Try different teaching strategies
Dr. Dengting has an interesting method of teaching because she uses different teaching techniques to catch our attention which motivates us to learn. Most instructors rely heavily on lecturing for the entire class period or pure group work discussions. I love the way Dr. Dengting uses different instructional strategies to engage the learner.—Emily Fierros, Feb 6, 2008, EDCI 6304
The PowerPoint presentation she used to explain Behaviorism, Classical Conditioning, and other theories were great. She provided visuals and also clarified by providing different types of examples. If a student didn’t understand, she would explain in another way or use another example to get us to understand. I really liked this because it showed that she was willing to re-teach and explain what she had just gone over.—Mayra García, Jan 29, 2008, EDCI 6304
I always encourage students to use some type of learning strategy to help them learn a concept. This week since we are learning about bones some of my students redid a song by Hannah Montana that deals with the different human bones, and some remembered the song they learned in elementary. Yes, different people learn different ways and a variety is always good.—Esteban Rubalcava March 3, 2008, EDCI 6304
Examples from the classroom observations:
The content area was on transformations. She introduced the reflection, translation, and the rotation. She offered the students key words to remember the transformations easier. For reflection she told the students to remember it as a “flip.” For translation she told them to “slide.” For rotation she told them to “turn.” For the most part, I did see some students grasp the lesson ... —Nora Lamas, Feb 28, 2008, EDCI 6304
One problem I do see is she needs to have a section where classroom assignments are found because several students keep asking her what problems they should be working on. She uses the same teaching style of lecturing and writing problems on the board. The type of instruction she uses every time I go to observe her is problem modeling and written work. I have never seen a student work out any problems on the board to see if they really comprehend the material…I believe she needs to add more variety to her teaching style by incorporating more hands-on activities.—Emily Fierros, Observation field notes, Mar 10, 2008, EDCI 6304
…one student in particular really seemed to have a real problem understanding today’s assignment. He asked more questions than most, but the teacher did not give him very much of his time. It really gets me when teachers say, “You should know this by now.” That only discourages students from asking questions…I think this teacher does not realize what kind of class he has. This class behaves better than a lot of classes I have observed in the past, but he does not take advantage of that. I understand that he does not have enough time to answer all the questions, but when he sees a student with doubts every 5 minutes, he should reconsider his teaching strategy.—Eldon Clark, Observation notes, Mar 7, 2008, EDCI 4322-60
Peer-tutoring
My job is to make sure that all of them are learning the same material at the same time. This is where scaffolding comes into place. If the child does not have the foundation skills he or she will not learn. Therefore, what I do is to try different types of interventions; for example, I use a lot of manipulatives or I do one-to-one tutoring and if the student still does not understand me I ask another student to explain it. It usually works better when the students help their peers. They love helping each other and they do learn from each other.—Smile, EDCI 6304
To read more on easier learning:
Greetings from the Editor/Instructor
Easier learning: Introduction
Easier learning: Instructional strategies-I
Easier learning: Instructional strategies-II
Easier learning: Instructional strategies-III
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-V
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-VII
Easier learning: Instructional strategies-VIII
Easier learning: Instructional strategies-IX
Easier learning: Instructional strategies-X
Easier learning: Teacher factors
Easier learing: Be a strategic learner
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