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Teaching Methods Teaching Methods

Lecture,discussion, inductive and deductive

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teaching methods: lecture vs. discussion, inductive vs. deductive

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Page 1: Lecture,discussion, inductive and deductive

Teaching MethodsTeaching Methods

Page 2: Lecture,discussion, inductive and deductive

What is a “Method”?What is a “Method”?

a procedure or process for attaining an a procedure or process for attaining an object: as object: as a a (1) (1) :: a systematic procedure, a systematic procedure,

technique, or mode of inquiry employed technique, or mode of inquiry employed by or proper to a particular discipline or by or proper to a particular discipline or art (2) art (2) :: a systematic plan followed in a systematic plan followed in presenting material for instructionpresenting material for instruction

b b (1) (1) :: a way, technique, or process a way, technique, or process of or for doing somethingof or for doing something (2) (2) :: a body a body of skills or techniquesof skills or techniques

Page 3: Lecture,discussion, inductive and deductive

Teaching MethodTeaching Method

Objective oriented activities and Objective oriented activities and flow of information between flow of information between teachers and studentsteachers and students

Page 4: Lecture,discussion, inductive and deductive

Teaching MethodsTeaching Methods

• Lecture vs. DiscussionLecture vs. Discussion• Induction vs. DeductiveInduction vs. Deductive

Page 5: Lecture,discussion, inductive and deductive

Lecture Lecture Lectures are probably Lectures are probably most usefulmost useful for giving for giving

a general introduction to a topic area, delivery of a general introduction to a topic area, delivery of information, give broad overviews of content information, give broad overviews of content which is then which is then followed by more active individual followed by more active individual work from students to practice the material in work from students to practice the material in more depth. . more depth. .

It is It is Most Effective CommonMost Effective Common method method in in teaching teaching lower cognitive levels of knowledge and lower cognitive levels of knowledge and comprehension. comprehension.

The lecture itself does The lecture itself does not teach the students to not teach the students to analyzeanalyze; it merely illustrates the process.; it merely illustrates the process.

Page 6: Lecture,discussion, inductive and deductive

lecturelecture

Advantages Disadvantages1. The lecture can be used in

any size class and is often the only option in

large classes.

1. The lecture is a teacher-centered, which does not allow for differences in student learning styles or rates

2. A well-presented lecture can be motivating to the students and inspire them to pursue a topic on their own.

2. Minimal student participation (promotes passivity in students).

3. The instructor has total control over what occurs in class

3. Learning from lectures depends on the students' abilities to take notes.

4. Because the lecture is teacher-centered, it tends to promote one-way communication

Page 7: Lecture,discussion, inductive and deductive

LectureLecture

• Viewed by students as a complete Viewed by students as a complete learning experience; think lecturer learning experience; think lecturer presents all they need to knowpresents all they need to know

• Lowenstein and Bradshaw, 2001Lowenstein and Bradshaw, 2001

Page 8: Lecture,discussion, inductive and deductive

Types of LecturesTypes of Lectures

• FormalFormal• ExpositoryExpository• Provocative Provocative

Page 9: Lecture,discussion, inductive and deductive

Types of LecturesTypes of Lectures

• Formal lectureFormal lecture– In a formal setting the lecturer delivers In a formal setting the lecturer delivers

a well-organized, tightly constructed, a well-organized, tightly constructed, highly polished presentationhighly polished presentation

– Preparation is time consumingPreparation is time consuming– Ignores the interactive dimension of Ignores the interactive dimension of

teachingteaching– Sometimes fails to motivate studentsSometimes fails to motivate students

Page 10: Lecture,discussion, inductive and deductive

Types of LecturesTypes of Lectures

• Variation on Formal LectureVariation on Formal Lecture– Lecture/RecitationLecture/Recitation

• During a formal lecture, the lecturer stops During a formal lecture, the lecturer stops and asks students to respond to a particular and asks students to respond to a particular point or idea by reading or presenting point or idea by reading or presenting materials he/she had prepared for class.materials he/she had prepared for class.

