Elements Of Effective Teaching Flashcards
Characteristics of an effective question (ABCAP)
A- APPLY TO SUBJECT B- brief concise clear definite C- center on one idea A- adapt to student experience P- present a challenge
Types of lecture (4 types)
- The illustrated talk (visual aids)
- The briefing (op-order)
- The formal speech- (promotion speech)
- The teaching lecture
Teaching lecture
Depends on planning, developing, supporting, and communicating the lesson
Preparing the lecture
- Establish the objective and desired outcome
- Researching the subject
- Organizing the material
- Planning productive classroom activities (I.e. Examples)
Suitable language
Use simple rather than complex words - define technical terms
Types of delivery (lecture)
- Reading material from manuscript
- Reciting memorized material
- Speaking extemporaneously from an outline
Use of notes (lecture)
- Assure accuracy
- Dispel fear of forgetting
- Jog the memory
Formal vs informal lectures
Informal provides student participation
Advantages of lectures
- Good for introducing subject
- Supplemental to other teaching methods
- Convenient for large groups
- Presenting many ideas in a short time
Disadvantages of a lecture
- Lack of student participation- student lets teacher do the work.
- No means of estimating student learning
- Easy to present much material at one time
- Difficult to hold some students attention
Organizing material (3 things)
- Introduction
- get the audience attention
- motivation
- overview- what is to be covered - Development- by use of one of the following
- from past to present
- from simple to complex
- from known to unknown
- from most frequently used to least frequently used
Cooperative or group learning method
A. Heterogeneous groups
- size and makeup of the group should be selected by the instructor
B. Clear complete directions and instructions
C. All students in the group must buy into targeted objectives
D. Positive interdependence
- should be structured or require dependence on all group members
E. Opportunity for success
F. Access to must-learn information
G. Sufficient time for learning
H. Positive social interaction behaviors and attitudes
I. Individual accountability
J. Recognition and rewards for group success
K. Debrief on group efforts
Guided discussion
Students provide ideas experiences, opinions, and information
Use of questions in guided discussion (learning is produced through skillful use of questions can be categorized by function and question characteristics)
(Types of questions)
- Lead-off question
- Follow up question
- Overhead question
- Rhetorical question
- Direct question
- Reverse question
- Relay question
Characteristics of an effective question (guided discussion)
- Specific purpose
- Clear in meaning
- Contain single idea
- Stimulate thought
- Requires definite answers
- Relate to previously taught information
Planning a guided discussion
- Select a topic student can profitably discuss
- Establish a specific lesson objective and desired learning outcomes.
- Conduct adequate research to become familiar with a subject
- Organize the main and subordinate point of the lesion in logical sequence (intro-discussion-conclusion)
- Plan at least one lead off question for each desired learning outcome
Guiding a discussion: instructor technique (DIC)
D- discussion
I- introduction
C- conclusion
Demonstration-performance method
A. Learn by doing principle- 5 essential stages are
- explanation
- demonstration
- student performance
- instructor supervision
- evaluation
B. Explanation phase:
- must be clear, pertinent to the objectives of the particular lesson, and based on known knowledge of the students
C. Demonstration phase
- show students actions necessary to perform skill
D. Student performance phase
- students act and do
E. Instructor supervision phase
F. Evaluation phase
- instructor critiques student performance
Computer based training (CBT)
A. Advantages
- manpower necessary to train personal is reduced
- students can progress at their own pace
- students can access CBT at their own convenience
B. Common examples of CBT
- personal computer based aviation training device
- flight training devices
- computer versions of test prep study guides
C. Cautions
- CBT should be used as a supplement not stand alone training
- development of physical skills is limited during CBT
- an instructors success is determined largely by his/her ability to select and organize proper material
Teaching process (PPAR)
P- PREPARATION: decide what to cover, set goals, determine objectives. What why who standards (e.g. Airspace- alpha- golf, restricted, special use determine how to recognize
P- PRESENTATION: method chosen by the instructor in which to present material (e.g. Lesson plans, charts, diagrams, lectures, ect…)
A- APPLICATION: applying what they’ve learned while performing in or out in front of the classroom (e.g. Flying to IWA staying below 4000’ and staying out of bravo airspace)
R- REVIEW AND EVALUATION: grade and critique. Offer improvements on both ground and flight. (E.g. Multiple choice quiz or a pull chart and ask questions)
Learning by doing (EDSIE)
E- explanation D- demonstration S- student performance I- instructor supervision E- evaluation/critique
