Jeremia

Reading Notes: The Act of Teaching Chapter 8

1. Chapter 8 Outline: Four More Instructional Alternatives
I. Cooperative Learning: Teaching Learners to Like and Care for One Another
II. Discovery Learning: Figuring Things Out for Yourself
III. Constructivist Teaching and Learning: Problem Solving under Teacher Guidance
IV. Direct Instruction: Teaching in the Most Efficient and Effective Way
2. Notes:
I. Cooperative learning is the term used to describe instructional procedures in which learners
work together in small groups and are rewarded for their collective accomplishments. Good
leaders of cooperative learning (1) are able to get diverse learners to work cooperatively, (2)
are especially effective organizers and coordinators of work.
II. Discovery or inquiry learning refers to learning that takes place when students are asked to
find or figure out something for themselves. Good facilitators of discovery learning (1) tend
to be inquirers themselves, (2) hold high expectations of students, (3) are thoughtful, (4)
accept students ideas
III. Constructivism is a way of teaching and learning that intends to maximize student
understanding. Good facilitators of constructivism are willing to help all students understand
by intervening and providing support or scaffolding as needed
IV. Direct Instruction is a variation on the theme of teacher presentations in which it is teacher-
dominated and directed.
3. Reflection:
Thinking about a teacher, I have always imagined a person standing in front of the class and
speak. I learned from this book that teaching in front of the class is only one of many instructional
strategies. Teaching is more than speaking in front of the class or direct instruction. It includes
evaluating students learning.
Teaching does not always mean direct instruction. It also can be discussion or
presentation. I learned that presentation does not always mean teachers showing or telling.
Students presentation is also a legit instructional strategy. Knowing this, I am encouraged to have
students present their work to vary activities in the class.
I need to always remember the reason I employ variety in instruction. I should remember
that I want my students to accomplish the objectives that I have made. I should keep in mind
where I want to bring my students.

Reference
Cruickshank, D., et al. (2011). The Act of Teaching. (6th ed.). Boston: McGraw Hill.