Intro To Teaching - Module 3

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Intro To Teaching - Module 3

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MODULE THREE

Module Three Tonya Williams Texas A&M Commerce

This paper was prepared for Introduction to Teaching ELED 300, taught by Dr. Laura Isbell

MODULE THREE

After reading chapters seven, eight, nine, ten, and eleven in Learning & Teaching Research Based Methods, by Don Kauchak and Paul Eggen and Competencies seven and eight, I found the information to be essential for someone who aspires to become a teacher. I believe the most important topics discussed in the reading materials are cooperative learning, direct teaching, lecture discussions, guided discovery and problem-based learning. These are all essential components to being a successful teacher. Cooperative learning is a fun and interactive way for students to learn. What interests me about cooperative learning is that learning is a social activity. I have always believed that more can be accomplished through a community than just an individual. There are many benefits to cooperative learning; students are motivated, they learn to work with each other, it is fun, and the teacher/student reach their goals. Most importantly the student is held accountable; it is harder to let a peer down than oneself. The bottom line, students learn! The book provided helpful suggestions for some of the downsides that you could encounter using this teaching method such as higher noise levels, failure to get along and ineffective use of time. For noise levels you can remind the students to use their quiet voices. As for not getting along with a peer, I liked the idea of having the students do an activity that helps them recognize what they have and do not have in common. For ineffective use of time, a teacher just moving around the room and listening will help eliminate most of this. However, I find the benefits out weigh the negatives. Outside of cooperative learning, I believe there is a place for direct teaching in the classroom.

MODULE THREE

As with cooperative learning, direct instruction is an effective teaching method as well. I would use this approach when I need to teach certain strategies and concepts. I believe there is a time in the classroom a teacher needs to lecture and then guide the student through the material. To be effective at lecturing, I could use lecture discussions. This will help eliminate the passive role a student plays during a lecture. A lecture discussion is a wonderful alternative to strictly lecturing. It will allow me to engage the student, yet allowing me flexibility. Both guided learning and problem-based learning are instructional strategies that can be useful in the classroom as well. I particularly like the way they both motivate the student by using the students natural curiosity. With guided learning, the student is provided a question related to the real world, which automatically hooks the student. I also believe that students are engaged throughout the lesson because it is something that is real to them. By relating it to the real world they develop a deeper understanding of the material. With problem based learning, the student is presented a real world problem and they are then sent on a mission to solve it. The students stay engaged until they have solved the problem. Both of these strategies enhance critical thinking skills and problem solving. Cooperative learning, direct teaching, lecture discussions, guided discovery, and problem-based learning will make the learning experience beneficial for all those involved. Knowing these different teaching strategies and when to use them will give me more to work with when trying to teach my students different concepts and materials. This can only contribute to accomplishing an affective learning experience.