7-Direct Teaching Methods

7/29/2019 7-Direct Teaching Methods

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Which is the best approach?

Bestapproach?

Teacher

centered?

Student

centered?


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Teacher-centered &

Student centered approaches

Teacher-

centered

Deductive

Directinstruction

Student-

centered

Inductive

Indirect

instruction


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DEDUCTIVE APPROACH

It is based on the idea that a highlystructured presentation of content createsoptimal learning for students

It starts with the introduction of formulas orprinciples and follows by their applications in

specific examples


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INDUCTIVE APPROACH

The concept of inductive teaching :

It is based on the claim that knowledge is built primarily

from a learners experiences and interactions with

phenomena

The process in Inductive Approach

Specific examples

Observation

Research

IdentifyAnalyze

Makinggeneralization


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6

Teaching Strategies

Effective instructors use an array of

teaching strategies because there is

no single, universal approach that suits

all situations.

different groups of students

Different skills and fields of knowledge Different student backgrounds

Different learning styles

Different abilities


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Teacher-CenteredInstruction

(Authoritarian Approach)

Focus is on instructor

Instructor talks, students listen

Students work alone Instructor monitors and corrects students

Instructor answers students questions

Instructor chooses topics

Instructor evaluates student learning

Classroom is quiet


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Learner-Centered Instruction

(Democratic Approach)

Focus is on both students and instructor

Instructor models; students interact withinstructor and one another

Students work in pairs, in groups, or alonedepending on the purpose of the activity

Instructor provides feedback/correction whenquestions arise

Instructor is an information resource

Students have some choice of topics

Students and instructor evaluate learning

Classroom is often noisy and busy


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Teacher centered approach:

Direct Instruction

More teacher-directed instruction, less seatwork

Active presentation of information

Clear organization of presentation.

Step-by-step progression from subtopic to subtopic Use many examples, visual prompts, and

demonstrations

Constant assessment of student understanding

Alter pace of instruction

Effective use of time and maintaining students'attention


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Teacher centered approach:

Direct Instruction

Direct teaching strategies are instructional approaches in whichthe teacher structures lessons in a straightforward,sequentialmanner

Introduce new skills or concepts in a relatively short period of

time Academically focused

Clearly stating the goals of the lesson

Monitors students understanding and provide feedback

Teacher in control of:

the content or skill to be learned

the pace of the lesson


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Example of Direct Instruction: Lecture

traditional lecture can be an effective way to

achieve instructional goals

The advantages of the lecture approach:

to communicate a large amount of information

to many listeners

maximizes instructor control

non-threatening to students


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Example of Direct Instruction: Lecture

The disadvantages :

lecturing minimizes feedback from students

assumes an unrealistic level of student

understanding and comprehension

disengages students from the learning process

causing information to be quickly forgotten


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Group work

Strategy 1 lecture

Hand out

How to make lecture approach more

effective?


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1. Fit the lecture to the audience

2. Focus your topic

3. Prepare an outline that includes 5-9 major points

4. Organize your points for clarity5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to

other perspectives

7. Repeat points when necessary8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you dont have to be an entertainer but you

should be excited by your topic.

Source: Cashin, 1990, pp. 60-61

How to make lecture approach

more effective?


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15

Basic Skills of Lecturing

Explaining using examples & illustrations Orientation opening a lecture, intro to a topic or

theme Closure summarize and linking topics

Liveliness generate interest & hold attention Teaching aids use of technology Giving directions how to do things / solve

problems Comparing giving similarities/differences Narrating reading a book to illustrate or exemplify Varying students activities


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Interactive Lectures

How can a didactic lecture

be student-centered?

I i L T d


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Breaks the lecture at least once per class

Students participate in an activity that lets

them work directly with material.

Allows students to:

Apply what they have learned earlier; or

Gain a context for upcoming lecture material.

Interactive Lectures Toward a

Student-Centered Classroom

I i L T d


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Possible activities

Interpretation of graphs

Making calculations and estimations

Predictions of demonstrations

Brainstorming

Tying ideas together

Applying what has just been learned in classor reading to solve a problem

Collecting student responses



I t ti L t T d


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Possible activities Think-pair-share (several sources)

Case studies during lecture (Goodman, et al., 2005)

Rapid response test 10 T/F in 5 min (Rao, 2006)

Role playing by students (van Loon, 1993)

Pause midway through lecture (Trautwein, 2000)

Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993) High Tech & Low Tech

Interaction scoreboard promoted readiness (Kumar, 2003)

Colored letter cards (DiCarlo & Collins, 2001) Lecture sketchbook (Smoes, 1993)

Five Bits of Information Learned Today (VanDeGraff, 1992)

Blunder Lecture (Nayak, et al., 2005)

Broken Lecture (Nayak, 2006)




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Questioning and discussion: creating a

dialogue

Did you know?

