Teaching Methods
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Transcript of Teaching Methods
Educational Methods
The bag of tricks
Mostafa Ewees (PhD)Stanford University at California
Assistant Professor at German University in Cairo (GUC) EDUCATIONAL CONSULTANT
Direct Instruction/Lecture
AdvantagesTeacher controlled Many objectives can be mastered in
a short amount of timeLends to valid evaluations
Direct Instruction/Lecture
DisadvantagesTeacher controlled Student involvement is limited to the
teacherDepends in part to rote learning
(repetition from memory, often without meaning)
Direct Instruction/Lecture
When to use?When the objectives indicate
effectivenessWhen the teacher determines that it
is the best use of time & effort
Six steps in Direct Instruction
1. Review previously learned material2. State objectives for the lesson3. Present new material4. Guide practice with corrective feedback5. Assign independent practice with
corrective feedback6. Review periodically with corrective
feedback if necessary
1. Review previously learned material
A short review before/with the new lesson’s interest approach
Check & grade previous homework Put problems on the board (can be part of
bell-work) Re-teach if necessary
2. State objectives for the lesson
Students should know what is to be taught Stated Clearly Written on the board Handed out Follow the objectives Use them to develop evaluations
3. Present new material
Your teaching depends on your analysis and preparation
Organizing Content From general to specific From lower level objectives to higher From previous information to new material
3. Present new material
Lectures Be aware of attention spans … _____ minutes
(20) Be aware of the number of major points made
… _____ (5) Be repetitious Review and summarize
3. Present new material
Demonstrations Learning Activity, experiment, demonstration WOW em’! Allow students to practice immediately
4. Guided practice with corrective feedback
Guided and independent practice Teacher controls & monitors guided Teacher evaluates & corrects independent Questions should be prepared in advance
5. Assign independent practice with corrective feedback
Homework A formative step … not a summative step
Worksheets
6. Review periodically with corrective feedback if necessary
Check homework promptlyBase new instruction on resultsRe-teach if necessary
Other Teaching Techniques
BrainstormingSituations for use: Generate ideas (quantity is more important than
quality) Students have some level of experience
Planning Required: Formulate the question Plan for recording ideas
Brainstorming Steps
Pose question to class Generate ideas with group Accept all ideas (do not criticize) Go back to summarize Discard “unacceptable” or unworkable
ideas Determine the best solution(s)
Supervised Study
Common technique used in problem solving instruction, but certainly not the only technique appropriate for problem solving instruction.
Also a major technique used in competency-based education programs.
Often misused technique. A really bad form of this technique is: Read the chapter in the textbook and answer the questions at the end of the chapter.
Would be classified as an individualized instruction technique.
Supervised Study
Situations Appropriate for Use Discovery or inquiry learning is desired Access to good reference materials (textbooks,
extension publications, web resources, industry publications, etc.)
Students may need to “look up” information May be alternate answers that are acceptable Many structured lab activities are actually a form of
supervised study
Supervised Study
Strengths: Provides skills in learning that are useful throughout
students’ lives. They need to know how to locate and analyze information.
Recall is enhanced when student have to “look up” information, rather than being lectured to.
Students have to decide what information is important and related to the question posed.
Opportunity for students to develop writing and analytical skills.
Supervised Study
Weaknesses: Easy for students to get off-task. Students may interpret questions differently and locate
incorrect information (practicing error). Unmotivated students will do the absolute minimum. Students tend to copy information from sources rather than
analyze and synthesize information Requires more time than lecture Relies on students being able to read and comprehend
information at the appropriate level
Supervised Study
Procedures in Conducting Supervised Study: Teacher develops a list of study questions for students to answer. Resources and reference materials are located or suggested to students as
possible sources of answers. Students are given time in class to find answers to the questions and to
record the answers in their notes. Note: Due to time constraints, teachers may want to assign different
questions to specific students, so that every student is not looking for the same information.
Summary consists of discussing the correct answers to the questions with the entire class. Note: Teachers must be careful to emphasize that incorrect answers
must be corrected.
Supervised Study
Role of the Teacher: Develop a list of study questions that focus on the objectives of the lesson Develop the anticipated answers to the questions--it is important that the
teacher have a firm idea of what are correct or incorrect answers. Establish time frame for completing the activity. Students need to feel a sense
of urgency, so don’t give them more time than you think they will need. Supervise during this activity. NOT A TIME TO GRADE PAPERS, MAKE
PHONE CALLS, PLAN FOR THE NEXT LESSON, OR LOCATE THE ANSWERS TO THE QUESTIONS IN THIS LESSON!
Assist students in locating information, but do not find it for them. Keep students on task and eliminate distractions. Plan for reporting of answers
Small Group Discussion
Also Called: Buzz Groups Huddle Groups Phillips 66
6 people per group 6 ideas to be generated 6 minutes
Small Group Discussion
Advantages: Increased participation Good for generating ideas Cooperative activity (students learn from
each other)
Small Group Discussion
Planning Required Clearly form the question or topic Develop a plan for grouping the students Plan for reporting Summarize the activity (what they should have learned)
Small Group Discussion
Conducting Small Group Discussion Write question or topic on board or handout Give specific instructions on how the group will
operate Establish time limits Circulate among the groups to help keep them on
task (Not as a participant!) Give warning near end of time allocated Reports: Rotate among the groups for answers
Role Play
Situations for use: Introducing a lesson Checking for
understanding Summarizing
Role Play
Planning Required: Script Minimum: key points to cover
Steps: Role play Summary
Tips: Keep it short Use to make a single point, not several points
Games
Situations for use: Motivate students Reviews Check for understanding
Strengths: Active learning technique Appeals to competitive
students High interest level
Games
Planning Required Game must be developed by teacher Rules must be established. Try to anticipate all potential
situations that might occur. You do not want the effectiveness of the activity to be destroyed by arguments over rules.
Develop a plan for determining teams Develop plan for keeping score Determine rewards--make them appropriate (usually very
minor in nature)
Games
Types: Games may take a variety of forms, but most often they are modeled after:
TV game shows Sports Home board games
Field Trips and Resource Persons
Situations for use: First hand experiences
are needed Need expertise
These appear to be different techniques, but the planning required is very similar
Field Trips/Resource Persons
Planning Needed: Objectives Trial run/visit Special considerations (safety, grouping, etc.) Summarize (don’t give up responsibility!). It is critical to
know what the students have learned from the activity.
Tips: Provide advance organizers (report forms, fact sheets) “plant” questions among students assign students to begin the questions