MOD 5 Flashcards
refers to the sum of available tools, techniques, strategies from which a practitioner may draw, choose from to address a particular purpose.
Repertoire
Repertoire of Techniques
-class recitation
-class discussion
-presentation
-demonstration
-supervision and critique
feedback
-steps in giving feedback
-guidelines in providing feedback
-Focus on the recall and comprehension (Kauchak & Eggen, 1989)
-Close-ended questions
-BASIC PRINCIPLE: Many students should be involved in the recitation
Class Recitation
-Engage students in higher order thinking skills (HOTS)
-Analysis, synthesis and evaluation (Aban, 1998)
-Class discussions are facilitated by guide questions
-Higher order thinking skills would require open ended questions unlike in class recitaiton
Class Discussion
-Presentation: visual aids, printed materials or present the equipment
-Levels of Instruction: Symbolic, Iconic, Enactive
Presentation of Facts, Concepts and Skills
-Establish set
-Present prerequisite knowledge and rationale
-Model the correct performance
-Have students practice under controlled conditions
-Provide opportunities for transfer to more complex situations
Demonstrate a Concept or Skill
-State clearly what is to be achieved or task to be performed
-Break down the task into subtasks as much as possible
-Describe the degree of student progress toward meeting each subtask
-Make corrections and give suggestions for improving performance
-Verify student mastery of the task
Five Steps Teachers Have to Observe in Giving Feedback:
-Give feedback immediately or as close to the actual time of performance
-Descriptive language rather than judgmental language
-Focus on present performance rather than on past ones
-If possible, suggest alternatives rather than a single solution
-Tell the students only what they are able to manage at a given time rather than all that has happened
-Focus feedback on modifiable areas rather than those over which students have little control
-Emphasize achievements instead of shortcomings and maintain an optimistic and supportive class atmosphere
Guidelines in providing feedback:
an instructional activity in
which students respond to recall and
comprehension questions. (Kaucak &
Egen,1989)
recitation
-Simple and practical way to monitor
student progress
*Teacher asks lower order questions
*Questions are directed to student
*BASIC PRINCIPLE Many students
should be involved in the recitation
How to conduct a Recitation
an instructional activity in
which students engage in higher order thinking
as they respond to analysis, synthesis, and
evaluative questions presented by teacher
(Aban,1998)
Guided discussion
guided discover new meaning &
relationship
Teacher knows the answer and the student has to discover it
convergent thinking
Synthesis or Evaluation Questions more open-minded
promotes reflection
Teacher and students search together for answers
divergent thinking
According to Louisell and Descamps (1992), the ff. conditions must exist
to promote productive thinking:
* The teacher’s question must move beyong recall, comprehension and
application into analysis, synthesis and evaluation levels
* Students must believe that their ideas will be respected
* Adequate time must be allowed for the discussion to unfold
* Broad students participation must be encouraged
* The teacher must adopt the role of a facilitator, guiding the discussion
while at the same time allowing the students to be active and involved
How to Demonstrate A Concept or
Skill
Establish set
* Present prerequisite knowledge and rationale
* Model the correct performance
* Have students practice under controlled conditions
* Provide opportunities for transfer to more complex
situations
Five steps to observe
form of student practice in which students
learn by doing rather than reading or listening
* Form of play
* Very motivating instructional activity attention and
emotions
role plays
-State clearly what is to be achieved or task to be performed
* Break down the task into subtasks as much as possible
* Describe the degree of student progress toward meeting
each subtask
* Make corrections and give suggestions for improving
performance
* Verify student mastery of the task
Five Steps Teachers Have to Observe in Giving Feedback
An instructional activity which students engage in higher order thinking as they respond to analysis,
synthesis and evaluative questions. May
emphasize convergent or divergent thinking.
discussion
-Develop leadership skills
-Summarize group opinion
-Arrive at a consensus
-Become an active listener
-Appropriately handle controversy
-Develop paraphrasing skills
-Develop self directed learning skills
-Develop analysis, synthesis and evaluative skills
Uses of Classroom Discussion Strategies:
-Teacher has to consider goals carefully
-Has to decide on appropriate activities
-Has to consider student’s experience and development
-Needs to consider the time allotted for the activities
-The discussion they ought to produce a specific product such as -summary, list, or a series of conclusions
Planning and Organizing a Discussion Lesson
Preparation for a Guided Discussion
Introduction
Discussion
Conclusion
-Select a topic that students can gainfully discuss
-Establish a specific lesson objective with desired learning outcomes
-Conduct adequate research to become familiar with the topic
-Organize the main and subordinate points of the lesson in a logical sequence
-Plan at least one lead-off question for each desired learning outcome
Conducting/Implementing A Guided Class Discussion
