Team education 2.0 Research – Week 3: Group Discussion: Research Summary
Questions:
1. Suggest a minimum of 3 instructional methods which might motivate the learners to learn.
2. From your personal experience, share an undesirable incident which good methods (tools) had been applied to the inappropriate situations. What would you propose to do to redirect the specific situation you mentioned above to make learning easier, quicker, and more enjoyable?
Team Response Summary:
Our team discussed different types of instructional methods which might motivate learners to learn. Adelina talked about interactive method of teaching where the teacher initiated the discussion and then the students discussed amongst themselves Omatseys(2007). She also talked about role play and computer assisted instruction. Adelina describes an article by Cain and Pitre (2008), about how CAI improves students’ cognitive growth through the use of interactive media. Katie then talks about how multimedia is used in the design method to enhance cognitive learning. Katie’s article by Mayer (2003) goes on to tell us about the instructional techniques that injected multimedia showed higher level of comprehension. Katie’s breakdown of Bloom domains was very interesting. Katie then breaks down affective learning and physical and motor learning. How does emotion and feeling play a part in learning? This concept is about the mindset of a learner. So a self-learner has the motivation to acquire knowledge. We agreed with Katie’s article by Darden (1997), where teachers feel that demonstrators have to be an expert or perfect model. We agree that student can learn and retain knowledge when they physical participate in their learning. Role play, classroom games and discussions engage the learners. Nick discusses cooperative groups are great to use in the classroom in a variety of ways. Everyone believes that students should learn by interacting with each other. Nick and Adelina talk about giving students choices in facilitating their learning. Nick also touches on role playing also.
Our team talked about undesirable incidents in the classroom and good methods that might help. Both Nick and Adelina talked about giving students choices in the classroom. Adelina talked about letting students choose who would be in their group to complete an assignment. This method was not good for this situation because you may not get the balance results of learning. This is a situation where the teachers has to help facilitate the choosing of who is in a group to get a balance for discussions and production of work. In Nick’s situation a giving students a choice may be a great idea because as Hammel (2003) says to give students choices to increase their enjoyment and success. Some students may not take very good and may need another way to get the information. Katie talks about assessment vs funding. We teach students how to pass test because of the funding attached.
Additional Research:
Our group discussed different instructional methods and some of them had the same methods, just stated differently. As I researched I found a couple of different articles about instructional methods. I think the follow webpage shows us different methods to use with different types of learners and different learning scenarios: http://www.teachervision.fen.com/teaching-methods/resource/5810.html.
In my research I found this article, MODELING SECONDARY INSTRUCTIONAL
STRATEGIES IN A TEACHER EDUCATION CLASS, Watson (2009), they do not just list instructional methods, it also gives some scenarios and it deal with diverse learning situations. I believe this can help us improve some of our use of instructional methods and some of the problems we may have.
References:
Cain, D. L., & Pitre, P. E. (2008). The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes. Journal of Asynchronous Learning Networks, 12(3-4), 31-52.
Darden , G. F. (1997). Demonstrating motor skills - rethinking that expert demonstration. The Journal of Physical Education, Recreation & Dance, 68(6), 31-35.
Hammel, A. M. (2003, October/November). Using Multi-Modal Techniques to Motivate Intuitive and Non-Intuitive Students. American Music Teacher, 53, 33+. Retrieved February 14, 2012, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002555514
Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and instruction, 13, 125-139. doi: 10.1016/S0959-4752(02)00016-6.
Watson, S. (2009). MODELING SECONDARY INSTRUCTIONAL STRATEGIES IN A TEACHER EDUCATION CLASS. Education, Fall2009, Vol. 130 Issue 1, p3-15, 13p.
Omatseye, Bridget O. J.(2007). The Discussion Teaching Method: An Interactive Strategy In Tertiary Learning.
: http://www.teachervision.fen.com/teaching-methods/resource/5810.html
My questions for the team:
1. Would you use same instructional methods for ALL of your students?
2. What are other ways teachers can learn to use instructional methods?
1. Would you use same instructional methods for ALL of your students?
ReplyDeleteThough I agree that some instructional methods may be used to give whole class instruction as in lecturing and demonstrations. I don’t think is advisable to use same instructional method for all your students. According to researchers, students learn, respond, and react differently, therefore the knowledge of individual differences should be applied.
I will not use an introvert student in a “Role Play” situation but rather will use an extrovert student. Also it depends what you are teaching and what you want to achieve; for example, if you want to teach social skills or help students develop social skills , you can make use of interactive method of teaching.
2. What are other ways teachers can learn to use instructional methods?
I think apart from studying theories written by people, we can learn to use instructional methods through experience, observation and practice. With experience, if you were successful in getting students to learn and were productive as a result of a method you used previously, you use it again. You can observe your colleagues and use what is working for them in their classrooms provided is the same grade level. As the saying goes, “practice makes one perfect”. as you continue to use different instructional methods, you will come across one that will work perfectly well for you and your students.
1. I am right there with Adelina in that I do not think one instruction design method or learning method is a fit-for-all solution. I really liked the introduction of the Watson 2009 article. I haven't had a chance to read it, but Natalie's explanation hits what I believe is the right response to question one. I would not use the same instructional method for all of my students. I would analyze the situation and choose a variety of methods for a variety of learners. However, I am a big fan of experiential learning and believe that many learners in today's multimedia world benefit from a more "hands-on" approach, even if their learning style is more temperamental to "book-smarts."
Delete2. I think we as teachers can use instructional methods in our administration. It is so funny because we work so hard in teaching our students that we fail to apply the same principals in our own learning and actual management of our schools. You get a group of teachers in a room and many times we act just like our students. Put us in a training and we are worse. Maybe we should go back to our training and practice what we preach. Just a thought on how we could use these methods in a different way.
1. I'm in agreement with everyone else. There's no instructional method that will work with everyone. We have to vary our instruction methods based on student success. This means that if a student isn't being success it's our responsibility to find a method that works for this student.
ReplyDelete2. Katie had the right idea about apply this to administration. I was thinking about this last week when we had a staff development on active learning. We spent the majority of the day sitting in chairs listening to lectures. Oh the irony. Just because we're older doesn't mean that the same things we learn about effective learning for students, doesn't apply to teachers as well.