Instructional Strategies: Discussions
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Discussions are an effective instructional strategy that can enhance student learning. When implemented properly in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about course concepts. However, discussions also have some limitations such as potential lack of participation or challenges engaging young students. Overall, discussions promote the growth of new ideas and are more appealing to students than traditional lectures alone.
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Instructional Strategies: Discussions
Discussions are an effective instructional strategy that can enhance student learning. When used in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about information by applying concepts to other topics. This promotes the development of new knowledge and growth of ideas. However, discussions may have limitations if participation is limited, topics are too difficult, or they are not suitable for younger students. Teachers can incorporate discussions to activate prior knowledge, elicit questions, help students internalize information, and evaluate instruction.
Combining 6 C of Motivation
The document discusses six factors ("C's") that motivate students in learning: choice, challenge, control, collaboration, constructing meaning, and consequences. It provides examples of how each factor can be implemented in the classroom, such as allowing student choice in tasks or types of collaboration. The document also argues that technology can enhance student motivation when used appropriately, for example by keeping students engaged or connecting lessons to their personal interests. It concludes that combining the six C's of motivation with technology into open-ended lesson design can significantly increase student engagement and learning.
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This document provides guidance on effective classroom management and interactive teaching techniques. It discusses establishing clear routines and procedures, communicating discipline plans, and organizing student time and space to promote learning. Interactive teaching methods like think-pair-share, questioning, demonstrations, and group work are recommended to actively engage students and increase participation and retention. The goal is to make 30% of the class lecture and 70% active discussion. Using a variety of techniques can help instructors teach interactively and keep students attentive while leading them to reflect on how to apply the content.
Small Group and Large Group by Ade meda revina part 2
Small group teaching involves 2 to 20 participants where students take responsibility for their own learning along with tutors. It can occur online or in person through tutorials, laboratories, problem-solving classes, and other methods. Potential difficulties include students not preparing or engaging, one person dominating, and students wanting solutions rather than discussion. Ensuring effective small group teaching requires planning sessions, preparing students to work in groups, agreeing on ground rules, considering the setting, and developing tutor facilitation skills like listening, questioning, and responding.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Learner centered teaching
This document outlines the principles of learner-centered teaching presented by instructor Ms. Deborah Bowles. It begins by distinguishing learner-centered teaching from traditional teacher-centered methods. The objectives are to understand this approach and how to implement its principles. These principles include creating a supportive learning environment, modeling thinking for students, checking for understanding and providing feedback, facilitating student collaboration, decreasing telling and increasing student discovery and problem-solving, designing active learning activities, and increasing student participation through asking and answering questions. The goal is to engage students in learning and help them learn from each other rather than simply filling their minds with information from the teacher.
Problem based learning is a study of a learning
Problem based learning is a student-centered pedagogy where students learn by solving open-ended problems. It originated from medical school in the 1960s and has since spread worldwide. The goals are to develop flexible knowledge, effective problem solving skills, self-directed learning, collaboration skills, and intrinsic motivation. Students work in groups to identify what they know and where to access new information to help resolve the problem. The instructor facilitates learning by supporting, guiding, and monitoring the process.
Problem solving and PBL
The presentation discusses problem solving and problem-based learning (PBL). It defines problem solving as a process that involves critical thinking and decision making to identify and correct underlying problems. The key steps of the problem solving process are outlined as: 1) defining the problem, 2) analyzing the problem, 3) identifying potential solutions, 4) planning action, and 5) implementing the solution. PBL is introduced as an instructional method where students work in groups to solve real-world problems. The stages of PBL include understanding the problem, learning about the problem, solving the problem, and reflecting on the process. Benefits of PBL for nursing education are highlighted such as developing lifelong learning skills.
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Instructional Strategies: Discussions
Discussions are an effective instructional strategy that can enhance student learning. When used in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about information by applying concepts to other topics. This promotes the development of new knowledge and growth of ideas. However, discussions may have limitations if participation is limited, topics are too difficult, or they are not suitable for younger students. Teachers can incorporate discussions to activate prior knowledge, elicit questions, help students internalize information, and evaluate instruction.
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The document discusses six factors ("C's") that motivate students in learning: choice, challenge, control, collaboration, constructing meaning, and consequences. It provides examples of how each factor can be implemented in the classroom, such as allowing student choice in tasks or types of collaboration. The document also argues that technology can enhance student motivation when used appropriately, for example by keeping students engaged or connecting lessons to their personal interests. It concludes that combining the six C's of motivation with technology into open-ended lesson design can significantly increase student engagement and learning.
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This document provides guidance on effective classroom management and interactive teaching techniques. It discusses establishing clear routines and procedures, communicating discipline plans, and organizing student time and space to promote learning. Interactive teaching methods like think-pair-share, questioning, demonstrations, and group work are recommended to actively engage students and increase participation and retention. The goal is to make 30% of the class lecture and 70% active discussion. Using a variety of techniques can help instructors teach interactively and keep students attentive while leading them to reflect on how to apply the content.
