Jennifer Cornelius

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

mentions the different types of memory including sensory memory, working

memory, and long-term memory. The chapter then moves into how to plan for
lecture discussions and ways to organize bodies of knowledge such as matrices,
networks, conceptual hierarchies, schematic diagrams, and outlines. As the chapter
moves to implementing lecture discussion lessons, it covers the necessary steps for
the lesson. They are, introduction, presentation, comprehension monitoring,
integration, and closure. The chapter then discusses the formal and informal
assessments that go along with the lecture discussion.
Guided Discovery
Chapter ten introduces the concept of guided discovery, including its
connection to constructivism, how it motivates students, as well as some of the
misconceptions about direct instruction. Planning for guided discovery includes
identifying topics; specifying learning objectives; selecting examples and nonexamples; types of examples; using databases in guided discovery; planning for
social interaction; and planning for assessment. Conducting the guided discovery
lesson involves: review and introduction, the open-ended phase, the convergent
phase, closure, and application. This part of the chapter also covers using guided
discovery with different-aged learners and using guided discovery with cultural
minorities. When assessing learning in guided discovery lessons, it is important to
use the assessment to increase learning. This is accomplished by making sure that
the items or tasks measure more than knowledge and recall of information, and by
including detailed feedback and discussion of the items.
Problem-Based Instruction

The beginning of chapter eleven discusses the characteristics of

problem-based learning as well as why it works. The characteristics of problembased learning are: lessons begin with a problem or question, and solving the
problem or answering the question becomes the focus of the lesson; students are
actively involved in learning while investigating the problem, designing strategies,
and finding solutions; and the teachers role in problem-based instruction is
primarily facilitative, guiding students efforts through questioning and other forms
of instructional scaffolding. Some of the variations on problem-based strategies are
project-based, problem solving, and inquiry. Problem-based instruction works
because children are apt to learn when knowledge becomes useful and alive
through the solving of real-life problems. Chapter eleven then focuses more on the
three methods of problem-based instruction listed above. For project-based
learning it covers the essential components, implementing project-based instruction
in the classroom, assessment for project-based learning, and research on projectbased learning. Categories that are covered under the problem solving model are:
well-defined and ill-defined problems, a problem-solving model, helping learners
become better problem solvers, and using technology as a tool to teach problem
solving. Inquiry strategies include: identifying a question, forming hypotheses,
gathering data, assessing hypotheses, generalizing, and analyzing the inquiry
process. There is also a section which focuses on critical thinking, and it is
composed of knowledge of content, basic processes, metacognition, attitudes and
dispositions, teaching critical thinking in the classroom, and problem-based
instruction with developmentally different learners.
Communication: Best Practices

Competency seven covers the best practices of communication in the

classroom. It expands on topics such as nonverbal cues and techniques,
communication techniques, effective discussion, and effective praise. It also delves
into questioning techniques such as wait-time, skilled questioning techniques, as
well as covering the kind of questioning techniques to avoid. Competency seven
also includes vocabulary that is associated with communication.
Technology
Competency nine covers technology in the classrooms. It covers best
practices for using technology such as using technology to increase motivation as
well as utilizing technology as a learning tool. Competency nine also covers a
variety of technological terms as well as covering terms and ideas associated with
software application programs. It also covers information about copyright and
piracy which is very important for teachers to be knowledgeable about.
Conclusion
With all of this information it can be easy to get overwhelmed or
confused. However, these chapters excel at breaking down all of this information
into manageable and relevant pieces for future teacher to internalize. The
information in these chapters are key components to effective teaching, and will
help many new teachers on their road to becoming effective and engaging
teachers.