Teaching methods in 130 lessons in upper secondary schools

Abstract

This article investigates the characteristics of the teaching methods used by Icelandic upper secondary school teachers across 130 lessons, exploring whether commonalities can be seen among the teaching methods employed in different subjects and subject groups. The authors present different models that have been used to categorize teaching methods, such as distinguishing between teacher- and student-centered methods, dividing them into different “families” (Joyce et al., 2015), according the theoretical background they derive from, or categorizing them by the similarity of their pedagogical approach, as is done in a model presented in an Icelandic handbook on teaching methods (Ingvar Sigurgeirsson, 1999, 2013) which was used to further analyze the lessons. The model classifies teaching methods into nine categories: (1) Expository methods, (2) recitation, drill, and practice, (3) hands on methods, (4) questioning strategies and discussions, (5) artistic and expressive methods, (6) problem solving, (7) inquiry methods, (8) group work and cooperative methods, and (9) student centered projects.

The 130 lesson observations were collected as part of the project Upper Secondary School Practices in Iceland, October 2013 to November 2014. Nine different upper secondary schools were selected from a stratified population, and the lessons were chosen in such a way that the sample would include lessons in all major subjects and a variety of other subjects. The lessons ranged from 27 minutes to roughly 4 hours, with the majority ranging from 40–80 minutes. One, and in 44% of the cases, two researchers, out of the total of 15 researchers associated with the project, attended each lesson and produced a detailed written record of the activities. The researchers reported on various (previously agreed upon) aspects of each lesson, such as teaching methods, communication between teachers and students, the teachers’ conduct and demeanor, use of teaching materials and media, information technology, and student classroom engagement and diligence. In analyzing the data, the resulting 130 written lesson protocols were read and reread for verification, the observed teaching methods categorized and other relevant information (e.g. number of students, nature of the classroom) entered into a database.

Firstly, the data were analyzed by subject, and secondly, as a whole, in order to identify all teaching methods used as well as the most common methods. The lessons attended were divided into eight different subjects and subject groups: Icelandic, mathematics, foreign languages, social sciences, humanities (other than languages), vocational studies, natural sciences, and, finally, a group with lessons where there were fewer than ten observations in each subject.

In the whole sample, two groups of methods; that is, expository methods, on the one hand, and recitation, drill, and practice, on the other, were by far most commonly seen and together comprised more than half of the teaching methods observed. The use of teaching methods varied by subject and subject group. The largest diversity of methods was seen in Icelandic and vocational studies, whereas mathematics lessons stood out for lack of diversity in the teaching methods employed.

To a degree, these results reflect prior research in the area, both international (Bolinger and Warren, 2007; Brai?i? et al., 2014; Hackling et al., 2001; Juuti et al., 2010; Öztürk, 2011) and Icelandic (Anna Helga Jónsdóttir et al., 2014; Gerður G. Óskarsdóttir, 2012; Hafdís Ingvarsdóttir 2004, 2011; Svanhildur Kr. Sverrisdóttir, 2014; Svanhildur Kr. Sverrisdóttir et al., 2011). However, the current results have the advantage of framing a large set of lessons from different schools where various subject groups can be scrutinized simultaneously for comparison. The results indicate a larger diversity in teaching methods used, compared to prior Icelandic studies at upper secondary school level, and despite the fact that expository methods and various seatwork assignments were found to be the most common approach, the data revealed that upper secondary school teachers employed a variety of different teaching methods.

It was notable how little role student-centered methods played in the lessons observed; that is, lessons requiring independent decision-making, participation, and student initiative. As a result, it is not likely that the teaching methods used in upper secondary schools in Iceland will help students develop the diverse competencies required by the national curriculum guide (Mennta- og menningarmálaráðuneytið [Ministry of Education, Science and Culture], 2011). Moreover, the results suggest that the use of approaches such as discussion, inquiry, and cooperative methods should be increased.

The model used for categorization proved helpful in analyzing the lessons, but less so when teachers employed combined or complex methods, showing the limits of any classification attempt. However, categorizing teaching methods in this manner has an important applied value for policy and teacher education, as well as furthering academic and practical discussion on teaching methods and their characteristics.