Transcript Techniques of Teaching

Teaching Methods
Chapters 7 and 8
Instructors and Their Jobs
and additional resources
Communication Skills
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Elements of communication
– Communicator
 Ability to select and use meaningful symbols
 Attitudes toward self, subject, and receivers
 Wealth of current, accurate, and stimulating info
– Symbols
– Receiver
Communication Techniques
Language
 Voice control
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– Pitch
– Rate
– Volume
– Clarity
Bodily actions
 Eye contact
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Questioning
Enhance learning process
 Requires practice
 Most demand mere fact recall
 Two-way communication
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Purposes of Questioning
Get and maintain interest
 Stimulate critical thinking
 Check for understanding and mastery
 Evaluate and summarize teaching
 Distribute opportunity for participation
 Stimulate interaction
 Determine student attitudes
 Develop subject
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Characteristics of
Effective Questioning
Purposeful
 Clear and concise
 Related to objectives
 Challenging – beyond knowledge level
 Limited to one idea
 Appropriate timing
 Changes students’ roles from passive to
active
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Types of Questions
Direct
 Overhead
 Reverse
 Relay
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Technique for Questioning
Ask aloud to entire class
 Pause and look around (wait time)
 Call on one student
 Listen carefully and attentively
 Respond to response
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– If correct, emphasize it
– If incorrect, call on other or ask question
We Learn . . .
10%
 20%
 30%
 50%
 70%
 80%
 95%
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of
of
of
of
of
of
of
what
what
what
what
what
what
what
we read
we hear
we see
we both see and hear
is discussed with others
we experience personally
we TEACH to someone else
 William Glasser
Lecture/Presentation
Advantages
– Time
– Person power
– Supplement
Disadvantages
– Limited participation
– Not suitable for skills
– Difficult to assess
progress
– Difficult to keep
attention
Techniques
 Use outline
 Use visual aids
 Emphasize key points
 Utilize stories to
support
 Encourage student
interaction
 Use communication
techniques
Guided Discussion
Advantages
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Active participation
Effective thinking
Reinforce learning
Better solutions
Disadvantages
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Time
Stay on track
Participation
Background
Techniques
 Preparation
 Topic
 Objective
 Homework
 Lead-off questions
 Three parts
 Atmosphere
Discussion Guidelines
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Consider goals
Consider experience and development of
students
Study issues
Orient students to objective
Provide supportive environment
Provide information when necessary
Review, summarize, or weave opinions and facts
Small-Group Suggestions
Monitor activity
 Ensure background knowledge is sufficient
 Plan for relatively short discussions
 Give precise directions
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Performance
Advantages
– Individual guidance
– Apply principles
– Reinforce learning
Disadvantages
– Time consuming
– Storage
– Expensive equipment
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Techniques
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Simple to complex
Procedure sheets
Realistic
Questioning
Evaluation
Inquiry/Problem-Based Learning
Discovery through data collection and
hypotheses testing
 Common steps:
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– Identify and clarify problem
– Form hypotheses
– Collect data
– Analyze and interpret data to test hypotheses
– Draw conclusions
Practice and Drills
Practice
 Going over material
just learned
 Clarify and emphasize
 Spread out over time
 Conduct in context
Drills
 Repeating information
 Useful for learning
that needs to be
retained long-term
Reviews
Look at topic another time
 Involves re-teaching
 Reinforces previously learned material
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Guided Practice
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Seatwork
– Circulate
– Have short contact with individuals
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Teacher-led practice
– Drill
– Question and answer sessions
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Student cooperative practice
– Help one another during seatwork
Projects, Reports and Problems
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Activities:
– Research reports
– Case studies
– Problem-based
learning
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Reporting:
– Display
– Act out
– Computer-generated
report
– Panel discussions
– Written materials
Cooperative Learning
Teacher presents problem or task
 Students work among themselves
 Students help one another
 Students praise or criticize one another
 Receive group performance score
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Cooperative Learning Elements
Positive interdependence
 Face-to-face interaction
 Individual accountability
 Interpersonal and small-group skills
 Group processing
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Informal Groups
Short-term
 Usually take place after lectures
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Think-Pair-Share
 Round Robin
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Formal Groups
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Carefully designed
Student Teams—Achievement Divisions
 Teams—Games—Tournament
 Team Accelerated Instruction
 Jigsaw
 Learning Together
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Panels and Debates
Group becomes informed on topic
 Present information to class
 Interact in discussion
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Panel
 Symposium
 Task force
 Debate
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Role Playing
Students act our situation or idea
 Teacher facilitates follow-up discussion
 Helps understanding of perspectives
 Used to clarify attitudes and concepts
 Usually done spontaneously
 Can be time consuming
 Students may not be serious
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Simulations
Model real-life environment
 Assume roles, make decisions, face
consequences
 Benefit from seeing others’ behavior
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Games
Competition to achieve learning goal
 Teach problem solving and decision
making
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