Traditional vs Nontraditional Teaching Learning Strategies, Essay Example

Many educators adopt proven, traditional teaching techniques or principles in order to improve learning outcomes for students. Traditional alternatives such as lectures represent a means of providing information to students at the instructor’s discretion, and these typically provide greater insight into the critical issues that are relevant to the topic in question (Schwerdt & Wuppermann, 2011). Furthermore, traditional strategies are likely to enhance practice methods and support the development of new approaches to learning that enhance students’ academic growth potential. These methods include the narration of material by the teacher to the listening student audience, which is highly effective in some subject areas (Ngo-Vuong). Furthermore, a number of curricular models have been in existence for many years and represent the highest levels of historical knowledge and competency in many areas (Boaler, 2013). These factors support the continued growth of traditional teaching and learning strategies for classrooms that support these models, such as the sciences and history.

Traditional teaching models have merit in that they support a well-known approach to teaching and learning that has existed throughout history. These models are also aligned with many routine grading systems that remain popular in many educational institutions. Therefore, they are trustworthy, effective, and appropriate in supporting student growth and engagement on many levels. On the other hand, these models also limit the ability of teachers to exercise their own innovative ideas in the classroom setting, particularly if they are held to traditional standards of practice. Under these conditions, it is difficult to be creative and to enable students to share their own insights into common problems because traditional models tend to suppress creativity and originality on many levels. Therefore, newer, less traditional models of teaching and learning must be considered in 21^st Century classrooms.

Nontraditional Teaching/Learning Strategies

Nontraditional teaching and learning strategies support the development of creative approaches supported by the continued growth and advancement of technology to facilitate improved student outcomes (Ngo-Vuong). For example, many organizations now provide online instruction in contrast to traditional classroom instruction, which enables students to learn material in the comfort of their own homes. This is an important step in enabling students to have greater freedom and control over their learning environments. This method also supports the development of new perspectives that are designed to improve student performance using non-traditional strategies. In the online format, for example, students are able to use technology as a viable learning tool that supports their growth and development as student learners. Students often tire of traditional strategies such as lectures; therefore, nontraditional approaches are likely to be effective in enabling students to absorb material in different ways.

Nontraditional approaches to education and learning are likely to have a positive impact on students, and they also demonstrate the level of creativity and innovation that is available. Teachers must be able to consider these alternatives when given the freedom and flexibility to do so, particularly when curricular options are more flexible. These opportunities engage learners in new perspectives and enhance their growth, often using real-world and practical examples as a guide. These efforts engage learners in nontraditional approaches and have an influence in supporting educational growth and change for many students. When students are able to actively participate using creative means, they are more likely to absorb the material more effectively and to be engaged in new perspectives to support their individual learning curves. These factors are also instrumental in enabling students to gain a greater level of enthusiasm in their own learning and academic growth.

References

Boaler, J. (2013). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge.

Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.

Ngo-Vuong , D. Traditional vs. nontraditional learning. UCLA, retrieved from       http://www.sscnet.ucla.edu/aasc/classweb/winter05/aas116/hw2dnv.pdf

Schwerdt, G., & Wuppermann, A. C. (2011). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 365-379.