Small Group and Large Group by Ade meda revina part 2
Small group teaching involves 2 to 20 participants where students take responsibility for their own learning along with tutors. It can occur online or in person through tutorials, laboratories, problem-solving classes, and other methods. Potential difficulties include students not preparing or engaging, one person dominating, and students wanting solutions rather than discussion. Ensuring effective small group teaching requires planning sessions, preparing students to work in groups, agreeing on ground rules, considering the setting, and developing tutor facilitation skills like listening, questioning, and responding.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Learner centered teaching
This document outlines the principles of learner-centered teaching presented by instructor Ms. Deborah Bowles. It begins by distinguishing learner-centered teaching from traditional teacher-centered methods. The objectives are to understand this approach and how to implement its principles. These principles include creating a supportive learning environment, modeling thinking for students, checking for understanding and providing feedback, facilitating student collaboration, decreasing telling and increasing student discovery and problem-solving, designing active learning activities, and increasing student participation through asking and answering questions. The goal is to engage students in learning and help them learn from each other rather than simply filling their minds with information from the teacher.
Problem based learning is a study of a learning
Problem based learning is a student-centered pedagogy where students learn by solving open-ended problems. It originated from medical school in the 1960s and has since spread worldwide. The goals are to develop flexible knowledge, effective problem solving skills, self-directed learning, collaboration skills, and intrinsic motivation. Students work in groups to identify what they know and where to access new information to help resolve the problem. The instructor facilitates learning by supporting, guiding, and monitoring the process.
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The presentation discusses problem solving and problem-based learning (PBL). It defines problem solving as a process that involves critical thinking and decision making to identify and correct underlying problems. The key steps of the problem solving process are outlined as: 1) defining the problem, 2) analyzing the problem, 3) identifying potential solutions, 4) planning action, and 5) implementing the solution. PBL is introduced as an instructional method where students work in groups to solve real-world problems. The stages of PBL include understanding the problem, learning about the problem, solving the problem, and reflecting on the process. Benefits of PBL for nursing education are highlighted such as developing lifelong learning skills.
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The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
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The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences - and how technology can be combined with these to motivate students. It describes each of the 6 C's and how they are helpful for fun and engaging learning. It then provides examples of how technology like PowerPoint projects, research recording, and taped interviewing can be integrated to motivate students by allowing choice, collaboration, and constructing meaningful lessons while also providing challenge and consequences.
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The document discusses discussion as a strategy for exchanging ideas among small or large groups, with or without a teacher. It notes advantages like being interesting, challenging, and inclusive while allowing for new ideas, but also limitations like potential limited participation, unchallenging nature, questions being too difficult, and not always being age appropriate. The strategy is recommended for introducing new topics or at the start of the school year.
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The document discusses techniques for outstanding teaching and school development. It provides information on developing teaching and learning through reflection, collaboration, and a focus on best practices. Some key techniques include consistent monitoring, using assessment to inform teaching, tracking pupil progress, and performance management. The document emphasizes developing an agreed policy around teaching and learning as a whole-school issue. It also discusses the importance of reflection, professional development, and collaboration to continually improve teaching quality and student outcomes.
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1) It defines independent learning as "taking charge of one's own learning" through making choices about learning activities, taking responsibility, and reflecting on effectiveness.
2) Independent learning does not mean working alone, but can involve collaborating with others. Explaining concepts to others helps improve understanding.
3) Independent learning skills are valuable for employers and help students feel more in control of their education by setting goals, organizing, and evaluating progress.
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This document compares traditional subject-based learning to problem-based learning. In subject-based learning, students listen to lectures from the teacher and apply new knowledge. In problem-based learning, students explore real-world problems, assess their existing knowledge, conduct research to fill gaps in knowledge, and apply their knowledge to solve problems. The document outlines several benefits of problem-based learning over subject-based learning, including that it covers cognitive, affective, and psychomotor domains; develops higher-order thinking skills; promotes self-directed learning through experience; helps students become lifelong learners; and enhances communication skills.
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For my teach back, I have created a Power Point Presentation to feature valuable information that I have gathered online.
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The document discusses effective lesson planning for education. It emphasizes that education should expose students to various subjects and help them learn skills for society. A lesson plan guides classroom instruction and should detail the learning objectives, activities, questions, and assessments for a lesson. Effective lesson planning considers how students learn and their individual differences, motivations, and attitudes. A good lesson plan facilitates students' understanding and allows them to apply their knowledge. The document provides examples of steps teachers can take to create meaningful and well-structured lesson plans, including outlining objectives, using mind maps, collecting resources, and providing feedback.
5 e's model lesson plan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
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The document discusses discussion as a strategy for exchanging ideas among small or large groups, with or without a teacher. It notes advantages like being interesting, challenging, and inclusive while allowing for new ideas, but also limitations like potential limited participation, unchallenging nature, questions being too difficult, and not always being age appropriate. The strategy is recommended for introducing new topics or at the start of the school year.
