edu 216 chapter 2
TRANSCRIPT
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EDU 216-Chapter 2
The Strategic Nature of Teaching
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Three Instructional Aspects of Teaching
• Strategy
• Facilitating learning
• Modeling
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Strategies of Teaching
• A way of “coordinating the implementation of a set of procedures. A strategy combines subject matter, techniques, and the skills for implementing instruction.”
– Techniques for teaching
– Methods for monitoring
– Ideas for activities
– Means for assessing
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Strategies
• The art of planning the course of action
• Coordinating the implementation of that plan
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Strategies (cont.)
is to be done
it will get done
to assess results
is needed to put the plan into action
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Tools of the Trade
• Arranging experiences
• Instructional techniques
• Monitoring and flexibility
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Strategy
What is to be accomplished
How it will be accomplished
How to assess the results
Resources (what) to implement the
plan
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Strategy
What is to be accomplished
Specific objective or a general goal
How it will be accomplished
Methods, procedures, lesson
plans
How to assess the results
Observations, formal tests
Resources (what)to implement the plan
Teacher capabilities, time,
materials
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Instructional Experiences
Classroom Lessons – The teacher brings knowledge to the students
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Multimedia Presentation• More accurate representation of the real
world may come into the classroom
• How are computers and other technology being used effectively in classrooms? Could they be used better? Why or why not? How are they being used ineffectively?
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Guest Speakers
• “real” people
• Plan for contingencies – cancellations, early finishes, etc.
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Field Trips
• The best way to take students into the real world
• Not as likely to happen because of logistics, safety, and expense
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Instructional Techniques
• How much thinking do you want your students to do?
• What techniques best help students engage in that level of thinking?
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Instructional Techniques
• Number the categories of instructional techniques in the order you think progresses from the least sophisticated level of thinking required to the most sophisticated level of thinking required of the students.
• After you have ranked the techniques, consider which levels of thinking are used the least and which are used the most in typical classrooms.
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Instructional Techniques
• Inquiry: _____
• Discussion _____
• Direct Instruction: _____
• Discovery Learning _____
• Drill and Practice: ____
• Lecture: _____
• Mental Modeling: _____
• Question and Answer: _____
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What’s the Order???
• 8. Inquiry
• 7. Discovery Learning
• 6. Mental Modeling
• 5. Discussion
• 4. Question and Answer
• 3. Lecture
• 2. Drill and Practice
• 1. Direct Instruction
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Inquiry
Discovery Learning
Mental Modeling
Discussion
Question and Answer
Lecture
Drill and Practice
Direct Instruction
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Bloom’s Taxonomy and Instructional Techniques
Inquiry
Discovery Learning
Mental Modeling
Discussion
Question and Answer
Lecture
Drill and Practice
Direct Instruction
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Teacher Centered• Direct Instruction –
“teacher specifically explains or demonstrates a skill and the student attempts to replicate it.
• May be best for young learners, slow learners, and older learners if the material is “new, difficult, or hierarchically arranged
• Drill and Practice –emphasis is on practicing previously learned material or working on retention of new information.
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Teacher Centered (cont.)
• Lecture – “impart information in a one-way verbal transaction”
– Advantage – large amounts of information may be transmitted to many learners
– Disadvantage – the instructor does all the work. Retention rates are lower for learning that is teacher centered.
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Dialogue Oriented Techniques
In these next techniques,
• Students must reflect, including receiving, assimilating, and accommodating information with regard to his/her own experiences
• Students must evaluate and synthesize – near the top of Bloom’s taxonomy
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Dialogue Oriented Techniques (cont.)
Question and Answer – both students and the instructor have some common knowledge
• Students may question the teacher• Teacher may question the students• Uses
– Practice with recall– Assessment– Encourage divergent thinking with use of open-ended
questionsUse of think-time or challenging initial responses often
improve on responses
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Dialogue Oriented Techniques (cont.)
Discussion - involves the exchanging of ideas
- Uses
- Develop greater depth of ideas
- A means to problem solve
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Student Focused Techniques
Mental Modeling – Helping students learn to direct their own learning through modeling cognitive processes involved with problem solving
Similar to the “I Wonder” scientific technique
In both, teachers demonstrate verbally how to sequence the steps and use information necessary to solve a problem
Group activity -Complete “mental modeling” activity, p. 44 in text.
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Student Focused Techniques (cont.)
Discovery- students’ personal experiences and prior knowledge are utilized as foundations for conceptual development. The students then use this information to make inferences and draw conclusions.
Exploration Application
Introduction Concept
Development
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A Discovery Example
• No Sweat: A Quest to Understand Body Odor
• What are the advantages? Disadvantages?
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Discovery Learning (cont.)
Challenges
- teacher will have to plan experiences and activities so the students can find the information they are supposed to gain.
- The discovery activity must lead to clarification of the concept to be learned
Advantages
- utilizes children’s natural curiosity
- Provides structure without restricting thinking
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Student Focused Techniques (cont.)
• Inquiry- involves using prior knowledge, discovering new knowledge, and generating the question to be answered.
Challenges
- students must be taught how to use inquiry
- requires much prep work from instructor
Advantages
- excellent technique for integrating curriculum
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What to Use????
• Which are the best techniques to use? Why?• When do we use each one?• What are our goals when we choose one
technique over another?
• ASSIGNMENT: Using the NC Essential Standards and Common Core in your grade level in which you plan to teach, choose a concept for which you will create a lesson using 3 of these techniques. At least one of your ideas must include a student focused technique.
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Monitoring and Flexibility
• How is the lesson going?
– Are the students engaged?
– Am I getting the concept to be taught across to the students?
– Am I meeting the needs of each student?
– Do I need to make any changes? If so, what changes do I need to make? Must they be made immediately? Do I need to move on or regroup?
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Modeling
• Role models?
• Private lives?
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What do we want to model?
• Rules for Teachers – 1872 & 1915 True or not – enjoy!
• What about today?
• What about behavior outside of school?
• How do different cultures think about teacher respect? Do teachers “have” or “earn” respect?
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Review
• Describe the 4 types of instructional experiences?
• Name and define the teacher-focused, dialogue oriented, and student-focused instructional techniques.
• Explain monitoring and flexibility as used by the best teachers
• Describe the type role models you expect teachers to be