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
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 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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