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Problem Based Learning (PBL) is an active learning method where students learn through solving open-ended problems. It develops critical thinking, problem solving, and self-directed learning skills. In PBL, students work in small groups with a teacher acting as a facilitator rather than lecturer. Five criteria are important for PBL: having a central problem to drive the learning; allowing students investigative autonomy; and ensuring lessons feel realistic. PBL promotes a constructivist perspective by having students learn through feedback, reflection, and collaboration to solve problems.
Problem Based Learning In Medical Education
Problem-based learning (PBL) is a student-centered approach that uses clinical problems to stimulate learning. Students define their own learning objectives to address gaps in their knowledge. They then conduct self-directed study before reapplying their new knowledge to the problem. PBL differs from traditional lectures by making students responsible for their own learning through problem-solving in small groups with a tutor's guidance. Research shows PBL may better prepare students by integrating basic and clinical sciences and promoting long-term retention compared to traditional curricula.
Motivating Students
The document discusses strategies for motivating students in the classroom. It suggests capitalizing on students' existing needs and interests, setting achievable goals, providing feedback, and emphasizing mastery of material over grades. The document also recommends being enthusiastic about the subject, varying teaching methods, and assigning reading well in advance with study questions to promote student motivation and engagement.
SMALL GROUP TEACHING - A Maximum Probability for Successful Learning
This document discusses small group teaching (SGT) in education. SGT involves dividing students into groups of 3-12 learners to encourage interaction and active participation. It outlines several SGT formats like tutorials, problem-based learning, and seminars. SGT is said to directly focus on learning goals and ensure maximum success through stages like forming, norming, storming and performing. The benefits of SGT include active participation, feedback, relationship building and developing critical thinking skills.
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The document discusses effective teaching styles. It emphasizes teachers' clarity, facilitating classroom discussions, providing feedback, and using metacognitive strategies. Some key points include clarifying learning goals, presenting outcomes to increase student interest, stepping off stage to allow student discussions, giving individualized positive feedback, and teaching students to self-reflect and monitor their own learning. The overall goal is to help students internalize knowledge and thinking strategies that they can apply into adulthood.
Problem Solving In The Collaborative Classroom
The document discusses implementing a problem-solving approach in the collaborative classroom. It advocates for allowing student choice, independence, and explaining their thinking. Contextualized teaching is described where math concepts are taught through real-world activities like measuring ingredients in the classroom water table. Teachers reported students developing enthusiasm for math and better cooperation skills with this approach.
Problem based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. It was developed in the 1960s based on John Dewey's idea that students learn best when actively engaged in real-world problems. In problem-based learning, students work in small collaborative groups under a tutor to seek solutions. It shifts the focus from teaching to learning, with teachers acting as facilitators rather than lecturers. The approach has been applied in various education fields to enhance critical thinking and self-directed learning.
Problem based learning basics
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
Problem solving method
Problem solving is an instructional method where teachers and students work together to find solutions to educational problems. It is a student-centered approach that requires active participation. The problem solving process involves clearly defining the problem, collecting relevant data, organizing the data, drawing conclusions, and testing the conclusions. The teacher guides students through each step to arrive at solutions. Problem solving develops critical thinking skills and helps students learn to solve problems independently.
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The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
Inclusion Sue Caudell
The document discusses strategies for inclusive instruction and accommodating all learners in the classroom. It recommends that teachers collaborate with special education teachers and utilize different instructional strategies like inquiry-based learning and cooperative learning to help struggling students. The document also outlines the SCREAM method for structuring clear lessons and maintaining student enthusiasm and engagement. Finally, it notes that the Individualized Education Program (IEP) is important for understanding a special needs student's current performance and goals.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Assessment for learning
The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
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Instructional Strategies: Discussions
- 1. Instructional Strategies: Discussions By: Natalie Stewart
- 2. Learning
- 3. What is it?
- 4. The development of new knowledge
- 5. How do students learn?
- 6. They interact with information
- 7. Can teachers promote learning?
- 8. Yes!
- 12. What are the benefits?
- 13. They are interesting It is more appealing to students than sitting in a lecture.
- 14. They are challenging Students must think about the information and apply it to other concepts.
- 15. They are inlcusive All students are given the opportunity to engage in the discussion.
- 16. They promote the growth of new ideas
- 17. What are the limitations?
- 20. Topics may be too difficult
- 21. May not be effective with young students
- 22. How can it be incorporated into the classroom?
- 23. Discussions can be used to activate prior knowledge. Discuss what you already know.
- 24. Discussions can be used to self-assess understanding.
- 25. Discussions can be implemented after a presentation to elicit questions and answers.
- 26. Discussions can be used to help students internalize information.
- 27. Discussions can be implemented to evalute the effectiveness of instruction.
- 28. How can you help your students learn?
- 29. Allow your students to discuss!