Discussion On An Instructional Method

A definite pro for the online discussion is that it gives students that apprehensive about participating in class to be able to share their ideas. A con would be that the conversation seems more forced than when in person. Also, as a student you have to rely on others to reply to actually have the discussion. Another con to an online discussion is that all students have to have access to the internet in order to participate. The online discussion is a great way to prepare for an in-class discussion. It allows students to definitely have concrete thoughts on the text set before participating in the in-class discussion. A con of the in-class discussion would be the students that are not willing to participate or are nervous to participate. It is hard to have a discussion if people are not talking. A pro of the in-class discussion is that it is a much more natural discussion. In an online discussion, it seems like people reply to just one person’s ideas, in-class the conversation is much more natural and flows

Introduction The first two chapters in Jane Vella’s On Teaching and Learning stress very vital ingredients that make dialogue education valuable. Chapter one discusses the efficiency of using structure with learners, and how it impacts everyone within the group. Structure is the backbone of dialogue education (Vella, 2008). Vella gives wonderful examples of how one goes about structuring the learning experience.

Direct Instruction is often associated with traditional lecture style teaching in the classroom and is most commonly used teaching method. Direct Instruction is an instructional approach that is teacher led either by lecture or demonstration and is structured and sequenced in nature (Hidden Curriculum, 2014).

Dialogic strategies are gaining growing support as an alternative to the typical monologic approach to classroom discussions (Corcoran & Silander, 2009). A monologic approach is when the teacher asks a question, a student responds, and the teacher evaluates the student’s response. In a dialogic approach, there is a discussion facilitated by the teacher, that leads students to developing an understanding of the text they are engaging with, or an understanding of the content they are discussing (Corcoran & Silander, 2009). When students engage in dialogue they are collaborating with their peers to construct an understanding of the text, and they are utilizing their own prior knowledge, to make meaning of a text (Lightner

Question # 1 When is the Direct Instruction model most effective? Analyze how instruction can be differentiated related to content, process, and product.

To explain, this method helps students to express themselves verbally, stir their thinking process also teaching them how to agree and disagree. The author seems to make a strong point in open exchange of ideas with others will learn both the existence and validity of other points of view. I feel that in sharing testimonies of truth will perhaps drastically change other ideas or give a different perspective. By the same token, it seems teaching by discussion, wrong conclusions may be corrected, creative thinking stimulated, and problem-solving techniques are learned which can be applied in all aspects of

Overall this strategy worked somewhat effectivley. Students seemed to know the repsonse to each question, because of the time students were able to take during their discussions. Some students were very focused on the task, because they did not know who would be called on, others had difficulties focusing their discussions on the text.

The article that I chose to summarize from the NCTM website is from November of 2015, Volume 22, Issue 4. In this article Erin L. Wagganer discusses five strategies that encourage meaningful math discussions in the classroom. The first paragraph of the article talks about how a classroom of twenty-one fourth graders dramatically changed from the first few months of school where they were not engaged in mathematic discussions, to now being active listeners where they are able to critique statements and use strategies to determine solutions.

During the discussion stage, students will be encouraged to comment on each other’s ideas and provide appropriate responses to questions received.

Teaching and learning strategies used in an actual session and to be delivered during professional practice.

Cognitive apprenticeship allows one to problem solve and complete complex tasks successfully. The concept that I think has more value with, cognitive apprenticeship is scaffolding. Scaffolding is best for students because it offers student support so they can master their education. Allowing students to stay on task with their work. “In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process” (Education Reform, 2015, para.1). This article also explains, “the term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance” (2015, para.1). When teachers support the student he or she feel encouraged. When the student feels more encouraged they are motivated to learning which allows them to achieve at a high rate academically.

Authors: Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, FHEA Visiting Professor of Healthcare Education and Leadership, Bedfordshire & Hertfordshire Postgraduate Medical School, University of Bedfordshire Carol Jollie MBA, BA (Hons) Project Manager, Tanaka Business School, Imperial College London This paper was first written in 2003 as part of a project led by the London Deanery to provide a web-based learning resource to support the educational development of clinical teachers. It was revised by Judy McKimm in 2007 with the introduction of the Deanery’s new web-based learning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in

Explain the Socratic Method of Teaching. Is this a useful way for students to learn?

Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a health related topic that needs further education and intervention from a nurse. When selecting two teaching methods that are of interest to me, which would be beneficial to use when educating a small group of five people about this health-related topic are group discussion and demonstration and return demonstration. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include their family so information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time if time management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration works more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback from both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing competence, and the nurse is on standby to give cues as needed.

The aspect of either instructing a course with a univocal or dialogical approach seems too clear cut and standardized when it comes to specific subjects. Math subjects have tended to lean towards teaching the content through a direct and specific univocal approach, one that the individual teacher has honed over the years as a lecture that gets repeated every time.