Teacher Demonstration lesson
1) The
demonstration Method
2) The
discovery/Inquiry Method
3) The
Problem-Solving Method
4) The Field
Trip/Study Method
5) Guest Speaker
Method
Required: For
each of the methods listed above, provide information on the following
a)What does that
method/approach mean?
b)When to use it
and why?
c)How will you
use it?
d)What are the
advantages and some limitation of it?
e) Should the method/approach
be abandoned because of its disadvantages? If YES or NO,why?
Teacher Demonstration lesson
A
demonstration lesson is simply a planned lesson taught to the interview
committee or a group of students. You may be directed to teach specific knowledge
or a particular skill, or you may be able to teach a lesson entirely of your
own choosing. Job applicants could be asked to teach a 15-minute lesson to the
interview committee or to teach a 45 to 60 minute lesson to a class of
students. Sometimes, the interview committee may provide time after the lesson
to reflect with you on how it went as well.
Teaching
demonstrations are artificial the students aren’t yours, you won’t see them
again for follow-up lessons, you might even be “teaching” faculty, etc. but
they are also a critical part of an academic job interview. The teaching
demonstration must prove not only that you can create and follow a lesson plan,
but also that you can engage and interact with students to enhance their
learning
b. How to Give an Effective
Teaching Demonstration
Schools
and districts use demonstration lessons (demo lessons) to judge a job
applicant's knowledge of effective teaching, classroom management, and
professional behavior. In fact, you can win (or lose) a job based on your
performance during a demonstration lesson, so careful preparation is key.
Below, I take you through how to plan and teach a successful demo lesson.
c.
How to use demonstration method
There
are five important criteria and the indicators that employers are likely to use
to evaluate your demo lesson.
1.
Organizes and delivers a purposeful lesson.
Today's
teachers face high demands for accountability and raising achievement of all
learners. There never seems to be enough time in the school day to cover
everything. Effective teachers need to be well-prepared, well-organized, and
purposeful in their instruction.
Indicators:
• Provides a copy of a formal lesson
plan for all committee members.
• Conveys a strong sense of purpose and
knows the lesson well.
• Has a clear beginning, middle, and
end to the lesson.
• Aligns learning outcomes with
standards for learning.
• Assesses students informally during
the lesson.
• Sequences planned learning experiences
with a timetable.
• Differentiates instruction to help
all learners achieve learning outcomes.
d. Advantages and disadvantages of demonstration
method.
a) A
teaching demonstration is one of the most important parts of a job interview at
a teaching-focused university, small liberal arts college, or community
college.
b) Even
for applicants with extensive teaching experience, the demonstration presents
particular challenges.
c) It
often feels contrived, as actual students may not even be present. If students
are there, you won’t have the same rapport with them that you develop in your
own classes.
d) The
physical setting and institutional norms are unfamiliar, and the format is less
scripted and less predictable than that of the job talk.
e) This
Teaching Tools post offers tips and resources for meeting these challenges.
f) You
will not be able to prepare a single teaching demonstration for multiple
interviews. Institutions and student audiences vary, of course, but so do the
types of demonstrations that job candidates are asked to prepare. As you design
your demonstration, consider the following issues and ask for clarification if
necessary
e) This methods should not be
abounded due to the following reason
Why using demonstration method of
teaching
a) Quickly
sets several "ground rules" for successful learning (e.g. respect,
safety, responsibility).
b) Provides
clear instructions and expectations.
c) Makes
smooth transitions from the whole class to small groups.
d) Paces
the delivery of the lesson appropriately
2a) Discovery learning is a technique of
inquiry-based learning and is considered a constructivist based approach to
education. It is also referred to as problem-based learning, experiential
learning and 21st century learning. It is supported by the work of learning
theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Discovery
learning takes place in problem solving situations where the learner draws on
his own experience and prior knowledge and is a method of instruction through
which students interact with their environment by exploring and manipulating
objects, wrestling with questions and controversies, or performing experiments
b) When to use it and why
Teacher's role
It
has been suggested that effective teaching using discovery techniques requires
teachers to do one or more of the following:
1)
Provide guided tasks leveraging a variety of instructional techniques
2) Students should explain their own ideas and
teachers should assess the accuracy of the idea and provide feedback
3)
Teachers should provide examples of how to complete the tasks
c)A
critical success factor to discovery learning is that it must be teacher
assisted. Bruner (1961), one of the early pioneers of discovery learning,
cautioned that discovery could not happen without some basic knowledge. Mayer
(2004) argued that pure unassisted discovery should be eliminated due to the
lack of evidence that it improves learning outcomes. Discovery learning can also
result in students becoming confused and frustrated.
