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Extra resources for Advanced Teaching Methods for the Technology Classroom
Ask plenty of questions during the demonstration. From redundant to more challenging, high-level questions. Questioning is the best way to maintain the attention of your audience. Respond positively to the questions. Stay interested in the students’ answers and to their questions. Sincerity goes a long way in demonstrations. Use volunteers when possible in order to involve the students. But always demonstrate before asking a student to demonstrate. 93-98) 1. 2. 3. 4. 5. 6. The demonstration should be timed as to meet the immediate needs of the class with the work at hand.
What we say, what we do and demonstrate, and the projects we assign, the classroom policies we develop and the tone we set effect cognition, emotion, and action. There are always intended and unintended effects. We nevertheless ought to try to maximize intended effects while minimizing unintended effects. We ought to be cognizant of intended as well as unintended effects. These assertions will be explained in more details in the next two chapters. ” This is the general goal and provides direction for the teacher.
In the second instance, inductive reasoning, we are asking the students to organize knowledge of electricity. We gave them the components of a basic electrical system but not the organizer of the relationships among forces. Yet, in both cases, the result was the development of cognitive skills and organization of knowledge. Knowledge How do we articulate what we know and what we want students to know? How can we help students to articulate what they know? Procedural knowledge is typically articulated as directions, rules of thumb, and strategies.
Advanced Teaching Methods for the Technology Classroom by Stephen Petrina