View
246
Download
2
Category
Tags:
Preview:
Citation preview
Chapter 6
Using Indirect Teaching Methods
The Discussion Method Classroom goals:
• Questions that explore controversial issues (with no simple answer) increase knowledge and encourage deeper understanding of the various sides presented.
• Discussions addressing issues from the affective domain are more effective in changing attitudes, values, and behaviors.
Discussion Method: Roles A discussion leader keeps the discussion on track
by stating topic, posing questions, and summarizing major points.
A recorder keeps notes, creates a summary, and records the group’s conclusion.
Participants are prepared. They review materials provided, come ready to listen, and ask questions.
Teachers must plan the discussion and execute the plan.• identify goals and provide information prior to discussion• plan for large-group or small-group activity• determine seating arrangement• plan for the time involved
Whole-Class or Small-Group?
Whole-class discussions• Teacher serves as passive moderator.• Topic is appropriate for whole-class discussion.• Procedures or ground rules are outlined for
students.(summary of last comment, no sarcasm, no making fun, only topic at hand)
• Set(how start) and closure (wrap-up) must be planned.
• Use listen-read-and-discuss to build discussions around textbook.(pg 174)
Whole-Class or Small-Group? (cont.)
Small-group discussions• Should follow the presentation of
information.• Provide clear guidelines for groups and
designate a small-group leader.• Ideas and conclusions recorded by the
appointed recorder.• Conclusions reported to rest of the class.
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Four types of small-groups
Brainstorming• used to generate ideas around topic or problem
presented Buzz Group
• established quickly to share opinions, viewpoints, or reactions
Task Group• set up to solve a problem or complete a project
Panel• prepares in advance to present an informal
discussion to be followed by a whole-class discussion
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Heuristic Methods
A problem solving process that is active, somewhat self-directed, inquiring, and reflective
Heuristic approaches:• discovery• inquiry
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Levels of Problem Solving
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Discovery Learning
“…intentional learning through supervised problem solving following the scientific method of investigation.”
Follows the general scientific method for conducting an investigation
Takes place at 3 levels• guided discovery• modified discovery• open discovery
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Discovery Learning Strategies
Selecting the problem. Proposing possible solutions. Collecting of data. Data analysis and interpretation. Testing conclusions.
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Discovery Learning
Benefits• active learning• intrinsic motivation• increased learning
and retention• development of
positive social skills
Limitations• little feedback• amount of material
covered is limited• adjustment for both
teacher and students
Inquiry Learning
Emphasis is on the process of investigating the problem
Does not require solutions to problems Pattern for reaching solution is not
established 3-step procedure is followed:
• identify the problem• work toward solutions• establish solutions
(Bruner, 2004)
The Five-E Inquiry Model (pg.184)
Step 1-Engage – problem defined
Step 2-Explore – actively explore
Step 3-Explain – verbalize their exploration
Step 4-Elaborate – expand , make connections, apply understandings
Step 5-Evaluate – teacher determines understanding
*this model is based on the constructivist approach to learning
Inquiry Learning
Benefits• creative solutions
developed• stimulates interest• students not
penalized for lack of knowledge
• failure not possible>>enhanced confidence
Limitations• can appear chaotic • anticipating and
locating materials can be challenging
• demanding of time• difficult to evaluate
student progress
Systemic Problem Solving (International Technology Education Association)
1) Defining the problem
2) Brainstorming3) Researching and
generating ideas4) Identifying criteria
and specifying constraints
5) Exploring possibilities
6) Selecting an approach
7) Developing a design proposal
8) Making a model or prototype
9) Testing and evaluating the design using specifications
10) Refining the design11) Creating or making the
solution12) Communicating the
processes and results
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Teacher’s Role Facilitates Continuously monitors students Identifies and rectifies problems immediately Deals with management/discipline problems Works one-on-one with students Supports/scaffolds students’ work during
systematic investigation of problems Systematic planning Practices flexibility
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Classroom Environment
An environment that grants freedom for exploring problems
Necessary materials and equipment are available to students
Cooperation, trust, self-control, conviction and a sense of openness is essential
Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods
Recommended