The
teachers’ role in discovery learning is therefore critical to the success of
learning outcomes. Students must build foundational knowledge through examples,
practice and feedback. This can provide a foundation for students to integrate
additional information and build upon problem solving and critical thinking
skills.
Discovery
learning is a technique of inquiry-based learning and is considered a
constructivist based approach to education. It is also referred to as
problem-based learning, experiential learning and 21st century learning. It is
supported by the work of learning theorists and psychologists Jean Piaget,
Jerome Bruner, and Seymour Papert.
The
label of discovery learning can cover a variety of instructional techniques.
According to a meta-analytic review conducted by Alfieri, Brooks, Aldrich, and
Tenenbaum (2011), a discovery learning task can range from implicit pattern
detection, to the elicitation of explanations and working through manuals to
conducting simulations. Discovery learning can occur whenever the student is
not provided with an exact answer but rather the materials in order to find the
answer themselves.
Discovery
learning takes place in problem solving situations where the learner draws on
his own experience and prior knowledge and is a method of instruction through
which students interact with their environment by exploring and manipulating
objects, wrestling with questions and controversies, or performing experiments
d)Advantages and Disadvantages
·
Discovery learning supports an active
engagement of the learner in the learning process, while you are participating, you are
paying more attention
·
Discovery learning enables the
development of life long learning skills
·
Discovery learning is highly
motivational as it allows individuals the opportunity to experiment and
discover something for themselves
·
Discovery learning builds on learner's
prior knowledge and understanding
·
Discovery learning can be motivating, it
incorporates the individuals pleasure of successfully solving problems and
recalling information
Disadvantages:
·
Discovery learning has the potential to
confuse learner's if no initial framework is available
·
Discovery learning has limitations in
practice when schools try to make it the main way students learn academic
lessons
·
Discovery learning is inefficient, it is
too time consuming for all academic activities (for example mathematical
operations), there are not enough hours in a school year for students to 'unearth'
everything on their own
·
Discovery learning requires that the
teacher be prepared for too many corrections, a lot of things one discovers for
themselves turn out to be wrong (process of trial and error)
·
Discovery learning can become a vehicle to reject the idea that
there are important skills and information that all children should learn
e) This method should not be abandoned due to
the following reasons.
Ø Better
communication, problems can be solved in a better way with a proper
communication between people.
Ø Increase
understanding, as it is explained earlier that team problem solving methods can
increase better communication between people from the same group and apparently
such behavior can lead them to build better understanding between team mates.
Ø Increase
number of solution, most of time while working in an organization whenever some
sort of problem occurs when organization leads with consider their experiences
employees to understand the problem and try to get the possible solution for
such problems.
3. TEACHING
PROBLEM-SOLVING SKILLS
Many instructors in engineering, math and
science have students solve “problems”. But are their students solving true
problems or mere exercises? The former stresses critical thinking and decision making
skills whereas the latter requires only the application of previously learned
procedures. True problem solving is the process of applying a method – not
known in advance – to a problem that is subject to a specific set of conditions
and that the problem solver has not seen before, in order to obtain a
satisfactory solution.
b. Below
you will find some basic principles for teaching problem solving and one model
to implement in your classroom teaching.
Principles for teaching problem solving.
• Model a useful problem-solving
method. Problem solving can be difficult and sometimes tedious. Show students
by your example how to be patient and persistent and how to follow a structured
method, such as Woods’ model described here. Articulate your method as you use
it so students see the connections.
• Teach within a specific context.
Teach problem-solving skills in the context in which they will be used (e.g.,
mole fraction calculations in a chemistry course). Use real-life problems in
explanations, examples, and exams. Do not teach problem solving as an
independent, abstract skill.
