Teaching Methods Essay
1.Discuss the reasons for selecting the teaching methods used.
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment * Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each student could understand and engage with what is expected in the duration of the lesson. This enables me to recognise when my students are focusing and understanding, at the start of the lesson. For example, I opened the lesson with, ”In this lesson we are going to explore the circulatory system in general”: I then went on to explain that we would be focussing on the heart. This gave the students time to reflect on the circulatory system in general and relate it to the main focus of the heart. As explained by Pollard this process helps to get pupils’ attention, and can help to motivate listeners. Pollard describes this as ‘investigating expositions, which create an effective teaching session both to stimulate and engage the pupil’s interest” (Pollard 2009, p. 361).
Brainstorming in groups of mixed students gave me an insight as to the varied abilities of my students, as well as allowing them to share their knowledge. I did this by giving them a blank A4 sheet of paper and some pens and asked” What do you know about the heart?” This then supported the differentiation process. This method of exploring what the students already know is discussed in Cohen’s “A guide to teaching” “and has been accepted in education as a way of
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment * Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each student could understand and engage with what is expected in the duration of the lesson. This enables me to recognise when my students are focusing and understanding, at the start of the lesson. For example, I opened the lesson with, ”In this lesson we are going to explore the circulatory system in general”: I then went on to explain that we would be focussing on the heart. This gave the students time to reflect on the circulatory system in general and relate it to the main focus of the heart. As explained by Pollard this process helps to get pupils’ attention, and can help to motivate listeners. Pollard describes this as ‘investigating expositions, which create an effective teaching session both to stimulate and engage the pupil’s interest” (Pollard 2009, p. 361).
Brainstorming in groups of mixed students gave me an insight as to the varied abilities of my students, as well as allowing them to share their knowledge. I did this by giving them a blank A4 sheet of paper and some pens and asked” What do you know about the heart?” This then supported the differentiation process. This method of exploring what the students already know is discussed in Cohen’s “A guide to teaching” “and has been accepted in education as a way of
References: Beadle , P (2010) How to teach. Wales; Crown House publishing. Cohen L, Manion, L and Morrison, K. (1996). A Guide to Teaching Practice (4th ed.). London: Routledge. Petty, G. (2004). Teaching today (3rd ed.). Cheltenham: Nelson Thorne’s. Pollard, A. (2009) Reflective Teaching (3rd ed.), London: Continuum. Dodge , J .(2013) What are formative assessments and why should we use them? (www.scholastic com/teachers/article.) p. 1 - 5