Page 11: Lecture,discussion, inductive and deductive

Types of LecturesTypes of Lectures

• Expository lectureExpository lecture– Less elaborate than the formal lectureLess elaborate than the formal lecture– Faculty does most of the talking, Faculty does most of the talking,

questions from students are periodically questions from students are periodically allowedallowed

Page 12: Lecture,discussion, inductive and deductive

Types of LecturesTypes of Lectures

• ProvocativeProvocative– Instructor does most of the talking but Instructor does most of the talking but

challenges students knowledge and challenges students knowledge and values with questionsvalues with questions• Lecture-practiceLecture-practice• Lecture-discussionLecture-discussion• Lecture-labLecture-lab

Page 13: Lecture,discussion, inductive and deductive

Planning a LecturePlanning a Lecture

• Begin well in advance of the Begin well in advance of the presentation datepresentation date

• Organize your thoughts and Organize your thoughts and informationinformation

• Write down what you want to sayWrite down what you want to say• Practice saying itPractice saying it• Time yourself – realize that it will take Time yourself – realize that it will take

more time to present in front of a class more time to present in front of a class then at homethen at home

Page 14: Lecture,discussion, inductive and deductive

PresentationPresentation

• First five minutesFirst five minutes– Teacher outlines the objectives, outcomes, and Teacher outlines the objectives, outcomes, and

expectations held for the participantsexpectations held for the participants• Identify what learner should gainIdentify what learner should gain• Make a connection between what the lecture Make a connection between what the lecture

material is and real lifematerial is and real life• Outline the key concepts to be addressedOutline the key concepts to be addressed• Describe rules of operation and establish open Describe rules of operation and establish open

atmosphereatmosphere

– Students decide whether to trust the speaker Students decide whether to trust the speaker to do what was promised and whether to to do what was promised and whether to attend to the lecture attend to the lecture

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PresentationPresentation

• Body of lectureBody of lecture– Contains the critical information the Contains the critical information the

learner needs to knowlearner needs to know– Must be well organized with smooth Must be well organized with smooth

transitions between topicstransitions between topics– Contains Contains

• General themes that tie together as many General themes that tie together as many topics as possibletopics as possible

• Sufficient depth and complexitySufficient depth and complexity• Testimonies and exhibits to support main Testimonies and exhibits to support main

pointspoints

Page 16: Lecture,discussion, inductive and deductive

Presentation Presentation

• Conclusion (last 5 minutes)Conclusion (last 5 minutes)• Interaction deserves closureInteraction deserves closure• Conclusion should tie the introduction Conclusion should tie the introduction

and the body togetherand the body together• Contains a review of key points or Contains a review of key points or

topics coveredtopics covered• May offer suggestions related to the May offer suggestions related to the

application and transfer of knowledgeapplication and transfer of knowledge

Page 17: Lecture,discussion, inductive and deductive

LectureLecture

• Appropriate when objectives for the Appropriate when objectives for the class are cognitiveclass are cognitive

• Useful in helping students develop Useful in helping students develop and apply concepts, generalize from and apply concepts, generalize from knowledge already learned and knowledge already learned and practice problem solving skillspractice problem solving skills

Page 18: Lecture,discussion, inductive and deductive

LectureLecture

• Enthusiasm is key elementEnthusiasm is key element• Understand the contentUnderstand the content• Use notes but do not read your lectureUse notes but do not read your lecture• Speak clearly and loudly enough to be Speak clearly and loudly enough to be

heard in the back of the roomheard in the back of the room• Make eye contactMake eye contact• Use creative movementUse creative movement• Create a change of paceCreate a change of pace• Distribute a skeletal outline only if it helps Distribute a skeletal outline only if it helps

the learner identify key pointsthe learner identify key points

Page 19: Lecture,discussion, inductive and deductive

Lecture ProblemsLecture Problems

• Student boredomStudent boredom• Institutional blocksInstitutional blocks

– Class timingClass timing– Number of studentsNumber of students– Size of the roomSize of the room– SeatingSeating

• Knowledge retentionKnowledge retention

Page 20: Lecture,discussion, inductive and deductive

Discussion Discussion

It is techniques used for It is techniques used for pulling knowledge pulling knowledge

and ideas.and ideas. It can be applied as a small groups It can be applied as a small groups

or larger group discussion composed of 5 to or larger group discussion composed of 5 to

7 individuals assigned to discuss a certain 7 individuals assigned to discuss a certain

topic within certain time limit topic within certain time limit

Page 21: Lecture,discussion, inductive and deductive

Cont. Cont. Discussion Discussion Discussion serves best when the studentsDiscussion serves best when the students

have a background in the content of the have a background in the content of the discussion. discussion.

