Another method that can be used is the Conference method. The Conference method requires a larger group of people to be fully effective. When using this method the teacher/facilitator will start the discussion with a leading question and let the students take charge from there. Although the teacher will not completely be in charge he/she will still try to keep the discussion on track and controlled. The students will focus on a specific topic, and everyone should be engaging with their personnel experiences, ideas, and opinions. They should be defending their opinions and point out why they think what they think about the discussed topic.
Although the Demonstration method taps into all five senses it could be best used for the visual learners. This method is used by the teacher demonstrating something on a piece of equipment while explaining the process step by step. It allows the student to see how to put something into effect as well as which order it needs to be done in.
The Lecture method is best suited for the audio learners that learn better from just hearing what is being taught as opposed to seeing or doing something. The Lecture method is basically just a one way conversation where information is just getting put out not requiring feedback from the audience. The good thing about the Lecture method is it’s best for large audiences, but the negatives are not having the students’ interaction during the lesson.
Another method that could be used is the Practical Exercise method. This method is usually used after a lesson is taught. It gives the teacher/instructor the ability to check if the person grasped what was being taught. The learner should use their previous knowledge with what was ...
... middle of paper ...
...r teachers/instructors to know the learning styles they will have to engage. So they should keep in mind the different methods of instructions and type of testing methods for assessing the learners’ progress. The key to the learners’ success is for them to know their own learning style and how they need to be engaged. They shouldn’t wait until they are struggling at work or in class, they should take a survey and find out what style best fits their needs.
Works Cited
Allen, M. (2005). Adult Learning Theory and Principles. Retrieved 2007, from
http://www.gotfc.edu.au/resource/?page=65375
Kidd, J. R. (1973). How Adults Learn. New York, NY: Association Press.
Knowles, M.S. Holton, E.F. Swanson, R.A. (1990). The Adult Learner: A neglected Species. Houston, TX: Gulf Pub Co.
Knowles, M. S. (1984). Andragogy in action. San Francisco: Jossey-Bass.
Essex, Belinda and Sean O’Toole. “The Adult Learner May Really Be a Neglected Species.” Australian Journal of Adult Learning (2012) Print.
Kazu, Ibrahim Yasar. “The Effect of learning styles on education and the teaching process.” Journal of Social Sciences (Apr. 2009): 85. Academic OneFile. Web. 20 July 2011.
If a teacher assesses their students at the beginning of the school year, he or she can create lessons to incorporate each student. This will allow children to have fun in school and they will be excited about learning. Recognizing your students learning method will allow the teacher to balance the weaknesses and benefit from strengths.
The article is written in a clear language and offers easy to implement strategies to use in the classroom. I also appreciated the explanations given with the strategies to help educators understand the relevance of trying this method with their students.
2) How is small-group discussion different from whole-class discussion? What is the role of the leader during a small-group discussion activity? What type of information is learned best through discussion?
Knowles, M., Holton, E., & Swanson, R. (2011). The adult learner. (7th ed.). Burlington, MA: Taylor and Francis.
Since there is an underlying assumption in that everyone desires to learn, knows how to read, and wants to engage in personal learning projects. In addition, the perceptive of Knowles do not meet the criteria of culturally based education, and, in fact, reflect Western mindset (Pratt, 1993). What is more, Brookfield takes much consideration into question the effectiveness of the varieties of the reported self-directed learning. Knowles (1985) popularized these ideas by writing about autonomous learners and describing a new way to educate adults. Finally, Candy (1991) claims we have had the foundation of understanding the ability of SDL for a new society. The meaning of adult education has been expanded by careful research on the global and personal learning of inquiring
Thorndike, E.L., Bregman, E.O., Tilton, J.W., and Woodyard, E. (1928). Adult Learning. New York: Macmillan
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
Everyone has a different way of teaching, but in the end, the method should help the students learn. In the
As I stated in prior questions, the information I have learned have provided me with a understanding of how a teacher can be effective in their classroom by using the strategies suggested. There are some strategies that are beyond a teacher control, therefore, they will need to create a different technique, but keep in mind the information each theory to be successful.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
For ex: The Red Rods which are very similar to the Number Rods, prepare the child indirectly for counting. The child unconsciously counts ten red rods while building the stair on the work rug. Children are introduced to many new words like rough, smooth, thick, thin, circle, sphere etc. through sensorial presentations, thereby enhancing their vocabulary. Exercises like the Knobbed cylinders require the child to use the pincer grasp to pick up the cylinders, which in-turn would indirectly prepare him for
Another method that would have greatly helped with our discussion processes while not being interrupted by other group members is if we were to do a circle discussion. This would allow each individual to share their thoughts and ideas freely. Only when they are done speaking can other members continue their thoughts or to add on additional ideas. This method does not require any person to be supervisors but have the conversations flow naturally and gives the ability to share any restricted thoughts. The circle discussion give an organized and constructive opportunity for quiet members to contribute to the whole process. It allows each person to give their full thoughts and views without distractions.