• Help students understand the problem.
In order to solve problems, students need to define the end goal. This step is
crucial to successful learning of problem-solving skills. If you succeed at helping
students answer the questions “what?” and “why?”, finding the answer to “how?”
will be easier.
• Take enough time. When planning a
lecture/tutorial, budget enough time for: understanding the problem and
defining the goal, both individually and as a class; dealing with questions
from you and your students; making, finding, and fixing mistakes; and solving
entire problems in a single session.
• Ask questions and make suggestions.
Ask students to predict “what would happen if …” or explain why something
happened. This will help them to develop analytical and deductive thinking
skills. Also, ask questions and make suggestions about strategies to encourage
students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions. Use
errors as evidence of misconceptions, not carelessness or random guessing. Make
an effort to isolate the misconception and correct it, then teach students to
do this by themselves.
c. We can all learn from mistakes.
Woods’
problem-solving model
1. Define the problem. The system. Have
students identify the system under study (e.g., a metal bridge subject to
certain forces) by interpreting the information provided in the problem
statement. Drawing a diagram is a great way to do this.
Known(s)
and concepts. List what is known about the problem, and identify the knowledge
needed to understand (and eventually) solve it.
Unknown(s). Once you have a list of known’s,
identifying the unknown(s) becomes simpler. One unknown is generally the answer
to the problem, but there may be other unknowns. Be sure that students
understand what they are expected to find.
Units and symbols. One key aspect in
problem solving is teaching students how to select, interpret, and use units
and symbols. Emphasize the use of units whenever applicable. Develop a habit of
using appropriate units and symbols yourself at all times.
Constraints. All problems have some
stated or implied constraints. Teach students to look for the words only, must,
neglect, or assume to help identify the constraints.
Criteria for success. Help students
to consider from the beginning what a logical type of answer would be. What
characteristics will it possess? For example, a quantitative problem will
require an answer in some form of numerical units (e.g., $/kg product, square
cm, etc.) while an optimization problem requires an answer in the form of
either a numerical maximum or minimum.
2. Think about it
o “Let it simmer”. Use this stage to
ponder the problem. Ideally, students will develop a mental image of the
problem at hand during this stage.
o Identify specific pieces of knowledge.
Students need to determine by themselves the required background knowledge from
illustrations, examples and problems covered in the course.
Collect
information. Encourage students to collect pertinent information such as
conversion factors, constants, and tables needed to solve the problem.
3. Plan a solution
Consider
possible strategies. Often, the type of solution will be determined by the type
of problem. Some common problem-solving strategies are: compute; simplify; use
an equation; make a model, diagram, table, or chart; or work backwards.
Choose
the best strategy. Help students to choose the best strategy by reminding them
again what they are required to find or calculate.
4. Carry out the plan
Be
patient. Most problems are not solved quickly or on the first attempt. In other
cases, executing the solution may be the easiest step.
Be
persistent. If a plan does not work immediately, do not let students get discouraged.
Encourage them to try a different strategy and keep trying.
D )Advantages of the Demonstration
Method
a.
It is an inexpensive method since only the
demonstrator needs
materials
b.
It shows how something is accomplished properly or expertly, since the teacher is supposedly more
competent than most students.
c.
Demonstration method is especially beneficial
in the areas of
skills and attitudes.
d.
The proficiency displayed reduces the length
of trial and error
time.
e.
It can reduce hazards e.g. breakage and
accidents before students embark on individual or group work with materials
involved.
f.
A good demonstration method holds the
learners attention thus facilitating learning by giving students the
opportunity to see and hear what is actually happening
3. Problem-solving
is the ability to identify and solve problems by applying appropriate skills
systematically. Problem-solving is a process an ongoing activity in which we
take what we know to discover what we don't know. It involves overcoming
obstacles by generating hypo-theses, testing those predictions, and arriving at
satisfactory solutions .Problem-solving involves three basic functions, seeking
information, generating new knowledge ,making decisions
B.
Here
are some techniques that will help students understand the nature of a problem
and the conditions that surround it:
• List all related relevant facts.
• Make a list of all the given
information.
• Restate the problem in their own
words.
• List the conditions that surround a
problem.