The two most common verbal interactions in

the classroom between teachers and studentsare questioning and discussion

Questioning is, by far, the most dominant

teaching strategy after lectures in upper-elementary and secondary classrooms (Gall,

1984).


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Discussion strategi

Strategy 2 discussion

Hand out

How to participate and contribute to the

discussion of ideas?



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o

Listen carefully in classo Mark or make notes of the points you wish to answer or

discuss or question

o Quick introduction of idea: ... "As I understand it....

o Restating the discussion/author's main idea --shows that youare trying to understand, and shows where you are in

understanding

o Clear summary and when giving opinion

o Keep comments to the point, refer to notes if required

o Making an arguments, begin with examples from the author

o After spoken, ask for feedback


discussion of ideas


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Questioning Strategy

Why ask questions?

1. Checking for student understanding ofinstruction

2. Evaluating the effectiveness of the lesson

3. Increasing higher-level thinking


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Levels of questions: convergent vs. divergent;Blooms taxonomy

Convergent and divergent questions:

Convergent questions focus on a correct

response

Divergent questions are more demanding of a

students thought processes



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Convergent questions

1. About concrete facts (who, what, when, and

where questions) that have been learned

E.g.

Who is the Prime Minister of Malaysia?

What is 5 + 3?Where is Johor Bahru located?



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Convergent questions

2.Convergent questions may also requirestudents to recall and integrate or analyze

information to provide one expected correctanswer

E.g.

Based on our definitions of war, can you nameany countries that are now engaged in war?



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3.Most alternate-response questions such as

those that can be answered yes or no or true

or false, are also classified as convergent

e.g.

Is x + y = 3 a quadratic equation?

Are the results what we expected from this

experiment?



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Divergent questions

1. Questions calling for opinions, hypotheses, orevaluations are divergent since there are

many possible correct responses. E.g.

What would be a good name for this story?

Why is it important that we continue to explorespace?



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Categoriesof questions: Blooms Taxonomy of

questions

1. Knowledge

What is the best method for calculating

the circumference of a circle?Who discovered the Mississippi River?



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questions

2. Comprehension

What do the words hasta la vista mean?

Given the present population birth rate, what

will be the world population by the year _____?



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questions

3. Application

Given a pie-shaped lot 120 ft x 110 ft x 100 ft, and

village setback conditions of 15 ft in all directions, what

is the largest six one-story home you can build on thislot?



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Categoriesof questions: Blooms Taxonomy ofquestions

4. Analysis

What are the facts and opinions in the article

we read?

How does an effective teacher conducts his orher teaching?



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questions

5. Synthesis

What are the common causes of soil erosion?

How would you go about determining thechemical weight of an unknown substance?



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Types of questions

2. Prompting questions

When a student fails to answer a question

students feel a sense of failure

E.g.What is the chemical formula for water, John?

[Pause.]. I dont know.

Well, if a water molecure consists of two atoms of hydrogen and

one atom of oxygen, what is its chemical formula?

[Pause.]. H2O.

Right.



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Types of questions

3. Probing questions

Probing questions force students to think morethoroughly about the initial response.

E.g.

What do you mean by that?Would you rephrase that?

Can you explain more fully?



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Questioning techniques

1. Redirecting

-- ask several students to respond to a question.

E.g.We have now studied the contributions of several great men and women

of science. Which scientist do you think made the greatestcontributioni? [Pause. Several hands go up.]

Carol?

Albert Einstein.

Marie Curie.

Mike, your opinion?

Thomas Edison



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Questioning techniques

3. Halting Time

Teacher pauses but no questions are asked. Teacher presents some of the complex materials

or directions and then stop for students to thinkor carry out the directions. During the halt, teachers checks with the class to

see whether they appear to understand. If students are confused, teacher may want to ask

questions or redo the explanation or directions.



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Reinforcement

after an acceptable responses

has been given, you must react :

praise? Approval? accept the

answer without response orcomment?


7-Direct Teaching Methods

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