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13 a model of teaching by listening

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13 a model of teaching by listening

  1. 1. A Model of Teaching by Listening Chapter 13
  2. 2. How can teachers accommodate the interests of all children? <ul><li>Tell children to wait until their topic of interest comes up. </li></ul><ul><li>Tell children you will be happy to start a unit of study pertaining to their area of interest as soon as the current unit is over. </li></ul><ul><li>Suggest to children to spend their free time studying the area of interest. </li></ul><ul><li>Try to integrate a child’s area of interest into the current lesson. </li></ul><ul><li>Allow a child to explore the area of interest instead of completing the current unit. </li></ul><ul><li>ARE ANY OF THESE PRACTICAL? BENEFICIAL? DOABLE? </li></ul>
  3. 3. Model of Teaching by Listening <ul><li>Based on research that found there was a direct link between meaningful learning with a child’s own interests. </li></ul><ul><li>If we are interested, we will find more meaning in the activities, investigations, etc. </li></ul><ul><li>Topics of interest carry meaning, and only the children themselves know what is interesting to them. </li></ul>
  4. 4. Teaching by Listening <ul><li>Cyclical Model: </li></ul><ul><ul><ul><li>1) Topic Selection </li></ul></ul></ul><ul><ul><ul><li>2) Plan of Action </li></ul></ul></ul><ul><ul><ul><li>3) Activity </li></ul></ul></ul><ul><ul><ul><li>4) Evaluation </li></ul></ul></ul>
  5. 5. 1) Topic Selection <ul><li>Team of teacher and interested students meet to establish the specific topic. </li></ul><ul><li>Questions between teacher and students, until everyone has a clear understanding of what is to be studied, and what are the goals of the study. </li></ul><ul><ul><ul><li>Range of topics </li></ul></ul></ul><ul><ul><ul><li>Understanding of topics </li></ul></ul></ul><ul><ul><ul><li>Depth and breadth </li></ul></ul></ul><ul><ul><ul><li>Goals and objectives </li></ul></ul></ul>
  6. 6. 2) Plan of Action <ul><li>Details the specific activities to be pursued. </li></ul><ul><li>Plan: </li></ul><ul><ul><ul><li>Science processes to be used </li></ul></ul></ul><ul><ul><ul><li>Higher-order thinking skills </li></ul></ul></ul><ul><ul><ul><li>Concepts </li></ul></ul></ul><ul><ul><ul><li>Inquiry Orientation </li></ul></ul></ul><ul><ul><ul><li>Materials and Equipment </li></ul></ul></ul><ul><ul><ul><li>Evaluation Procedure </li></ul></ul></ul><ul><ul><ul><li>Timetable </li></ul></ul></ul>
  7. 7. 3) Activity Phase <ul><li>Children start their investigations; teacher acts as a resource, going from group to group to ask questions, listen to children and probe for understanding. </li></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Group Activities </li></ul></ul><ul><ul><li>Intragroup Interaction </li></ul></ul><ul><ul><li>Intergroup Interaction </li></ul></ul><ul><ul><li>Teacher as Facilitator </li></ul></ul><ul><ul><li>Direct Teaching </li></ul></ul>
  8. 8. 4) Evaluation Phase <ul><li>When investigation or project is complete, the children submit the agreed-upon evaluation, and the team spends time reflecting on the process and its completion. </li></ul><ul><ul><li>Evaluate student work </li></ul></ul><ul><ul><li>Evaluate Project </li></ul></ul>
  9. 9. Pros and Cons of this Model <ul><li>Pros: </li></ul><ul><li>- meaningful learning takes place </li></ul><ul><li>- children ask and answer their own questions </li></ul><ul><li>Cons: </li></ul><ul><li>- requires a great deal of teacher experience </li></ul><ul><li>- requires many supplies, resources, storage, etc. </li></ul>
  10. 10. A goal to reach… <ul><li>Work towards preparing yourself and your students for using such a model </li></ul><ul><li>Perhaps towards the end of the school year? </li></ul>

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