In a class style {dialogue method}|, students present opinions and try different roles. Big round tables are best. Students have different seats each day. Students prepare for discussion by preparing answers to question sets. Students can lead discussions. Teachers summarize discussion and add questions.
In a class style {experience method} {discovery method}| {induction method}, teachers pose situation or problem and ask students to find solution.
method
After exposure through field trip, project, or audio-visual, student can explore subject. Students express their feelings and beliefs, explain their ideas, find manipulation consequences, and reflect on their work when finished.
effects
Discovery teaches cooperation and material selection and organization. Discovery is good for curiosity and motivation. Discovery method is useful if much time is available.
Teachers can move around, demonstrate, use audio-visuals, use humor, pause, and gesture {expository lesson}| {lecture method}.
purposes
Lectures are for summarizing, explaining difficult topics, introducing, relating several things, and explaining logically or chronologically.
properties
Lectures state objective at beginning. Lectures emphasize main points. Lectures relate new ideas to old. To provide visual images, lectures use stories, personal feelings, case histories, contradictions, and demonstrations.
reasoning
Lectures use inductive reasoning by examples, leading to definition, solution, or principle. Lectures use deductive reasoning to define concept, compare to other ideas, analyze idea, give examples, and use in new situations. For logical structure, lectures use cause and effect, process, chronological order, classification, or comparison and contrast.
Groups can share and discuss ideas {group learning}. Students have roles.
size
Groups can have two students, three students, six to twenty students, or whole class.
topics
Problem can come from reading, contradiction, society, emotions, game, or case history.
result
Group reaches consensus after discussing ideas and experiences. Teacher and other groups review results.
effects
Students learn to express their ideas openly in real world, find friend, listen, and express personal things in way accepted by others. Groups practice group communication, improve group organization, study social or emotional problems, or work on large projects. Groups can have more and better ideas than individuals. Groups can set values for individuals.
In a class style {inquiry method}| {investigation method}, teachers solve problem by searching and thinking. Inquiries can teach cooperation, exploration, motor skills, research techniques, hypothesis building and testing, scientific method, and independence. Inquiries can increase motivation. Inquiries are useful only if much time is available. Inquiries can be in laboratory or in the field.
Class styles {programmed learning}| can use software program containing short steps, each about observable or measurable data, to build induction. Program knows all possible errors. Teacher supplements computer.
In a class style {questioning method} {recitation method}|, teachers ask few questions, at all levels, to particular students by name. Recitation method is for after students are familiar with subject. Recitations are like formative information-recall tests.
Class styles {simulation method}| {game method} can be for poor learners.
Mentors can assist and judge student progress on independent projects or improvement programs {tutorial}|. Students are usually motivated already. Mentors set example for students. Because mentors judge work personally, high quality typically results. Tutorials are for independent study.
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Description of Outline of Knowledge Database
Date Modified: 2022.0225