Chapter 10 LectureDiscussion Model Education 316 Dr Carney

Chapter 10 Lecture-Discussion Model Education 316 Dr. Carney Presenters: Katie Monk Kayleigh Melton Hailey Humphrey Cassandra Richmond By Presenter. Media. com

Most Criticized & Most Commonly Used Popularity Due to its ability to: • Effectiveness when providing information that would take hours through discovery. • Aiding integration of information from a variety of sources. • Allows exposure to different points of view.

Step 1: Identify Topics Planning: 4 Essential Steps: • Choose an organized body of knowledge. Step 2: Specify Learning Objectives • Decide what you want students to understand about the topic. • Refer to standards at the beginning of preparations (CSO’s, national standards Step 3: Structure Content • Organize all forms of content so it is meaningful to students. • Use tables, hierarchies, outlines, etc. • Clarify relationships between ideas • Keep students’ background knowledge in mind Step 4: Prepare Lesson Introductions • Introduce lesson in way to attract and maintain attention. • Use advanced organizers: Present prior, Describe in general terms, Present in paragraph form, and illustrate with examples

IMPLEMENTING: 5 Phases Phase 1 Review & Introduction Phase 2 Presentation Phase 3 Comprehension Monitoring Phase 4 Integration Phase 5 Closure

Implementing Continued PHASE 1: REVIEW & INTRODUCTION Review previous topics with students to assess prior knowledge that will connect with new information that will be presented. PHASE 2: PRESENTATION • • After lesson introduction, present information to develop the background knowledge of your students. Make it brief. Students’ working memories are limited and long explanations can quickly overload them.

• Phase 3: Comprehension Monitoring Definition : The process of informally assessing student understanding in lecture-discussion lessons. • • Usually done through teacher questioning. Important because it promotes students to be involved and provides them with feedback about their understanding.

Ideas for Monitoring Comprehension: Question/Write- posing a question and having students write an answer. Providing examples- Ask students to give examples or explain ones you’ve provided. Think-pair-share- Pose a question, have students think of an answer individually, discuss with a partner, then share with the class. Voting- When a question is controversial or requires a judgment call, ask students to vote with their hands and share their opinion and thinking with the class. Choral response- When a question has one right answer, choral responses can be used to involve the whole class.

Implementing Continued Lecture-discussion cycle: a recurrent sequence of presenting information and monitoring comprehension combined with integration. PHASE 4: INTEGRATION • • • Similar to Phases 1 -3 (1 st Cycle) Begins 2 nd Cycle- assessing students’ perception of what you presented in 1 st Cycle Help students connect 1 st and 2 nd Cycles. PHASE 5: CLOSURE • The process of summarizing the information in the lesson, emphasizing important points, and providing links to which information in the next lesson can be attached.

Adapting in Different Learning Context This model can be effective teaching concepts and generalizations with slight modifications. Teaching Concepts & Generalizations • • • Present students with a definition, when teaching a concept, or a statement of a generalization. Illustrate with examples. Most common way to teach these. Reverse of sequencing in Guided Discovery. Using both allows for variety and adds value for student motivation and achievement.

Modifications: During Planning • 3 rd Step: Structuring Content differs. • Already well-defined. • Focus on finding or creating high-quality examples to illustrate. During Implementation • Phases 3 & 4 are combined • Phase 4 is Closure • e i s

• Developmentally Appropriate Practice • • • Appropriate for younger children and students lacking prior knowledge. Advance organizer provides an anchor for the lesson Teacher can help fill in gaps in students’ prior knowledge. Word of caution: Young students have short attention spans, so keep explanations short.

Promoting Students’ Motivation • • Involving students is one of the most effective ways to promote and maintain students ‘ motivation. Combining whole-class discussions and periods of group work adds variety and leads to longer interest. Technology & Teaching • • Organized bodies of knowledge. Internet is great source and saves time. Teaches research skills. Improves their understanding of the internet and its’ use.

Assessing Learning When Using the Lecture-Discussion Model • • This model is designed to teach relationships in organized bodies of knowledge. It is essential that students have a good enough understanding of the topics so they can identify relationships between them. Assessment Using Lecture-Discussion Model Assessment using this method should involve two things. 1. The specific topics being taught. 2. The relationships among them. Ex: Relating the Sugar Act and Boston Tea Party to the French and Indian War.

REVIEW • • Ask students to apply information to new situations. This helps increase motivation and aid transfer.

Review A good way to help students form connections is by listing related concepts and ask them to group the words based on similarities. Example: Stars Planets Whale Fish Cars seashells sun trucks waves moon sand motorcycles crabs eclipse scooter

Remember there is more than one way to assess using Lecture-Discussion You can be creative even though your information presentation is fairly straight-forward. Don’t be afraid to think Outside the Box!!!