Using Indirect Teaching Methods

1

• Chapter 6
• Using Indirect Teaching Methods

2
The Discussion Method

• Classroom goals
• Questions that explore controversial issues (with
  no simple answer) increase knowledge and
  encourage deeper understanding of the various
  sides presented.
• Discussions addressing issues from the affective
  domain are more effective in changing attitudes,
  values, and behaviors.

3
Discussion Method Roles

• A discussion leader keeps the discussion on track
  by stating topic, posing questions, and
  summarizing major points.
• A recorder keeps notes, creates a summary, and
  records the groups conclusion.
• Participants are prepared. They review materials
  provided, come ready to listen, and ask
  questions.
• Teachers must plan the discussion and execute the
  plan.
• identify goals and provide information prior to
  discussion
• plan for large-group or small-group activity
• determine seating arrangement
• plan for the time involved

4
Whole-Class or Small-Group?

• Whole-class discussions
• Teacher serves as passive moderator.
• Topic is appropriate for whole-class discussion.
• Procedures or ground rules are outlined for
  students.(summary of last comment, no sarcasm, no
  making fun, only topic at hand)
• Set(how start) and closure (wrap-up) must be
  planned.
• Use listen-read-and-discuss to build discussions
  around textbook.(pg 174)

5
Whole-Class or Small-Group? (cont.)

• Small-group discussions
• Should follow the presentation of information.
• Provide clear guidelines for groups and designate
  a small-group leader.
• Ideas and conclusions recorded by the appointed
  recorder.
• Conclusions reported to rest of the class.

6
Four types of small-groups

• Brainstorming
• used to generate ideas around topic or problem
  presented
• Buzz Group
• established quickly to share opinions,
  viewpoints, or reactions
• Task Group
• set up to solve a problem or complete a project
• Panel
• prepares in advance to present an informal
  discussion to be followed by a whole-class
  discussion

7
Heuristic Methods

• A problem solving process that is active,
  somewhat self-directed, inquiring, and reflective
• Heuristic approaches
• discovery
• inquiry

8
Levels of Problem Solving
9
Discovery Learning

• intentional learning through supervised problem
  solving following the scientific method of
  investigation.
• Follows the general scientific method for
  conducting an investigation
• Takes place at 3 levels
• guided discovery
• modified discovery
• open discovery

10
Discovery Learning Strategies

• Selecting the problem.
• Proposing possible solutions.
• Collecting of data.
• Data analysis and interpretation.
• Testing conclusions.

11
Discovery Learning

• Benefits
• active learning
• intrinsic motivation
• increased learning and retention
• development of positive social skills

• Limitations
• little feedback
• amount of material covered is limited
• adjustment for both teacher and students

12
Inquiry Learning

• Emphasis is on the process of investigating the
  problem
• Does not require solutions to problems
• Pattern for reaching solution is not established
• 3-step procedure is followed
• identify the problem
• work toward solutions
• establish solutions
• (Bruner, 2004)

13
The Five-E Inquiry Model (pg.184)

• Step 1-Engage problem defined
• Step 2-Explore actively explore
• Step 3-Explain verbalize their exploration
• Step 4-Elaborate expand , make connections,
  apply understandings
• Step 5-Evaluate teacher determines
  understanding
• this model is based on the constructivist
  approach to learning

14
Inquiry Learning

• Benefits
• creative solutions developed
• stimulates interest
• students not penalized for lack of knowledge
• failure not possiblegtgtenhanced confidence

• Limitations
• can appear chaotic
• anticipating and locating materials can be
  challenging
• demanding of time
• difficult to evaluate student progress

15
Systemic Problem Solving (International
Technology Education Association)

1. Defining the problem
2. Brainstorming
3. Researching and generating ideas
4. Identifying criteria and specifying constraints
5. Exploring possibilities
6. Selecting an approach

1. Developing a design proposal
2. Making a model or prototype
3. Testing and evaluating the design using
   specifications
4. Refining the design
5. Creating or making the solution
6. Communicating the processes and results

16
Teachers Role

• Facilitates
• Continuously monitors students
• Identifies and rectifies problems immediately
• Deals with management/discipline problems
• Works one-on-one with students
• Supports/scaffolds students work during
  systematic investigation of problems
• Systematic planning
• Practices flexibility

17
Classroom Environment

• An environment that grants freedom for exploring
  problems
• Necessary materials and equipment are available
  to students
• Cooperation, trust, self-control, conviction and
  a sense of openness is essential