Teachingmethods
Teachingmethods
Teachingmethods
Table of Contents
Apps (1991) Chapter 11
Slides: 3-13
Apps (1991) Chapter 12
Slides: 14-20
Brookfield (2006) Chapter 9
Slides: 21-28
Instructional Tips
Slides: 29-47
Chapter 11
Selecting the Right Tool
Introduction
Always keep in mind the following
considerations for using tools for
teaching:
The Objectives
What is the purpose of the class or lesson?
What do you want the students to leave
knowing better than they knew when they
entered the class?
Is there a mission statement along with
the objectives that will allow the teacher
to understand in greater depth what kind
of attention and skills are needed to
success.
Characteristics of the
Participants
Know the amount of knowledge and skills
each participant has, so that you can
select appropriate tools for them to use.
What are the needs and wants of the
learners?
Keep those in mind when using the aids used
in the course.
3 groups of Participants
Intuitive learners
Prefer learning when thinking and feeling are combined
Want to find the meaning of what they are doing
Appreciate sharing knowledge with other learners.
Tools for intuitive learners
Buzz groups, drawings, guest speakers, lectures, role playing, study groups.
Sequential Learners
Appreciate carefully planned learning experiences where they know
what is to be done and how to complete it.
Tools for sequential learners
Interactive computers, print materials, lectures.
Practical Learners
Fast paced teaching
Not as into things that cause them to have to get to know each other
Tools for practical learners
Case study, internship, simulation games.
Chapter 11 Summary
Know what kind of tools to use based off the
six criteria mentioned in the chapter.
Know when to use the tools and when to not
use them.
Maintain a level of comfort with the tools,
allowing yourself to lecture when its needed,
and pull out the tools when they are needed.
Keep in mind the style of the learners, so that
the tools will maintain relevance as they
learn.
Chapter 12
Teaching Critical
Thinking
Introduction
Critical Thinking:
An obligation for instructors to teach
Helps learners to gain control both
personally & professionally
Can be unpleasant & some learners
will show resistance
Process is closely related to
transformative education
Alternatives
Resistance to find out information on their own
Transition
Learners will experience a range of emotions (i.e. sadness, joy,
enthusiasm)
Integration
Reality check on the information that is being taught
Action
Acting on ideas prematurely before they have been well
throughout
Chapter 9
Teaching About Racism
Introduction
Diversity is focused on in 3 ways:
How teachers educate on racist
behaviors, stereotypes, and actions
White teachers & White students
Critical race theory
Narrative pedagogy
Using personal narratives & stories to teach
on racism
2. Disdaining
Learning Racism
White Gaze
that is, a view of Blackness that interpreted
every Black action and statement through a
lens confirming my supposed superiority as a
White person (Brookfield, 2006, p. 114).
Narratives
Modeling Push-Back
Through Team Teaching
There are very few examples of how
to have conversations across racial
differences
Team Teaching allows for discussions
on how racial identities are framed
with regards to
Negotiated decisions
Teaching approaches
Responses to students
Instructional Tips:
Teaching Critical
Thinking
1.
2.
3.
4.
5.
Help learners
Help learners
Help learners
Help learners
Help learners
appropriate
become aware
explore alternatives
work through a transition
achieve integration
take action when
Tools to help
Case Study
Consciousness Raising
Debate
Drawing
Quiet Meeting
Searching for Assumptions
Seminar
Study Group
10 Additional Tips
1. Ask many questions
2. Give them the prompt, assist them in unpacking that prompt
through conversation
3. Give sentence starters to learns to help them enter the
conversation
4. Model the expectations
5. Allow and encourage constructive controversy
6. Choose the correct content- content the students can invest in
7. Set up Socratic discussion
8. Assess their reasoning through different methods
9. Allow the students to evaluate each other
10.Step back- allow the students to maintain the flow of the
conversation
10 Additional Tips
Questions, Questions, Questions
Heart of critical thinking
Create environments where curiosity is
fostered & questions encouraged
Ask the majority of the questions in the
beginning to introduce this high level
thinking to students
Give out a wrong answer just to make
sure your students are thinking
10 Additional Tips
Start with a prompt & then help to
uncover
Pose a provocative question to build an
argument around and help your
students break it down.
Identify any ambiguous or subjective
terms and have students clarify and
define them.
10 Additional Tips
Provide tools for entering the
conversation
Provide sentence starters & connectors
Helps with entering the conversation &
guiding their thoughts
I agree/disagree because
I can connect to your statement because
Can you clarify what you mean by
10 Additional Tips
Model the expectations
The best way to teach behavioral
expectations is to model them
Instructors also observe their colleagues
for tips on how to facilitate effectively
10 Additional Tips
Allow and encourage constructive
controversy
Provide a controversial topic & allow
students to hash it out
Pick a student to play devils advocate
Set rules beforehand such as remaining
respectful and what language to use
10 Additional Tips
Choose the correct content- content
the students will invest in
Choose topics that are relevant &
significant in order to get the students
engaged
Helps to build communication skills
10 Additional Tips
Set up Socratic discussion
Socratic discussion is the method of
inquiry in which participants ask one
another questions that test logic with
the goal of gaining greater
understanding or clarity.
Teacher acts as the observer offering
prompts only when the conversation
stalls
10 Additional Tips
Assess their reasoning through different
methods
To test their critically thinking skills,
challenge them to communicate back to you
Methods
Essays
Socratic discussions
Speeches
Written tests
Assign the student a topic to discuss in class
10 Additional Tips
Allow the students to evaluate each
other
By evaluating their peers with the same
rubric the teacher uses, students gain a
better understanding of the criteria for
strong critical thinking and discussion.
10 Additional Tips
Step back- allow the students to
maintain the flow of the conversation
Let go & allow the student to teach
Give them the responsibility of being the
thinkers & drive the content
Students may make the information
more relevant to them which is more
likely to stick
Sources
Apps, J. W. (1991). Mastering the
teaching of adults. Malabar, FL:
Krieger Publish Company.
Nobori, M. (2013, September 27).
Critical Thinking: A Path to College
and Career. Retrieved October 21,
2015, from
http://www.edutopia.org/stw-kippcritical-thinking