Teaching-learning Methods and Feedback Used in Effective Teaching

Abstract

Feedback has been recognized as a tool to enhance the teaching-learning process. Both teachers and students may benefit from relevant information which highlights strengths and achievements as well as areas for improvement. Constructive feedback should be systematic. Feedback for teaching and learning should be relevant, immediate, factual, helpful, confidential, respectful, tailored and encouraging if it is going to be effectively used to achieve successful teaching and learning. Furthermore, input from instructors themselves, students and peers should be sought in order to provide constructive feedback. A review of related literature reveals that feedback has emerged as a means to facilitate the learning process as well as teaching performance [1,2,3]. Additionally, some argue that “students of teachers who emphasize teaching behaviors such as praise and encouragement tend to learn more than students of teachers who emphasize criticism and punishment” [4] and that teacher who “check students′ progress regularly and adjust instruction accordingly” are using effective teaching strategies. Similarly, it has been reported that teachers are interested in feedback which provides recognition of effective teaching as well as identifies areas of need in order to achieve student success [5]. Consequently, this paper highlighted the faculty development process for effective teaching-learning; Characteristics of effective learning activities; Strength and weakness of commonly used methodologies in class teaching. Moreover, enhance the teaching effectiveness, techniques of evaluation the teaching, and the requirements of good-teaching are discussed and some suggestions are presented.