• Describe related known problems.
It's
Elementary
For
younger students, illustrations are helpful in organizing data, manipulating
information, and outlining the limits of a problem and its possible
solution(s). Students can use drawings to help them look at a problem from many
different perspectives.
1. Understand the problem. It's important
that students understand the nature of a problem and its related goals.
Encourage students to frame a problem in their own words.
2. Describe any barriers. Students need to
be aware of any barriers or constraints that may be preventing them from
achieving their goal. In short, what is creating the problem? Encouraging
students to verbalize these impediments is always an important step.
3. Identify various solutions. After the
nature and parameters of a problem are understood, students will need to select
one or more appropriate strategies to help resolve the problem. Students need
to understand that they have many strategies available to them and that no
single strategy will work for all problems. Here are some problem-solving
possibilities:
Create visual images. Many
problem-solvers find it useful to create “mind pictures” of a problem and its
potential solutions prior to working on the problem. Mental imaging allows the
problem-solvers to map out many dimensions of a problem and “see” it clearly.
Guesstimate. Give students
opportunities to engage in some trial-and-error approaches to problem-solving.
It should be understood, however, that this is not a singular approach to
problem-solving but rather an attempt to gather some preliminary data.
Create a table. A table is an
orderly arrangement of data. When students have opportunities to design and
create tables of information, they begin to understand that they can group and
organize most data relative to a problem.
Use manipulatives. By moving objects
around on a table or desk, students can develop patterns and organize elements
of a problem into recognizable and visually satisfying components.
Work backward. It's frequently
helpful for students to take the data presented at the end of a problem and use
a series of computations to arrive at the data presented at the beginning of
the problem.
Look for a pattern. Looking for
patterns is an important problem-solving strategy because many problems are
similar and fall into predictable patterns. A pattern, by definition, is a
regular, systematic repetition and may be numerical, visual, or behavioral.
Create a systematic list. Recording
information in list form is a process used quite frequently to map out a plan
of attack for defining and solving problems. Encourage students to record their
ideas in lists to determine regularities, patterns, or similarities between
problem elements.
4. Try out a solution. When working
through a strategy or combination of strategies, it will be important for
students to …
Keep accurate and up-to-date records
of their thoughts, proceedings, and procedures. Recording the data collected,
the predictions made, and the strategies used is an important part of the
problem solving process.
Try to work through a selected
strategy or combination of strategies until it becomes evident that it's not
working, it needs to be modified, or it is yielding inappropriate data. As
students become more proficient problem-solvers, they should feel comfortable
rejecting potential strategies at any time during their quest for solutions.
o Monitor with great care the steps
undertaken as part of a solution. Although it might be a natural tendency for
students to “rush” through a strategy to arrive at a quick answer, encourage
them to carefully assess and monitor their progress.
o Feel comfortable putting a problem
aside for a period of time and tackling it at a later time. For example,
scientists rarely come up with a solution the first time they approach a
problem. Students should also feel comfortable letting a problem rest for a
while and returning to it later.
5. Evaluate the results. It's vitally
important that students have multiple opportunities to assess their own
problem-solving skills and the solutions they generate from using those skills.
Frequently, students are overly dependent upon teachers to evaluate their
performance in the classroom. The process of self-assessment is not easy,
however. It involves risk-taking, self-assurance, and a certain level of
independence. But it can be effectively promoted by asking students questions
such as “How do you feel about your progress so far?” “Are you satisfied with
the results you obtained?” and “Why do you believe this is an appropriate response
to the problem?
4 The field trip /study tour
methods
A field trip or excursion
is a journey by a group of people to a place away from their normal
environment.
The
purpose of the trip is usually observation for education, non experimental
research or to provide students with experiences outside their everyday
activities, such as going camping with teachers and their classmates. The aim
of this research is to observe the subject in its natural state and possibly
collect samples. It is seen that more-advantaged children may have already
experienced cultural institutions outside of school, and field trips provide a
common ground with more-advantaged and less-advantaged children to have some of
the same cultural experiences in the arts.
c)Field
trips are most often done in 3 steps: preparation, activities and follow-up
activity. Preparation applies to both the student and the teacher. Teachers
often take the time to learn about the destination and the subject before the
trip. Activities that happen on the field trips often include: lectures, tours,
worksheets, videos and demonstrations. Follow-up activities are generally
discussions that occur in the classroom once the field trip is completed.
