Methods of Teaching in the Classroom
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methods-teaching-classroom
Question and Answer
At this point we begin considering techniques that actually require reflection on the part of the student and thus involve evaluation and the synthesis of new information, the two highest levels of Bloom's Taxonomy. Reflection requires that a student receive information and then consider it with regard to his or her own experiences and interpretations. The question-and-answer technique supposes that to one degree or another the teacher and the student share a common body of knowledge. This does not mean that the student has the same depth of knowledge or understanding, but there are sufficient elements to the common core that allow the student and teacher to make consideration of the topic a two-way exchange. There are several approaches to using the question-and-answer technique. In one approach, the students may question the teacher. The teacher needs to be sufficiently knowledgeable of the subject matter to provide appropriate responses without knowing the questions in advance or having the opportunity to look things up. A teacher cannot have all of the answers, but being prepared to deal with the unexpected is part of being a teacher, not something that happens once in awhile. Children come to school thinking about the same questions that they have heard their parents discuss at home. They may not always understand those questions, but the idea of asking the teacher for an answer is typically considered to be a good one. The other side of question and answer is the situation in which the teacher asks questions of the students. You are certainly familiar with this approach! However, our concern now is with the reason for those questions. One purpose would be for giving the students practice with the recall (and perhaps application) of particular information. Another would be for assessing the students’ acquisition of particular information. In either of these cases, techniques such as providing think-time (Gambrell, 1983) and challenging initial responses will be valuable skills to improve the use of question-and-answer sessions. Indeed, in her classic study of the effects of wait time, Mary Budd Rowe (1978) found that providing students additional time to think increased the number and quality of responses and decreased discipline situations. Yet a third purpose for the use of this instructional technique is to stimulate thought and encourage divergent thinking (as opposed to the convergent thinking of the previous two examples). In this situation the teacher is challenging students to apply prior knowledge and then use that as a basis for synthesizing new knowledge. The challenge presented to the teacher is that when such questions are asked, a wide range of answers is possible. The teacher must be prepared for whatever might come along, and this involves finding ways to identify merit in virtually any response. If a teacher is willing to open up the classroom to divergent thinking and the opinions of the students, then he or she must be ready to help students formulate and reformulate their ideas without diminishing the value of the original idea. Asking students for their opinions and then telling them they are wrong is one of the surest ways to bring original thinking in the classroom to a halt. The amount of innovative and creative thinking that a teacher can initiate, in virtually any subject area, is empowering both for students and teachers. Download 51.27 Kb. Do'stlaringiz bilan baham: |
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