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