Popular
field trip sites include zoos, nature centers, community agencies such as fire
stations and hospitals, government agencies, local businesses, amusement parks,
science museums, and factories. Not only do field trips provide alternative
educational opportunities for children, they can also benefit the community if
they include some type of community service. Field trips also provide students
the opportunity to take a break from their normal routine and experience more
hands on learning. Places like zoos and nature centers often have an interactive
displays that allow children to touch plants or animals..
B)
WHEN TO USE IT AND WHY
Tips
and Techniques:
These
tips were provided by VU faculty experienced in taking students on field trips.
• Set up the field trip as a research
project that includes data collection.
• Conduct a theoretical examination of
the issue in class long before going into the field. Students should have a sense of what the
field trip is going to be about before they go.
• At least two weeks before heading
into the field, develop the rudiments of basic hypotheses. At this point the instructor should give
details about the field site so that students know what to expect.
• In the field, focus on the things
that you’ve agreed to focus on and let the other stuff be icing on the cake.
• Take a backpack full of extra
warm/dry clothes and snickers to pass out to students as the need arises.
• If for a large class, prepare TAs
well to manage smaller groups of the class.
• Prepare students for practicalities
including appropriate attire, expectations for physical exertion, anticipated
rest stops, supplies and materials they should bring
Issues
to Consider/Prepare For:
• Transportation
• Creating a sampling method suitable
for students with minimal previous experience
• Weather
• Coordination with external personnel
• Effective use of TAs as team leaders
(management of group dynamics)
• Student allergies and fears; safety
Key
Factors That Promote Successful Short-term, Faculty-led Programs Include:
• academic rigor
• use of mixed teaching methods
• facilitated reflection synthesizing
experiences with academic content
c) How will you use it
There
are many ways to make learning extend outside the classroom:
• Field Trips
• Service Learning and Community
Engagement
• Study Abroad
• Technology Outside the Classroom
• Peripatetic Pedagogy
• Place-Based Learning
• Assessment of Field Experiences
• Resources for research on
Experiential Learning
d)Advantages and some
limitations of the trip
a.
Teaching and learning can become
inherently spontaneous and student-centered when moved from the confines of the
classroom into the world at large.
b. From
the collaborative learning atmosphere that results from the unique
relationships developed outside the classroom, to the deep learning that occurs
when students must put into practice “in the real world” what they have
theorized about from behind a desk, field experiences are unmatched in their
learning potential.
c. Field
experiences early in a student’s career can be formative and can inspire
students to continue in a field.
d. Learning
experiences outside the classroom are inherently interdisciplinary. When we go out into the world, we encounter
it as a whole and are forced to engage multiple modalities, no matter which
pair of disciplinary “lenses” we intended to wear.
e. Therefore,
scientists and humanists alike do well to consider the ways in which other
disciplines might enrich their own disciplinary approach to their field.
·
Benefits for Students Who Participate in
These Programs Include:
Increase
in student willingness to take courses outside of their major
Increased
confidence to travel abroad in longer-term programs
Increased
interest in interdisciplinary studies
Increased
skills of inter-cultural communication
Greater
international or comparative understandings of social issues
A
more sophisticated understanding of global social change
Greater
understanding of inequalities and differences in the world system
E)
5.
Guest speakers have become an
important part of the educational experience for students. They expose students
to real-world life experiences from the position of someone who has been there.
Students get to see the insight and perspective of the guest speaker’s
particular field.
One
important benefit that is derived from having a guest speaker is the
enhancement of the students’ educational experience. They essentially get a
glimpse into the everyday life of the speaker, which they can’t get anywhere
else. Another added benefit is the link that students get to make between what
they learn in their textbooks and what they learn from the guest speaker.
Research indicates that it helps students build important connections between
what they are learning and the real world.
Guest
speakers offer something that you can’t offer your students; a different
perspective. Have you ever been teaching a subject, and then all of a sudden
you realize that the students just don’t understand what you are trying to say?