It is used when the instructor wants the It is used when the instructor wants the students to practice analysis and students to practice analysis and evaluationevaluation or to examine opinionsor to examine opinions..

The discussion is a common method for The discussion is a common method for allowing exploration of attitudes. allowing exploration of attitudes.

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Cont. Cont. DiscussionDiscussionAdvantages Disadvantages

1. The students are actively involved in processing information and ideas

1. Discussion can be very time consuming and unfocused unless the instructor makes an effort to direct the flow.

2. students can share their experiences and participate in making

decisions.

2. An instructor often has

difficulty in getting the

students involved

3. It provides means of communication and feedback between the lecturer and the learner.

3. Class size must be restricted.

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Types of DiscussionTypes of Discussion1.1. RecitationRecitation

a.a. Teacher asks questions and the students answerTeacher asks questions and the students answer

b.b. Questions based on readings, lectures, labs, Questions based on readings, lectures, labs, etc…etc…

c.c. Purpose is to determine student understanding Purpose is to determine student understanding and to clarify misunderstandingand to clarify misunderstanding

d.d. Low-level questions too often used; becomes drill Low-level questions too often used; becomes drill and reviewand review

e.e. Should allow demonstration of understanding Should allow demonstration of understanding and application to new situationsand application to new situations

f.f. Questions should be prepared in advance and Questions should be prepared in advance and sequencedsequenced

g.g. Call on volunteers as well as non-volunteersCall on volunteers as well as non-volunteers

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2.2. Guided DiscussionGuided Discussiona.a. Help students construct knowledge for Help students construct knowledge for

themselvesthemselves

b.b. Students must have base knowledge to work Students must have base knowledge to work fromfrom

c.c. More varied interaction pattern than recitationMore varied interaction pattern than recitation

d.d. Pace is slower with more development of ideas, Pace is slower with more development of ideas, clarification of pointsclarification of points

e.e. Questions should aim at higher cognitive levelsQuestions should aim at higher cognitive levels

f.f. Students should interpret, explain, apply, Students should interpret, explain, apply, illustrate, generalize, conclude (Wilen, 1990)illustrate, generalize, conclude (Wilen, 1990)

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2.2. Reflective DiscussionReflective Discussiona.a. Open expression of ideasOpen expression of ideas

b.b. Introduce topic and ask initial question, but allow it to Introduce topic and ask initial question, but allow it to go where it willgo where it will

c.c. Excellent approach to controversial ideas: AIDS, Excellent approach to controversial ideas: AIDS, cloning, nuclear testing, etc…cloning, nuclear testing, etc…

d.d. Conflicting laboratory data can be a good topicConflicting laboratory data can be a good topic

e.e. Indisputable facts are not good discussion topicsIndisputable facts are not good discussion topics

f.f. Challenge students to think critically and examine Challenge students to think critically and examine beliefs, attitudesbeliefs, attitudes

g.g. No set interaction patternNo set interaction pattern

h.h. Not imperative that all students speak upNot imperative that all students speak up

i.i. Still rests on students having enough background Still rests on students having enough background knowledgeknowledge

Page 26: Lecture,discussion, inductive and deductive

Deductive MethodDeductive Method

In In deductivedeductive ( (rule-driven, top-downrule-driven, top-down) ) teaching the teacher introduces and teaching the teacher introduces and explains the concept and the rules explains the concept and the rules relating to it. Then the teacher lets relating to it. Then the teacher lets students to practice the new students to practice the new concept. concept.

GENERAL RULE > EXAMPLES > GENERAL RULE > EXAMPLES > PRACTICEPRACTICE

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InductiveInductive

In In inductiveinductive ( (example-driven, bottom-example-driven, bottom-upup) teaching the teacher gives students ) teaching the teacher gives students the data and lets students draw their the data and lets students draw their own conclusions from the data. The own conclusions from the data. The students notice how the concept is used students notice how the concept is used and figure outand figure out, and verbalise, and verbalise the rule. the rule.

EXAMPLES > PRACTICE > GENERAL RULEEXAMPLES > PRACTICE > GENERAL RULE

(Stern, 1992)(Stern, 1992)

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The end The end