chapter 6 using indirect teaching methods. the discussion method w classroom goals: questions that...

Chapter 6

Using Indirect Teaching Methods

The Discussion Method Classroom goals:

• Questions that explore controversial issues (with no simple answer) increase knowledge and encourage deeper understanding of the various sides presented.

• Discussions addressing issues from the affective domain are more effective in changing attitudes, values, and behaviors.

Discussion Method: Roles A discussion leader keeps the discussion on track

by stating topic, posing questions, and summarizing major points.

A recorder keeps notes, creates a summary, and records the group’s conclusion.

Participants are prepared. They review materials provided, come ready to listen, and ask questions.

Teachers must plan the discussion and execute the plan.• identify goals and provide information prior to discussion• plan for large-group or small-group activity• determine seating arrangement• plan for the time involved

Whole-Class or Small-Group?

Whole-class discussions• Teacher serves as passive moderator.• Topic is appropriate for whole-class discussion.• Procedures or ground rules are outlined for

students.(summary of last comment, no sarcasm, no making fun, only topic at hand)

• Set(how start) and closure (wrap-up) must be planned.

• Use listen-read-and-discuss to build discussions around textbook.(pg 174)

Whole-Class or Small-Group? (cont.)

Small-group discussions• Should follow the presentation of

information.• Provide clear guidelines for groups and

designate a small-group leader.• Ideas and conclusions recorded by the

appointed recorder.• Conclusions reported to rest of the class.

Effective Instructional Strategies, Second Edition Chapter 6 Using Indirect Teaching Methods

Four types of small-groups

Brainstorming• used to generate ideas around topic or problem

presented Buzz Group

• established quickly to share opinions, viewpoints, or reactions

Task Group• set up to solve a problem or complete a project

Panel• prepares in advance to present an informal

discussion to be followed by a whole-class discussion


Heuristic Methods

A problem solving process that is active, somewhat self-directed, inquiring, and reflective

Heuristic approaches:• discovery• inquiry


Levels of Problem Solving


Discovery Learning

“…intentional learning through supervised problem solving following the scientific method of investigation.”

Follows the general scientific method for conducting an investigation

Takes place at 3 levels• guided discovery• modified discovery• open discovery


Discovery Learning Strategies

Selecting the problem. Proposing possible solutions. Collecting of data. Data analysis and interpretation. Testing conclusions.


Discovery Learning

Benefits• active learning• intrinsic motivation• increased learning

and retention• development of

positive social skills

Limitations• little feedback• amount of material

covered is limited• adjustment for both

teacher and students

Inquiry Learning

Emphasis is on the process of investigating the problem

Does not require solutions to problems Pattern for reaching solution is not

established 3-step procedure is followed:

• identify the problem• work toward solutions• establish solutions

(Bruner, 2004)

The Five-E Inquiry Model (pg.184)

Step 1-Engage – problem defined

Step 2-Explore – actively explore

Step 3-Explain – verbalize their exploration

Step 4-Elaborate – expand , make connections, apply understandings

Step 5-Evaluate – teacher determines understanding

*this model is based on the constructivist approach to learning

Inquiry Learning

Benefits• creative solutions

developed• stimulates interest• students not

penalized for lack of knowledge

• failure not possible>>enhanced confidence

Limitations• can appear chaotic • anticipating and

locating materials can be challenging

• demanding of time• difficult to evaluate

student progress

Systemic Problem Solving (International Technology Education Association)

1) Defining the problem

2) Brainstorming3) Researching and

generating ideas4) Identifying criteria

and specifying constraints

5) Exploring possibilities

6) Selecting an approach

7) Developing a design proposal

8) Making a model or prototype

9) Testing and evaluating the design using specifications

10) Refining the design11) Creating or making the

solution12) Communicating the

processes and results


Teacher’s Role Facilitates Continuously monitors students Identifies and rectifies problems immediately Deals with management/discipline problems Works one-on-one with students Supports/scaffolds students’ work during

systematic investigation of problems Systematic planning Practices flexibility


Classroom Environment

An environment that grants freedom for exploring problems

Necessary materials and equipment are available to students

Cooperation, trust, self-control, conviction and a sense of openness is essential


chapter 6 using indirect teaching methods. the discussion method w classroom goals: questions that...

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investigation w

roles w

w teachers

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heuristic methods w

w buzz group

w smallgroup discussions

groups w brainstorming