Introduction to the Methods of Teaching Career Orientation By David Agnew Arkansas State University.
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Transcript of Introduction to the Methods of Teaching Career Orientation By David Agnew Arkansas State University.
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Introduction to the Introduction to the Methods of Teaching Methods of Teaching Career Orientation Career Orientation
By David Agnew
Arkansas State University
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Objectives
1. List 10 methods/techniques of teaching
2. Compare the advantages and disadvantages of various methods.
3. Select methods/techniques appropriate for CO
By the end of this lesson, you will be able to:
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Your Foundation
• Most of you already have a good understanding of methods of teaching.
• Most of this is going to be review.
• However, as we have already discussed there are some methods that are recommended for CO.
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Teaching Methods: My preferred way of looking at
the subject is that there are 5 or 6 different methods or grouping
of methods.
There are methods and then there are techniques. The larger category is Methods. Generally a technique falls under one of the methods.
Audio visual materials then go with the lesson in support of any technique or method.
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My five common methods are:
• Presentation (Lecture)• Job instruction (Demonstration)
– Usually leads to a project of some kind – Sometimes referred to as the project methods
– Also hands-on activities would fall under this category because usually the teacher gives instruction for how to complete a task or job skill from one of the clusters.
• Teacher lead discussion• Supervised study -- • Cooperative learning -- Small Group activities or
projects
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Remember the state department Philosophy?
Hands-on
Is the number way to teach
"What I hear, I forget; What I see, I remember; What I do, I understand." (Confucius, 451 B.C.).
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The methods appropriate to CO according to my list would be:
• Job instruction or demonstration– Since you will show them how to do an activity.
• Supervised study – Since after you give them the demo you would normally expect them to give it a try.
• It might be a cooperative learning project (group activity) with different members contributing to different parts of the activity in some way.
• Lecture and teacher lead discussion could be used in the introduction to the activity or it could be used in the follow-up afterwards.
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Other approaches recommended by DWE
• Hands-on Activities (Not really a method itself– the implied philosophy is that the learning will result in students doing something at the end like performing an activity rather than just doing a paper and pencil test)
• Resource Speakers (usually a presentation or teacher lead discussion)
• Job Shadowing and Interviewing (like supervised learning and job instruction)
• Audio/Visual Aids and Career Magazines (support or props for any method) Career Magazine might be used in supervised study.
• Field Trips (like a presentation, just off cite and walking)• Student Organization Activities (not really a method)• Lecture Self-assessments (supervised study)• Career Research (supervised study)
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To see other people’s list of methods go to the following websites and review the
references to methods/techniques
• Article on Methods of teaching http://www.teachervision.fen.com/curriculum-planning/teaching-methods/48355.html
• A comparison of methods http://www.adprima.com/teachmeth.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm
Read these before completing the Blackboard activity
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Remember when Selecting Teaching Methods
POINT # 3
POINT # 2
POINT # 1
Consider the Learning Objective
Consider the Learners
Consider the Practical Consider the Practical RequirementsRequirements
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Objectives are important to the whole process of learning
• What are the three major parts of an objective?– Condition – circumstances under which the student will
demonstrate knowledge or skill – Criteria – Level of success expected – Behavior -- The actual knowledge skill or attitude to be
assessed• Also note the old saying that “we teach to the objectives
and we test to the objectives.” – T2O for short
• Objectives are just as important in testing/assessment as in planning for instruction.
• There are three types of instructional content found in objectives according to Bloom. These are called domains. – Cognitive– Thinking, problem solving, involves the brain– Psychomotor – the doing, performing of a physical task– Affective -- Involves feelings, attitudes and values
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Remember even selecting the right method is not enough…
You are the means of implementing the method or technique.
Much of the weigh of success is on your shoulders.
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Teaching or Facilitation Skills
Attending
Observing Listening
Questioning
Teaching or Facilitation Skills are the bridge between the content and learners
Content Learners
BRIDGE
Four Basic Skills
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Attending Skills/Behaviors
1. Face the learners.2. Maintain appropriate eye contact.3. Move toward the learners.4. Avoid distracting behaviors.
There are four attending behaviors to consider:
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Observation Skills Steps
STEP 3
STEP 2
STEP 1
Look at person’s face, body position, and body
movements.
Try to determine the person’s feelings.
Take appropriate Take appropriate action.action.
Remember you need to “Monitor and Adjust”
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Listening Skills
1. Listening to the words being expressed.
2. Paraphrasing what was said to demonstrateunderstanding.
Listening involves two key steps:
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• Internal distractions.
• External distractions.
There are major roadblocks to this step:
Step 1: Listen to the Words
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Step 2: Paraphrase
Paraphrasing requires you to verbally interact. The interaction is either to...
• Get additional information.
• Verify what you think was said.
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Questioning Skills
1. Asking questions.
2. Handling answers to questions.
3. Responding to questions.
There are three skills associated with the questioning process:
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Questioning Skills: Asking Questions
1. Two Basic Types:- Closed -- one short and right answer- Open – maybe not one answer and one that leads to more discussion
2. Phrasing: The way it is worded is important. consider restating and clarifying when needed
3. Directing: who gets to answer? - Group- Individual
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Questioning Skills: Handling Answers
Maximum learning
requires
maximum participation.
Good Questions Promote Participation
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Questioning Skills: Responding to Questions
1. Confirm an answer – Always reinforce a right answer and be gentle in dealing with wrong answers.
2. Provide the answer yourself.3. Redirect the question to a learner.4. Defer the question.
Acceptable ways to respond:
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The End