Dynamic Teaching
Dynamic Teaching is the use of multiple interactive methods to teach students. The three most common methods in this approach are Problem-based Learning, Team-based Learning, and Peer Tutoring.
“Dynamic Teaching” is a concept that comes from the amalgamation of multiple methods to teach students. The core theory behind this concept comes from the Merriam-Webster (10th ed.) definition of “dynamic”, which states as its primary definition as “marked by continuous and productive activity or change”. The main parts of this definition are: continuous activity, productive activity, and change. Therefore, translated into three main teaching areas are 1) constant activity, 2) constant progress, and 3) constant change, respectively.
The concept of “constant activity” can refer to problem-based learning models and team-based learning models; which are commonly used techniques. The concept of “constant progress” can also refer to the use of problem-based learning models and team-based learning models with the addition of a peer tutoring teaching model. The concept of “constant change” is equally defined by problem-based, team-based, and peer tutoring learning models. These three concepts themselves have been proven to assist with positive retention results.
References:
Merriam-Webster's Dictionary Online (2017). Springfield, MA:Merriam-Webster Incorporated. Retrieved April 4, 2018 from http://www.merriam-webster.com/dictionary
Michaelson, L.K. (2004). Getting started with team-based learning . Stylus Publishing, LLC. ISBN 13: 9781620361962
Sibley, J., Ostafichuk, P. (2014). Getting started with team based learning. Sterling, VA. Stylus Publishing.
Michaelson, L.K., Sweet, M., Parmelee, D.X., (2009). Team-Based Learning: Small Group Learning's Next Big Step: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning). Jossey-Bass, 2009, ISBN 13: 9780470462126
Savin-Baden, M. (2003). Facilitating Problem-Based Learning. Berkshire, England: The Society of Research into Higher Education.
Batz, Z., Olsen, B.J., Dumont, J., Dastoor, F., Smith, M. K. (2015). Helping struggling students in introductory biology: A peer-tutoring approach that improves performance, Perception, and retention. CBE - Life Sciences Education, (Article 16).
Shawver, T. A. (2017). Building student success using problem-based learning approach in the accounting classroom. Journal of Instructional Pedagogies, (17)1, 1-16.
Comeford, L. (2016). Team-based learning reduces attrition in a first-semester general Chemistry course. Journal of College Science Teaching, (46)2, 42-46.
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