Another method that can be used is the Conference method. The Conference method requires a larger group of people to be fully effective. When using this method the teacher/facilitator will start the discussion with a leading question and let the students take charge from there. Although the teacher will not completely be in charge he/she will still try to keep the discussion on track and controlled. The students will focus on a specific topic, and everyone should be engaging with their personnel experiences, ideas, and opinions. They should be defending their opinions and point out why they think what they think about the discussed topic. Although the Demonstration method taps into all five senses it could be best used for …show more content…
Problem Solving is another teaching method. It taps into the learners critical thinking skills and forces them to evaluate a situation before engaging it. This method is typically done by the teacher/instructor giving the student a complicated scenario that they would have to work through using their best judgment. The student should develop multiple courses of action and through a process of elimination go with the course of actions that presents the best results for the scenario. If done properly the students will develop their problem solving skills by learning how to identify possible problems within the outcome of their plan of actions. They should also be able to see where they failed so they know how to avoid the same mistakes when making real decisions in life. Another method that could be used is Role playing; it is a very unique way of engaging students. Although not used very often this method is pretty effective. If given the right scenario and rolls the learner would have to play, it’ll tap into multiple learning outcomes. It will make the learner think quickly to deal with a situation/problem they are playing out. Putting themselves into the situation and making them quickly think of how to handle the role will allow them to safely make wrong choices concerning how they behave or react to situations while playing the role. After the
Another way to build student motivation and engagement is to give them real world problems to solve. By doing this, natural conflict arises, and students have to work together in order to resolve the conflict and continue developing a solution to the problem. When this happens, students learn so much about the problem they are trying to solve, but they also learn skills that will help them become successful in life.
Guidance, coaching or mentoring discussions where-upon everyone is involved in the discussion, also to split into groups and form mini groups within the core discussion. By encouraging open forums and encouraging listening skillsthis will
Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.
Every teacher has its own way of selecting and developing a technique for teaching and may draw various experiences to get the attention of the students. This is called teaching methodology or pedagogy. The teaching methodology facilitates the learning process of the students. The students become productive if
The reading of the life of Sally Ride appeared as a very engaging activity to me. While reading, Ms. House would allow simple questions and comments, but knew when to stop them and move on. Her students also seemed to know that when she moved on it was time to be quiet and listen. After reading, the students turned to a partner and discussed the story. This was a great way
We all took time to read each students case and formulate our own opinions and ideas before bringing them before the group. Each group was giving all the time they needed to prepare there discussions. We were able to reach consensus by listening to the opinions and feels and arguments of all other group members. We actively listened to each other point of view. After each group member spoke we discussed the reasons behind their answers.
strategies and learning tasks to re-engage students (including what you and the students will be doing)
I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow
choosing teaching/learning strategies that activate students’ prior knowledge so students are prepared cognitively, socially, and emotionally for new learning (e.g., through discussion, choosing a problem
Mature students’ involvement in higher education is life enhancing and vital to social mobility, but current changes to higher education fees and adult skills strategy represent a substantial risk to forthcoming partaking. This research aims at exploring the challenges faced by mature students to access higher education and the motivating factors that helps them to pursue or resume their academic studies. Whatever the motive, going to higher education as a mature student can be very gratifying, not least because it tends to be a bigger enterprise later in life and consequently the wish to excel is often heightened.
Problem-based teaching is also rare in tertiary education though it would help because it uses a rich array of modes.” (Fleming, 1995)
As an educator, it is my role to teach as well as learn. The role of a teacher allows me to experience both Andragogy and Pedagogy. “Andragogy” is “the art and science of helping adults learn "where as “Pedagogy is the art and science of teaching children” (Knowles, 1984, p. 13). In my profession, it is a daily task to teach concepts to children. Children are generally, teacher directed learners meaning, they are always looking to the teacher to guide them in their learning. They seek out answers and need direction to what they will be learning and what activities are provided to solidify the learning concept. This is quite different than the self directed, or the adult learner. According to Caruso (2011), adults learn by performing
Problem solving is a universal process that allows us to make decisions on everything from what to eat and what to wear. These steps contain the necessary knowledge that has been constructed through previous life experiences. Without sufficient experience the supports designed to strengthen our choices are weakened ending in the ultimate failure of the problem.
All students have a different learning style and can benefit from hands on or real life activities in the classroom.
It is important to teach or at least try to teach students problem solving related to math. Problem solving plays a big part in the math process. Teaching problem solving is beneficial to students because helps the students find solutions when struggling. It helps math to be more interesting and less stressful. Students see math with less negative reaction and more hope. Problem solving helps and improves student’s ability to think, solve, and find solutions. It is important for students to have the ability to have problem solving skills and this is what it teaches the students. Ultimately, problem solving helps students focus increase and learn what works best for them.