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ELED 300
10/29/15
Module 3 Reflection
Introduction
Module three is full of important information on the different methods of
teaching. From teaching in groups to direct instruction, the chapters cover essential
topics and important concepts that will be useful in the classrooms for years to
come.
Teaching and Learning in Groups
Chapter seven discusses many components to group teaching and
learning. It begins with explaining the need for social interaction within the
classroom. It brings up perspectives from Piaget and Vygotsky which focus on the
fact that students learn by listening and talking. The chapter then moves on to the
components of small-group activities. These include student interaction, group
goals, individual accountability, collaborative skills, and group processing. It then
goes on to explain how to organize and conduct group work activities. Next, the
chapter introduces cooperative learning. It brings up some potential problems such
as noise, failure to get along, misbehavior, and ineffective use of group time, and
then provides ways to address these potential problems. It also covers methods
such as STAD, jigsaw, and group investigation. Group investigation also goes into
exploring technology and diversity. The chapter then covers discussions, including
using discussions to promote growth; planning for cognitive growth in discussions;
the teachers role, and promoting ethical and moral growth through discussions.
Finally, chapter seven demonstrates how to assess learning in social interaction by
assessing both cognitive achievement and social interaction skills.
Direct Instruction
Chapter eight covers the concept of direct instruction. Direct instruction
is a strategy where the teacher presents well-defined knowledge and guides
learning. Direct instruction is successful because of strategies such as
observational learning, modeling, and scaffolding. Then the chapter moves to
content taught by direct instruction, such as skills and concepts. The goals of direct
instruction include understanding, automaticity, and transfer. Chapter eight then
covers how to plan for direct instruction, including identifying prerequisite
knowledge; and preparing examples or problems. Next the implementation of direct
instruction is covered. This is broken down to four phases. These are introduction,
presentation, guided practice, and independent practice. Finally, chapter eight
discusses the role of assessment in direct instruction. This includes the motivational
benefits of effective feedback, such as: it is immediate; it is specific; it provides
corrective information of the learner; and it has a positive emotional tone.
Lecture Instruction: Interactive Instruction to Promote Learning
Chapter nine delves into how to communicate the big picture to
students through lecture. It focuses on how to make the lecture engaging and
effective rather than the boring, ineffective monologues that we so often associate
with lectures. It does mention the limits of the lecture style, such as it puts learners
into a passive role, and many students tend to begin tuning out after the first few
minutes. Next the chapter discusses the strategy of a lecture discussion. It