introduction to the methods of teaching career orientation

Introduction to the Introduction to the Methods of Teaching Methods of Teaching Career Orientation Career Orientation

By David Agnew

Arkansas State University

Objectives

1. List 10 methods/techniques of teaching

2. Compare the advantages and disadvantages of various methods.

3. Select methods/techniques appropriate for CO

By the end of this lesson, you will be able to:

Your Foundation

• Most of you already have a good understanding of methods of teaching.

• Most of this is going to be review.

• However, as we have already discussed there are some methods that are recommended for CO.

Teaching Methods: My preferred way of looking at

the subject is that there are 5 or 6 different methods or grouping

of methods.

There are methods and then there are techniques. The larger category is Methods. Generally a technique falls under one of the methods.

Audio visual materials then go with the lesson in support of any technique or method.

My five common methods are:

• Presentation (Lecture)• Job instruction (Demonstration)

– Usually leads to a project of some kind – Sometimes referred to as the project methods

– Also hands-on activities would fall under this category because usually the teacher gives instruction for how to complete a task or job skill from one of the clusters.

• Teacher lead discussion• Supervised study -- • Cooperative learning -- Small Group activities or

projects

Remember the state department Philosophy?

Hands-on

Is the number way to teach

"What I hear, I forget; What I see, I remember; What I do, I understand." (Confucius, 451 B.C.).

The methods appropriate to CO according to my list would be:

• Job instruction or demonstration– Since you will show them how to do an activity.

• Supervised study – Since after you give them the demo you would normally expect them to give it a try.

• It might be a cooperative learning project (group activity) with different members contributing to different parts of the activity in some way.

• Lecture and teacher lead discussion could be used in the introduction to the activity or it could be used in the follow-up afterwards.

Other approaches recommended by DWE

• Hands-on Activities (Not really a method itself– the implied philosophy is that the learning will result in students doing something at the end like performing an activity rather than just doing a paper and pencil test)

• Resource Speakers (usually a presentation or teacher lead discussion)

• Job Shadowing and Interviewing (like supervised learning and job instruction)

• Audio/Visual Aids and Career Magazines (support or props for any method) Career Magazine might be used in supervised study.

• Field Trips (like a presentation, just off cite and walking)• Student Organization Activities (not really a method)• Lecture Self-assessments (supervised study)• Career Research (supervised study)

To see other people’s list of methods go to the following websites and review the

references to methods/techniques

• Article on Methods of teaching http://www.teachervision.fen.com/curriculum-planning/teaching-methods/48355.html

• A comparison of methods   http://www.adprima.com/teachmeth.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm

Read these before completing the Blackboard activity

Remember when Selecting Teaching Methods

POINT # 3

POINT # 2

POINT # 1

Consider the Learning Objective

Consider the Learners

Consider the Practical Consider the Practical RequirementsRequirements

Objectives are important to the whole process of learning

• What are the three major parts of an objective?– Condition – circumstances under which the student will

demonstrate knowledge or skill – Criteria – Level of success expected – Behavior -- The actual knowledge skill or attitude to be

assessed• Also note the old saying that “we teach to the objectives

and we test to the objectives.” – T2O for short

• Objectives are just as important in testing/assessment as in planning for instruction.

• There are three types of instructional content found in objectives according to Bloom. These are called domains. – Cognitive– Thinking, problem solving, involves the brain– Psychomotor – the doing, performing of a physical task– Affective -- Involves feelings, attitudes and values

Remember even selecting the right method is not enough…

You are the means of implementing the method or technique.

Much of the weigh of success is on your shoulders.

Teaching or Facilitation Skills

Attending

Observing Listening

Questioning

Teaching or Facilitation Skills are the bridge between the content and learners

Content Learners

BRIDGE

Four Basic Skills

Attending Skills/Behaviors

1. Face the learners.2. Maintain appropriate eye contact.3. Move toward the learners.4. Avoid distracting behaviors.

There are four attending behaviors to consider:

Observation Skills Steps

STEP 3

STEP 2

STEP 1

Look at person’s face, body position, and body

movements.

Try to determine the person’s feelings.

Take appropriate Take appropriate action.action.

Remember you need to “Monitor and Adjust”

Listening Skills

1. Listening to the words being expressed.

2. Paraphrasing what was said to demonstrateunderstanding.

Listening involves two key steps:

• Internal distractions.

• External distractions.

There are major roadblocks to this step:

Step 1: Listen to the Words

Step 2: Paraphrase

Paraphrasing requires you to verbally interact. The interaction is either to...

• Get additional information.

• Verify what you think was said.

Questioning Skills

1. Asking questions.

2. Handling answers to questions.

3. Responding to questions.

There are three skills associated with the questioning process:

Questioning Skills: Asking Questions

1. Two Basic Types:- Closed -- one short and right answer- Open – maybe not one answer and one that leads to more discussion

2. Phrasing: The way it is worded is important. consider restating and clarifying when needed

3. Directing: who gets to answer? - Group- Individual

Questioning Skills: Handling Answers

Maximum learning

requires

maximum participation.

Good Questions Promote Participation

Questioning Skills: Responding to Questions

1. Confirm an answer – Always reinforce a right answer and be gentle in dealing with wrong answers.

2. Provide the answer yourself.3. Redirect the question to a learner.4. Defer the question.

Acceptable ways to respond:

The End