thus improving the

learning opportunities.

Disadvantages:

 A few students in the group may not actively participate in the knowledge construction. This

can be addressed up to a certain extent by assigning specific roles to students in each group
 and then asking them to rotate the roles when they reach the next station. The teacher can

also ask some evaluative questions to the students during the activity in order to bring them

back to the activity.

 Some students prefer to learn individually and hence may not participate in discussions. For

these learners, the teacher can mention the benefits of teamwork and how it can be helpful

for them in the future.

 The evaluation may not be just. This issue can be addressed by the teachers by having an

evaluation rubrics in advance and making the students familiar with it

Application in Psychology: Displaying work and projects will help psychology students to have

command over the content of which they have displayed their work. It can be used in any topic.

This will help students to interact with other students and boost their confidence.

6. Flow chart:

For a long time Flow chart strategy has been used to represent step wise working processes in

a graphical way. This makes them useful tools for communicating how processes work, and for

clearly documenting how a particular job is done (Ryan, 2011).

Procedure:

 Identify Tasks: Begin by listing all of the tasks in a process in chronological order. Ask

questions such as, "What happens next in the process?" or, "Do you need to make a

decision before the next step?"

  Organize and Document Tasks: Work through your whole process, and show the actions

and decisions in the order that they happen. Link them with arrows to illustrate the flow

of the process.

 Double-Check the Process: When you've completed your flow chart, go back to the start
and try it out to make sure that you haven't overlooked anything.

Advantages:

 Communication: Flowcharts are best way to representing communication of all logics of

a system to all concerned (Verma, 2015).

 Effective analysis: By using flowchart, distinct problems can be analyzed in more

effective way.

 Proper documentation: Program flowcharts serve as a good program documentation,

which is needed for various purposes.

Disadvantages:

 Complex logic: Sometimes, processes consists some complex logics that are quite

complicated and massy in representation. In that case, flowchart becomes very complex

and clumsy.

 Alterations and Modifications: after completion of flow chart process, if any alterations

and modification are required then flowchart may require re-drawing completely that is

high time consuming process (Verma, 2015).

Application in Psychology:

Flowchart is a very large area of requirement. To represent step-wise process it uses highly in

education, industries, medical, business strategy planning and many more fields like psychology

where different concepts can be explained through flow chart. For example, different

developmental stages cab be taught with the help of this strategy.

7. Fishbone Diagram:

The fishbone diagram gives a comprehensive list of possible causes to identify the root cause of

the problem. This tool helps to explore the causes that might be producing the problem. It is

essential to know the real cause of the problem before thinking about any possible solution

(Ryan, 2011).

The fishbone diagram uses a brainstorming technique to collect the causes and come up with a

kind of mind map which shows all identified causes graphically.

Procedure:

The following are the steps to draw a fishbone, or cause and effect, diagram.

 Identify the Effect (Problem)

First of all write down the problem. Many times it happens that the identification of the main

problem is not straightforward. In such cases, a short brainstorming session is helpful to point it

out. For each possible factor draw a line on the fish spine on the graph and label each line. The

factors added are bones of the fish (Ryan, 2011).

  Brainstorm Possible Causes

Now for each category, brainstorm the possible causes of the problem. It can also be sub-

categorize if needed. While brainstorming, ask questions like “Why does this happen?” Note the

answer. Then again ask “Why does this happen?” Then add these causes horizontally to the

fishbone (factors) they belong and label them (Ryan, 2011).

 Analyze the Diagram

The fishbone diagram is complete, and all the possible causes of the problem can be seen.

Advantages:

 It is a visual tool which is very easy to understand and analyze.

 It helps to identify the root cause of the problem.

 It helps to identify ways to improve the process.

 It involves an in-depth discussion of the problem which educates the whole team.

 It prioritizes further analysis and helps you take corrective action.

Disadvantages:

 A fishbone diagram does not single out the root cause of the problem. Graphically

speaking, all causes look equally important.

 Sometimes, the effort is wasted in identifying causes which have little effect on the

problem.
  A fishbone diagram is based on opinion rather than evidence. This process involves a

democratic way of selecting the cause, i.e., voting down the causes, which may not be an

effective way of identifying causes.

 If the discussion is not appropriately controlled, it may deviate from its objective.

Application in Psychology: In psychology teaching behavioural theories with the help of fish

bone strategy will help students to gain clear knowledge of the root causes of any particular

behaviour.

8. Global Café:

This strategy is a cooperative learning strategy that allows students/participants to gather

and share information quickly. It also allows students to piggyback ideas, thoughts and

experiences (Ryan, 2011).

Procedure:

 Students form random groups of between of 4-8. Each group labels their café location

with a name.

 Assign a recorder to each group. This person remains at the table throughout the entire

process and records the conversation as authentically as possible.

 Students are given a topic to discuss. Topics can be the new learning point, a review of

previously learnt information or a reflection of understanding up to this point.

  At table groups, the conversation flows as in a coffee shop with students sharing factual

information, opinion, and personal experiences related to the topic. The recorder can

contribute while capturing the key aspects of the conversation.

 Every 5 to 8 minutes, students randomly move to a new coffee shop. New groups at

coffee shops are formed with different members.

 When the new coffee shop groups are formed, the recorder shares the key aspects of

previous conversations. This new group continues with conversing about the topic while

the recorder takes notes.

Application in psychology: In psychology, global café can be used in teaching or introducing

any topic. Teaching perception topic to students through this strategy will bring in various of

ideas and this will help students to share their views with specific number of people rather than

whole class at once.

Works Cited
Facing History and Ourselves. (n.d.). Retrieved from Teaching Strategies-Gallery Walk.

Faculty Resources. (2019). Retrieved from Hybrid Courses.

Gil, A. K., & Kusum. (2017). TEACHING APPROACHES, METHODS AND STRATEGY. Scholarly Research
Journal for Interdisciplinary Studies , 2-3.

HIMMELSBACH, V. (2019, July 15). Technology in the Classroom in 2019: 6 Pros & Cons.

Rivera, V. M. (2016). FLIPPED CLASSROOMS: ADVANTAGES AND DISADVANTAGES FROM THE. New York.

Ryan, T. (2011). Tools and Strategies. 2-76.

Verma, E. P. (2015). Flowchart : History, Definition, Benefits, Limitation. Yuvayana Tech and Craft .