A guest speaker supports a topic that you may know little about and can offer
your students a different point of view, one that they may better understand.
It gives them the opportunity to learn something new, while it gives you a
break. You may find that you end up learning something new in the process.
B. USES AND WHY CLARSSOM
Technology
in the Classroom: What Pokemon Go Means
Augmented
reality platforms like Pokemon Go could dramatically change the way...
Technology in the Classroom: Google Slide
Add-ons
We
look at three helpful add-ons designed to supplement your Google Slideshow.
REASONS
OF USING GUESTER METHOD
Many
teachers bring in guest speakers to illustrate points in their lesson plans,
and give students a break, but I believe guest speakers have the power to do so
much more. Here are 8 reasons you should invite more guest speakers into your
classroom:
1. It’s a break from your teaching
Hate
to say it, but students are probably bored of your teaching methods and class.
Break up the monotony with a guest speaker. They’ll speak at a different pace,
use different teaching aids, and engage with students differently. Plus, it’s
an opportunity for students to interact with unfamiliar people and get
comfortable talking to other adults – always a plus for networking down the
road!
2. Students have the opportunity to
learn something new
This
is my favorite reason on the list because I love to learn something new. When I
had scientists come in to class, travelers, and even firefighters, I learned a
ton – even if it had nothing to do with the class I was in. Learning new,
interesting things is part of education, and guest speakers are often
overlooked as one of the better sources.
3. It supports subjects you may not
know a lot about
Have
you ever gotten to a point in your semester’s curriculum where it might be
better for someone else to teach the section? That’s a perfect scenario for
guest speakers (or another teacher if that’s easier). Having another person
teach a quick section of your class is a nice break for students – and it lends
a different perspective, as I point out below.
4. Creates amazing community
relations
A
lot of schools struggle with good “town-gown” relations. Some are disliked by
the community while others prosper. One of the best ways to get in good graces
is by working with community leaders and organizations to bring in their staff
to speak to students about what they do and how it relates to the curriculum.
You’ll be making new friends in town in no time.
5. Give professionals a chance to
connect with students
There
are many professionals who would jump at the chance to come speak to a
classroom full of your students. If you’re an elementary school teacher,
interactive science demos would be neat. In middle school? How about a
world-travel presentation from someone who’s done a lot of globe-trotting? And
if you teach high school students, what about an intro to personal finance or a
college admissions counselor? At any level, reach out to businesses in your
area. You’d be surprised at what you find.
6. Parents love participating in
their kid’s class
Bring
your parent to work day is super-fun. But, what if someone has a not-so-fun
job? (I mean, how long can you listen to an accountant talk about what they
do?) Offer another option like displaying a hobby or fun side project they
worked on. Parents like to be involved and see that their child is proud of
them – and vice versa.
7. There are important lessons to
learn
Sometimes
it takes a guest speaker to hammer a point home. Whether it’s from their
personal or professional experience guest speakers have the chance to make an
impact. For example, when I was going through driver’s education, we listened
to a father who lost his daughter in an auto accident because she wasn’t
wearing a seat belt. Lesson learned. I don’t turn the car on until I have my
seat belt on.
8. It’s just fun
You
see your student’s smiles on their faces when someone amazing walks through the
door. That’s what makes it all worth it — especially when you bring in someone
students know. I remember when my college would host a speaker series. The
excitement on campus was unforgettable.
C. HOW WILL YOU USE IT
Classroom
Management: Choosing a Guest Speaker
There
are several ways that you can choose a potential guest speaker for your
classroom. The quickest and easiest way is through word of mouth. Ask your
colleagues or send a department-wide e-mail inquiring if anyone is a suitable
candidate for the topic you need. Usually, individuals recommended are reliable
and have been used in the educational system before.
Another
source of information is through your local community. Some communities have
specific people that they use for educational purposes only. In fact, may
police, fire stations, and local serve men have specific speakers that go out
to schools and speak on their behalf.
How
to Host a Guest Speaker
1.
Contact the speaker to establish a date and time.
2.
Inform the guest of the technology that is available for them to use.
3.
Instruct the guest speaker on where to park, and how they should go to the main
office to sign in.
4.
Confirm a date and time a few days prior to the event.
