lecture,discussion, inductive and deductive
DESCRIPTION
inductive, deductive, lecture, discussionTRANSCRIPT
By: Shiney M. Abraham
a procedure or process for attaining an object: as a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction
b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques
Objective oriented activities and Objective oriented activities and flow of information between teachers flow of information between teachers and studentsand students
Lectures are probably most useful for giving a general introduction to a topic area, delivery of information, give broad overviews of content which is then followed by more active individual work from students to practice the material in more depth. . It is Most Effective Common method in
teaching lower cognitive levels of knowledge and comprehension. The lecture itself does not teach the
students to analyze; it merely illustrates the process.
Advantages Disadvantages
1. The lecture can be used in any size class and is often the
only option in large classes.
1. The lecture is a teacher-centered, which does not allow for differences in student learning styles or rates
2. A well-presented lecture can be motivating to the students and inspire them to pursue a topic on their own.
2. Minimal student participation (promotes passivity in students).
3. The instructor has total control over what occurs in class
3. Learning from lectures depends on the students' abilities to take notes.
4. Because the lecture is teacher-centered, it tends to promote one-way communication
Viewed by students as a complete learning experience; think lecturer presents all they need to know
Lowenstein and Bradshaw, 2001
Formal Expository Provocative
Formal lecture In a formal setting the lecturer delivers a
well-organized, tightly constructed, highly polished presentation
Preparation is time consuming Ignores the interactive dimension of
teachingSometimes fails to motivate students
Variation on Formal LectureLecture/Recitation
During a formal lecture, the lecturer stops and asks students to respond to a particular point or idea by reading or presenting materials he/she had prepared for class.
Expository lectureLess elaborate than the formal lectureFaculty does most of the talking, questions
from students are periodically allowed
Provocative Instructor does most of the talking but
challenges students knowledge and values with questions Lecture-practice Lecture-discussion Lecture-lab
Begin well in advance of the presentation date
Organize your thoughts and information Write down what you want to say Practice saying it Time yourself – realize that it will take
more time to present in front of a class then at home
First five minutesTeacher outlines the objectives,
outcomes, and expectations held for the participants Identify what learner should gain Make a connection between what the lecture
material is and real life Outline the key concepts to be addressed Describe rules of operation and establish open
atmosphereStudents decide whether to trust the
speaker to do what was promised and whether to attend to the lecture
Body of lectureContains the critical information the learner
needs to knowMust be well organized with smooth
transitions between topicsContains
General themes that tie together as many topics as possible
Sufficient depth and complexity Testimonies and exhibits to support main points
Conclusion (last 5 minutes) Interaction deserves closure Conclusion should tie the introduction
and the body together Contains a review of key points or topics
covered May offer suggestions related to the
application and transfer of knowledge
It is techniques used for pulling
knowledge and ideas. It can be
applied as a small groups or larger
group discussion composed of 5 to
7 individuals assigned to discuss a
certain topic within certain time
limit
Discussion serves best when the
students have a background in the
content of the discussion.
It is used when the instructor wants
the students to practice analysis and
evaluation or to examine opinions.
The discussion is a common method
for allowing exploration of attitudes.
Advantages Disadvantages 1. The students are actively
involved in processing information and ideas
1. Discussion can be very time consuming and unfocused unless the instructor makes an effort to direct the flow.
2. students can share their experiences and participate in
making decisions.
2. An instructor often has difficulty
in getting the students involved
3. It provides means of communication and feedback between the lecturer and the learner.
3. Class size must be restricted.
1. Recitationa. Teacher asks questions and the students
answerb. Questions based on readings, lectures,
labs, etc…c. Purpose is to determine student
understanding and to clarify misunderstanding
d. Low-level questions too often used; becomes drill and review
e. Should allow demonstration of understanding and application to new situations
f. Questions should be prepared in advance and sequenced
g. Call on volunteers as well as non-volunteers
2. Guided Discussiona. Help students construct knowledge for
themselvesb. Students must have base knowledge
to work fromc. More varied interaction pattern than
recitationd. Pace is slower with more development
of ideas, clarification of pointse. Questions should aim at higher
cognitive levelsf. Students should interpret, explain,
apply, illustrate, generalize, conclude (Wilen, 1990)
2. Reflective Discussiona. Open expression of ideasb. Introduce topic and ask initial question, but
allow it to go where it willc. Excellent approach to controversial ideas:
AIDS, cloning, nuclear testing, etc…d. Conflicting laboratory data can be a good
topice. Indisputable facts are not good discussion
topicsf. Challenge students to think critically and
examine beliefs, attitudesg. No set interaction patternh. Not imperative that all students speak upi. Still rests on students having enough
background knowledge
In deductive (rule-driven, top-down) teaching the teacher introduces and explains the concept and the rules relating to it. Then the teacher lets students to practice the new concept.
GENERAL RULE > EXAMPLES > PRACTICE
It gets straight to the point, and can therefore be time-saving.
It confirms many students' expectations about classroom learning, particularly for those learners who have an analytical learning style.
Teacher explanation is often at the expense of student involvement and interaction.
Explanation is seldom as memorable as other forms of presentation, such as demonstration.
Encourages the belief that learning is simply a case of knowing the rules.
In inductive (example-driven, bottom-up) teaching the teacher gives students the data and lets students draw their own conclusions from the data. The students notice how the concept is used and figure out, and verbalise the rule.
EXAMPLES > PRACTICE > GENERAL RULE(Stern, 1992)
Learners discover for themselves. Utilizes HOTS Students are more actively involved in
the learning process, rather than being simply passive recipients.
Challenge the learners. If the problem-solving is done
collaboratively, learners get the opportunity for extra practice.
The time and energy spent in working out rules may mislead students into believing that rules are the objective of language learning, rather than a means.
The time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice.
Students may hypothesise the wrong rule, or their version of the rule may be either too broad or too narrow in its application.
It can place heavy demands on teachers in planning a lesson. They need to select and organize the data carefully so as to guide learners to an accurate formulation of the rule, while also ensuring the data is intelligible.
An inductive approach frustrates students who, by dint of their personal learning style or their past learning experience (or both), would prefer simply to be told the rule.
The end