Teaching Courses: Methods and Modalities

Question 1

Methods and Modities

Answer 1

While teaching is indeed an interactive process, it is the teacher who is responsible for shaping the student-teacher relationship in a way that will enable the student to learn.

Question 2

Intellectual excitement

Answer 2

Effective teaching must create Intellectual excitement and establish interpersonal rapport (Lowman, 1995).

Question 3

Continued: Intellectual excitement

Answer 3

Conveying knowledge to others requires developing a new level of command of the content.

Question 4

Modes of teaching

Answer 4

Different modes of teaching tend to be best for learning different things and for different parts of the learning process (Friedman, 2008)

Question 5

Teaching philosophy

Answer 5

A teaching philosophy reflects the teachers view of how students learn best, the most important goals for student learning, the most desirable or important classroom, climate for learning, ethical principles, and teaching, and teachers roles and behaviors

Question 6

Contextual influences

Answer 6

Another major influence on teaching is organizational context. Colleges and universities diverge in their missions in the importance, that they place on research, teaching, and service.

Question 7

Lecturing and explaining

Answer 7

Lecturing is still the most common teaching method employed in higher education today (Bligh, 2000).

Question 8

Continued: Lecturing and explaining

Answer 8

Research suggest that how material is organized and delivered can make a big difference in the formation that listeners retain and in how they rate their satisfaction with the teaching.

Most of all, a lecture’s effectiveness seems to depend on the overall framework that the lecturer provides for its content.

Question 9

Continued: Lecturing and explaining

Answer 9

Nothing reaches long-term memory until it is noticed, enter short term, memory, and then is mentally filtered further, an active process

Question 10

Continued: Lecturing and explaining

Answer 10

All the suggestions listed for lecturing in this chapter are designed to enhance the cognitive processes, in addition to making the framework for the class, or lecture clear at the outset, these include:

Varying your delivery

Encouraging students to take notes

Not writing out the lecture

Using visual aides

Stimulating, thinking, rather than emphasizing facts and conclusions

Asking questions instead of making statements

Not trying to cover too much.

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Question 11

Leading a discussion

Answer 11

When leading a discussion, teachers should draw out the participants and move towards the main learning goals for the class

Just as students critical thinking requires creativity- making and remaking ideas and perspectives- sodas, leading a discussion

Question 12

Continued: Leading a discussion

Answer 12

A skilled discussion leader, answers students’ questions and response to what they say in ways that guides the conversation productively.

Question 13

Continued: Leading a discussion

Answer 13

The following principles help me, classroom, discussion, productive, and effective (Davis, 1993):

Set some ground rules for classroom interactions at the beginning of the course

Pose specific questions or problems to shape the discussion

Show respect for all students and their contributions, even if need to be reinterpreted.

Consider how active you should be, as the discussion leader

Consider using small groups for discussion

Anticipate the kind of problems that can occur in classroom discussion and plan strategies for handling them

Question 14

Continued: Leading a discussion

Answer 14

There is no right answer to whether or not to call on individual students or to rely on volunteers, particularly in the view of overall culture in, practices in the apartment or school. The point is for each teacher to choose a strategy with some awareness of his risk and benefits.

Question 15

Continued: Leading a discussion

Answer 15

A discussion leader must decide how much to allow the conversation to flow on its own, and how much to intervene to shape it. You might consider letting students respond to one another rather than answering every question or comment yourself.

Although a common problem is that many professors are often too active, which could prohibit some students from engaging in the conversation freely.

Question 16

Keeping a journal

Answer 16

In addition to discussion, some forms of writing can encourage learning through reflection on experience.

Question 17

Inquiry and discussion

Answer 17

Another teaching technique that encourages critical thinking, and the development of problem-solving skills is encouraging, independent inquiry, and discovery.

Many assignments used in graduate education like research papers. Use these methods.

Question 18

Student presentations

Answer 18

The most common way to bring inquiry and discovery into the classroom, history, student projects and presentations, individuals or groups

It fosters critical thinking in analysis and synthesis of information. The student is also taking the role of the expert and class members learn from one another

Question 19

Research

Answer 19

The most common form of learning through inquiry and discovery in social work education is research

Question 20

Training and coaching

Answer 20

Training and coaching are teaching techniques primarily used with individual students (Davis, 1993).

This kind of teaching can take place in individual academic advising, as well as in field instruction and feel

Question 21

Mentoring

Answer 21

Mentoring is the intense long-term relationship that sometimes develops between someone more senior in a field and advanced student, a partnership designed to help the students career advance.

Question 22

Role modeling

Answer 22

Weather, teachers want or expected, some students will see them as a role model

An unspoken act of teaching is that the teacher is always being observed very carefully.

Question 23

Using groups and teams

Answer 23

Well, working in Teens is now a common feature of social work practice a mini settings, social work education does not yet emphasize working in teams (Opie, 2000).

Question 24

Preparing a course

Answer 24

Often mini courses have been designed already, and beginning teachers must learn how to deliver course Contant that may not be what the teacher would have design on his or her own.

Question 25

Continued: Preparing a course

Answer 25

The major elements of a course design that must be taken into account are the course title, the course description, the course, learning objectives, assigned readings, and assessments of the students learning (required assignments and rules for grading).

Question 26

Continued: Preparing a course

Answer 26

The course syllabus can be considered a kind of contract between the student, and the department or school about what will be taught how it will be taught, and what will be expected of the student, in order to succeed in the course

Question 27

Putting the course in context

Answer 27

Horizontal integration of curriculum refers to how the continent of courses in other learning experiences, coordinate with each other at any one one time in the students program of study.

Question 28

P.53, Continued: Putting the course in context

Answer 28

Vertical integration of curriculum refers to how Cont is staged overtime, what will be taught and learned first and what later

** no course can be planned, and taught effectively without knowing where it fits in the overall curriculum design

Question 29

Defining learning, goals, and outcomes

Answer 29

Every course, required, or elective, has a few key learning goals

Question 30

Selecting course, content

Answer 30

Buy referring to the learning goals for the course, the rest of the course calendar can be filled, and typically according to the amount of emphasis on each sub topic, and the time needed in class for specific teaching and learning activities

Question 31

Teaching portfolio

Answer 31

A teaching portfolio is a collection of documents, and or materials, illustrating the nature and quality of one’s teaching activities

Some of the documents may include:

A statement of teaching philosophy

Student feedback

Core syllabi, and other materials

Materials and other media

Outside assessment of teaching