READER RESPONSE #7

Domain III, Competency 008

Subcompetency 7

Reading Response #7

Kathy Hainey LT3

Chapter 7 of Methods for Teaching by Jacobsen, et al., was quite lengthy and contained much information on teaching strategies. It discussed expository and guided discovery teaching strategies, how to plan and implement them, and ways to plan and implement problem-based lessons.

In guided discovery lessons, students are "…provided with information, and through the guidance of their teachers they ‘discover’ the abstraction the teachers identified in their objectives" (pg. 175). Expository lessons, however, "…are more teacher-centered than discovery lessons in that the teacher is the major provider of information, relating examples of the lessons being taught" (pg. 175). One of the major differences between these two techniques is the sequence in which they are implemented. In guided discovery, the examples and information are given first, with the students coming upon the abstraction themselves. With the expository technique, the abstraction is given first, and then the examples and explanations.

Both expository and guided discovery teaching have their advantages and disadvantages. Two key advantages for expository teaching are the time needed to present the concept and the teacher’s control of the situation. One disadvantage is that teachers using expository techniques often begin to lecture and then the students lose interest. Guided discovery teaching, on the other hand, supports higher student involvement in the lesson. Also, a lot of supplementary information can be gleaned from a good discussion during guided discovery. Comparison, observation and explanation occur more frequently with guided discovery, and these types of cognitive exercises increase the development of critical thinking skills (pg. 178). Disadvantages of guided discovery include the amount of time it can take to guide a class from examples to the concept/abstraction which is the goal of the lesson. It also is more difficult for the teacher to do the guiding in the right direction, and keep the divergent responses headed toward the goal. It would seem to me that both types of teaching have their place in the curriculum, depending on the student population of the class, and their ways of learning.

The planning phases for expository and guided discovery teaching strategies are very similar. They comprise identifying a topic, specifying an objective, and preparing examples. For expository teaching, the use of both positive and negative examples help the students differentiate between the rule and the exception. The concepts should also be displayed in examples that show coordinate and subordinate concepts (pg. 181).

The implementation phase of expository teaching has the teacher identifying the abstraction for the students first, and it is helpful if it is written out. Then clarification of the terms used in relationship to a superordinate concept is provided. Finally, positive examples of the concept are given to help connect them to the definition. Negative examples can be utilized to understand what the concept isn’t.

Implementation of guided discovery lessons is very different from the expository techniques. Here, students are not given the abstraction, only the examples, from which they are to extrapolate the abstraction by finding the similarities in the examples. The teacher "guides" them through this process, thereby the term "guided discovery. Examples need to be arranged with the most obvious ones first. The students begin by describing characteristics of the examples, which is a fairly safe activity for them. They learn to compare and contrast their observations to come to an understanding of the concept. This safer answering environment encourages the less vocal students to participate in the lesson. After the students have identified the concept, it is important for it to be written on the board or overhead for the class to see (pg. 193).

One of the positive outcomes of utilizing guided discovery teaching strategies is that it teaches students how to think. Even in my Adult Education class, this is something that needs to be taught. Too many of my students have only reacted to their lives, not having thought anything through beforehand. This has been a huge disadvantage for them in many ways. First, if they only react, they do not take the opportunity to act by their own choice and in their own time. Secondly, if they do not know how to think, they will not be very likely to understand cause and effect in their lives, nor will they be likely to make positive changes in it. At the beginning of the school year, guided discovery teaching does not work very well with my classes. The students are waiting for me to tell them what they "don’t know yet". When I try to get the class to observe, compare or explain, they give me blank stares. They have no idea what I am asking them to do. Nonetheless, I keep using this technique, a bit at a time, until some of the students begin to comprehend the process. By about December, they are starting to take part in the construction of concepts using this method. They have been on the receiving end of life for so long, that the idea of constructing concepts seems like something they "shouldn’t" be able to do according to them. Most of the students realize at some point that they have learned "how to think". Guided discovery aids in learning higher thinking skills, by using observation, comparison, and explanation to come to a conclusion.

Discussion strategies were covered in this chapter, reminding the reader that the teacher is mainly a facilitator to keep the discussion appropriate and headed in the right direction. Discussions are used differently than expository or guided discovery teaching. Here the goals are: understand the connections and relationships between ideas; become an active listener; develop leadership skills; summarize group opinions; develop self-directed learning skills; develop analysis, synthesis, and evaluative skills; arrive at a consensus; and handle controversy and differences of opinion (pg.201).

Important things to remember when planning a discussion are: carefully consider the goals; choose large group, small group, or teacher-led discussion; consider the background and experiences of the students; require a final product that can be shared with the class; and consider the time limitations of the class period (pg. 202-203). While this type of lesson is more student-driven, the teacher should not abdicate leadership of the class, especially in maintaining a structured environment.

Problem-based learning is the classroom version of the problem solving most adults do every day in their work and daily lives. Finding solutions to the presented problem requires investigation on the part of the students. Cause and effect of proposed actions must be considered. Again, the teacher is the facilitator. Three goals of problem based learning are to "…develop students understanding and ability to systematically investigate a question or problem", "the development of self-directed learning", and "content acquisition" (pg 207). Inquiry uses the logical examination of facts and observation for solving problems.

I am hopeful that when I am teaching in a public school system, where the students have not been out of school for 20+ years, the students will be more used to these various teaching strategies and are motivated by them to participate and learn. I do wonder what the differences will be between my GED Adult learners and high school learners in this regard. Any feedback on high school students’ level of excitement about learning?

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