Brittany Geren Professor Isbell Module 3 writing October 15, 2013

After reading chapters seven, eight, nine, ten and eleven of Learning & Teaching: Research- Based Methods I have leaned several strategies that I can incorporate into my classroom. Chapter seven went over teaching and learning in groups. Chapter eight went over using direct instruction in the classroom. Chapter nine went over how to incorporate lecture discussions in the classroom. Chapter ten went over using guided discovery in the classroom. Chapter eleven went over using problem-based instruction in the classroom. Along with the chapters two of the thirteen competencies correlate. Competency seven, the teacher understands and applies principles and strategies for communicating effectively in varied teacher and learning concepts. Competency nine, the teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students. There are five elements I feel are important to implement in my classroom, these elements are: cooperative learning, direct instruction, effectiveness of lecture discussions, guided discovery and critical thinking A strategy I learned from chapter seven is effectively using cooperative learning in the classroom. I feel that competency seven correlates best with this strategy. Cooperative learning is a valuable tool to use in the classroom because it allows students to work on and develop their interpersonal skills. When teaching younger grades it is important to begin using cooperative learning so they understand the different dynamics of working together and individually. A concept in chapter eight I gained further knowledge on is, understanding the goals of direct instruction. I feel that competency nine correlates best with this concept. There are three goals to keep in mind when using direct instruction to teach skills and concepts, they are: understanding, automaticity and transfer. The obvious goal is to understand, making sure students understand the skill and concept. Automaticity is when concepts and skills are

Brittany Geren Professor Isbell Module 3 writing October 15, 2013

intentionally over-learned so they can be recalled with less effort. I witnessed an example of this while I was observing in a first grade classroom. The students would everyday go over the different sounds each letter made. When it came time to read they could easily sound out each word by themselves. The third and final goal is transfer, applying the concept or skill that was learned a while ago in a different way. A concept I learned from chapter nine is from the section entitled, The Effectiveness of Lecture Discussions. I feel that two of the thirteen competencies correlate; competency seven and competency nine. According to research we process information that we learn in three sections of our memory: sensory memory, working memory and long-term memory. After reading this section I immediately thought of lesson planning. When planning and teaching lessons it is important to keep in mind how we store information depending on how it is presented; whether it be through hearing, seeing, with prior-knowledge, and without priorknowledge. Lecture discussions are beneficial by engaging students and using the different areas of their memory. A strategy I learned from chapter ten is from the section entitled, Guided discovery and Student Motivation. I feel that competency seven correlates best with this strategy. Guided discovery has the ability to promote motivation. It is important that when using guided discovery that the lesson begins in the form of a question or problem. This motivates the students by stimulating wonder and curiosity, they want to either know the answer or figure out more. When students are motivated they remain focused during the activity, and develop their own understandings. Using guided discovery in the classroom gives students confidence when finishing assignments and tasks.

Brittany Geren Professor Isbell Module 3 writing October 15, 2013

A concept I learned from chapter eleven is from the section entitled, Teaching Critical Thinking in the classroom. I feel that two of the thirteen competencies correlate; competency seven and competency nine. According to the book, critical thinking is making and assessing conclusions using evidence. As a teacher it is important when teaching critical thinking that: it is embedded into the curriculum you are teaching, you model it daily, you discuss when and why to use it, and you provide plenty of opportunities to practice using them. After reading Learning & Teaching: Research- Based Methods, I discovered five concepts and strategies that I can implement in my classroom. These concepts and strategies are: cooperative learning, direct instruction, lecture discussions, guided discovery and critical thinking.

Brittany Geren Professor Isbell Module 3 writing October 15, 2013

Works Cited Kauchak, D., & Eggen, P. (2012). Learning & teaching: Research-based methods. (Vol. 6th). Boston, MA: Pearson Education Inc.