5.
Prepare the students a day or two before. You can do this by brainstorming
questions that they can ask the guest speaker.
6.
be sure to be a gracious host and give your guest a thank-you gift. A good idea
is to either have one already made by the students to give to the speaker, or
to have the students make a gift after the presentation and mail it to them.
7.
Follow up with a thank you note.
How
to Get the Most from Your Speaker
Here
are a few tips on how to get the most from your guest speaker while they are in
your classroom.
• Be sure that you prepare your
students about the topic that the guest speaker will be talking about. You will
want to challenge their listening skills so it’s a good idea to ask students to
prepare a set of questions to ask the speaker.
• More than likely you are tying your
guest speaker with something that your students are learning in the classroom.
If you are not, then it’s important to do so. Research shows that guest
speakers help build a link between academics and the expert. If you are doing a
unit on food, then invite a chef; if you are doing a unit on the military then
invite a serviceman.
• Make sure that after the speaker
leaves you debrief the students to maximize their learning. The more that you
talk about what they had just learned the more that they will benefit from it.
Inviting
guest speakers to your classroom is a not only a wonderful way for students to
learn about a specific topic, but it also introduces them to other professions
and career opportunities. Whether you invite a veteran, policeman, author,
professor, nurse, veterinarian, dentist, musician, or lawyer, your students
will leave the experience with more knowledge then they came into with.
e) Advantages and Disadvantages of
Lectures
Advantages
and disadvantages of lectures as quoted from Bonwell (1996) who cited Cashin
(1985) as the original author.
a. Effective
lecturers can communicate the intrinsic interest of a subject through their
enthusiasm.
b. Lectures
can present material not otherwise available to students.
c. The
use of guest speakers can provide your students with unique learning
experiences.
d. Guest
speakers can provide special expertise, stimulate interest, and connect classroom
learning to the real world.
e. Have
your students send a letter of appreciation to the speaker following the
presentation.
f. Having
a guest speaker in your classroom is probably better than when the TV on wheels
rolled into your classroom. They’re new, fresh, and hopefully engaging
• Lecturers can model how professionals
work through disciplinary questions or problems.
• Lectures allow the instructor maximum
control of the learning experience.
• Lectures present little risk for
students.
• Lectures appeal to those who learn by
listening.
Disadvantages of the lecture
• Lectures fail to provide instructors
with feedback about the extent of student learning.
• In lectures students are often
passive because there is no mechanism to ensure that they are intellectually
engaged with the material.
• Students' attention wanes quickly
after fifteen to twenty-five minutes.
• Information tends to be forgotten
quickly when students are passive.
• Lectures presume that all students
learn at the same pace and are at the same level of understanding.
• Lectures are not suited for teaching
higher orders of thinking such as application, analysis, synthesis, or
evaluation; for teaching motor skills, or for influencing attitudes or values.
• Lectures are not well suited for teaching
complex, abstract material
e) This method should not be
abounded due to the following reasons.
Ø Discovery
learning method is highly motivational as it allows individual the opportunity
to experiment and discovery something for them.
Ø Discovery
learning builds on learner’s prior knowledge and understanding.
Ø Discovery
learning uses activates that focuses your attention on the key idea that are
being examined.
Ø Discovery
learning creates active involvement that forces you to construct a response and
this result in processing of information deeper than mere memorization.
Ø Discovery
learning provides students with an opportunity to get early feedback on their
understanding.
REFERENCES
Foshay,
R., Kirkley, J. (1998). Principles for Teaching Problem Solving.
http://www.plato.com/pdf/04_principles.pdf
Hayes,
J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence
Erlbaum Associates.
Woods,
D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching
Problem solving Skills.Resources for Research on Experiential Learning
Experiential
Learning & Experiential Education: Philosophy, theory, practice &
resources (by James Neil, University of Canberra)
Bonwell,
C. C. (1996). "Enhancing the lecture: Revitalizing a traditional format"
In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in
college classes: A range of options for faculty, New Directions for Teaching
and Learning No. 67.
Cashin, W. E. (1985).
"Improving lectures" Idea Paper No. 14. Manhattan: Kansas State
University, Center for Faculty Evaluation and Development
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