1. Chapter 6 Using Indirect Teaching Methods

2. The Discussion Method w Classroom goals: Questions that explore controversial issues (with no simple answer) increase knowledge and encourage deeper understanding of the various sides presented. Discussions addressing issues from the affective domain are more effective in changing attitudes, values, and behaviors.

3. Discussion Method: Roles w A discussion leader keeps the discussion on track by stating topic, posing questions, and summarizing major points. w A recorder keeps notes, creates a summary, and records the group’s conclusion. w Participants are prepared. They review materials provided, come ready to listen, and ask questions. w Teachers must plan the discussion and execute the plan. identify goals and provide information prior to discussion plan for large-group or small-group activity determine seating arrangement plan for the time involved

4. Whole-Class or Small-Group? w Whole-class discussions Teacher serves as passive moderator. Topic is appropriate for whole-class discussion. Procedures or ground rules are outlined for students.(summary of last comment, no sarcasm, no making fun, only topic at hand) Set(how start) and closure (wrap-up) must be planned. Use listen-read-and-discuss to build discussions around textbook.(pg 174)

5. Whole-Class or Small-Group? (cont.) w Small-group discussions Should follow the presentation of information. Provide clear guidelines for groups and designate a small-group leader. Ideas and conclusions recorded by the appointed recorder. Conclusions reported to rest of the class. Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

6. Four types of small-groups w Brainstorming used to generate ideas around topic or problem presented w Buzz Group established quickly to share opinions, viewpoints, or reactions w Task Group set up to solve a problem or complete a project w Panel prepares in advance to present an informal discussion to be followed by a whole-class discussion Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

7. Heuristic Methods w A problem solving process that is active, somewhat self-directed, inquiring, and reflective w Heuristic approaches: discovery inquiry Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

8. Levels of Problem Solving Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

9. Discovery Learning w “…intentional learning through supervised problem solving following the scientific method of investigation.” w Follows the general scientific method for conducting an investigation w Takes place at 3 levels guided discovery modified discovery open discovery Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

10. Discovery Learning Strategies w Selecting the problem. w Proposing possible solutions. w Collecting of data. w Data analysis and interpretation. w Testing conclusions. Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

11. Discovery Learning Benefits active learning intrinsic motivation increased learning and retention development of positive social skills Limitations little feedback amount of material covered is limited adjustment for both teacher and students

12. Inquiry Learning w Emphasis is on the process of investigating the problem w Does not require solutions to problems w Pattern for reaching solution is not established w 3-step procedure is followed: identify the problem work toward solutions establish solutions (Bruner, 2004)

13. The Five-E Inquiry Model (pg.184) w Step 1-Engage – problem defined w Step 2-Explore – actively explore w Step 3-Explain – verbalize their exploration w Step 4-Elaborate – expand, make connections, apply understandings w Step 5-Evaluate – teacher determines understanding *this model is based on the constructivist approach to learning

14. Inquiry Learning Benefits creative solutions developed stimulates interest students not penalized for lack of knowledge failure not possible>>enhance d confidence Limitations can appear chaotic anticipating and locating materials can be challenging demanding of time difficult to evaluate student progress

15. Systemic Problem Solving (International Technology Education Association) 1)Defining the problem 2)Brainstorming 3)Researching and generating ideas 4)Identifying criteria and specifying constraints 5)Exploring possibilities 6)Selecting an approach 7)Developing a design proposal 8)Making a model or prototype 9)Testing and evaluating the design using specifications 10)Refining the design 11)Creating or making the solution 12)Communicating the processes and results Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

16. Teacher’s Role w Facilitates w Continuously monitors students w Identifies and rectifies problems immediately w Deals with management/discipline problems w Works one-on-one with students w Supports/scaffolds students’ work during systematic investigation of problems w Systematic planning w Practices flexibility Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods

17. Classroom Environment w An environment that grants freedom for exploring problems w Necessary materials and equipment are available to students w Cooperation, trust, self-control, conviction and a sense of openness is essential Effective Instructional Strategies, Second EditionChapter 6 Using Indirect Teaching Methods