Teaching Methodloges Layman Manner

Question: Discuss about theTeaching Methodloges for Layman Manner. Answer: Introduction Most of the literary benchmarks and record related to the field of education classify the instructing methods as passive (non-experiential) or active (experiential). If we talk about Hawtrey (2007), then it can be stated that active teaching is related with incorporating the active, exuberant as well as learning opportunities which promote participation of students towards a particular course of study. To understand this in the most layman manner, one can understand it as a conversion process wherein the student is shifted from a role of passive listener with no inputs to an actively participating and involved respondent who has his/her own setoff thoughts and doubts. Learning tasks which involve an active student consist of transferring certain roles from the tutor to the expert and hence, make the student much more responsible and in control of proceedings and help these students in confidently deciding what they wish to learn and the manner in which they wish to learn different concepts (Adler and Milne 1997). Some of the most common examples of these active leaning students and practises are the extensive use of role plays, usage of case studies, and a number of seminar presentations. This shift of responsibilities and duties has definitely widened the horizon for students and they have benefited from this and their learning has been optimised (Smart and Csapo 2007). Citing an example of improvement in learning can be of the accounting students who have been given endless benefits with the help of case studies discussions, learning based on particular problems, their confidence levels have increase due to group discussions, self-learning as well as lifelong learning experiences have in all enriched them with lot of diverse as well good qualities and learning experiences. The results from the McCutcheon and Healy stand testimony to the aforesaid statements and the Brickner Etter (2008) provided in-class and out-of-class active. Now these in-class strategies were a mix of half filled notes provided to the students which they needed to fill during the lectures, the constant question and answer session amidst lectures kept the students agile and active, the activity of letting the students reflect upon the lectures they just received and their own inner thoughts. Few of the out-of-class activities included the process of creating summaries for articles and the review of annual reports in accounting sector. These activities have helped in garnishing the students with much more knowledge and experiences, making them much more refined than their predecessors and increase the level of engagement in the classes. Student Learning Styles For aligning the concepts of learning styles theory which wil be discussed in the current session and the teaching methodologies which have been talked about in the previous paragraphs, our research will be summarising the various learning styles into two basic fields namely the active learners and the passive learners. Munro and Leary (2011) have been successful in utilising the given framework and further discussing it in an exploratory study which has helped them in evaluating the impacts of various teaching methods on the learning styles of accountancy students and they have been effective in evaluating the various impacts and effects. There was also a viewpoint that this particular model is much more practical as the participant will b able to relate it with themselves as most of the students pursuing accountancy would be unfamiliar with the Kolbs model. Moreover, if these students would have faced the four-category model then they would have definitely found it way more complex. This is why a very basic two category model was used. The active learners are being described as participatory learners, who have the habit o researching various topics at first individually or in a group then come up with their own answers. These answers are built up from their individual experiences and then they are expected to reflect upon the viewpoints and reactions of the instructor thereto. On the other hand, the passive learners are expected to bear a liking for being instructed by someone, getting answers from their instructors, the well known and accepted expert of a given topic area, and then after going through their views reflecting upon them. While we are addressing the various interactions of various methodologies of teaching as well as the learning styles of students, it can be assumed that the extensive and active learners will definitely feel that the active models of teaching are way more beneficial to them than the passive learners who will think just the opposite. Now it is essential to understand that all the earlier discussions have helped in noting the preponderance of various converge style learners in fields such as accountancy and how they have been expressed the feeling of satisfaction when teaching. On one hand the active learners will be way more positive in studying ethical issues of accounting with the help of active teaching models; on the other hand, the passive learners will be way more positive towards the teaching methods (passive) for going through the various ethical issues in accounting.