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CLAS TUTOR TRAINING

CLAS TUTOR TRAINING. Part 2 Teaching Techniques & Strategies. TEACHING TECHNIQUES. The Socratic Method Techniques for Teaching Problem Solving Preparation & Lesson Plans Learning Styles. THE SOCRATIC METHOD.

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CLAS TUTOR TRAINING

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  1. CLASTUTOR TRAINING Part 2 Teaching Techniques & Strategies

  2. TEACHING TECHNIQUES • The Socratic Method • Techniques for Teaching Problem Solving • Preparation & Lesson Plans • Learning Styles

  3. THE SOCRATIC METHOD A teaching tactic for fostering critical thinking where the focus is on asking questions, not giving answers

  4. THE SOCRATIC METHOD • Enhances student learning by:

  5. THE SOCRATIC METHOD • Enhances student learning by: • Reinforcing understanding

  6. THE SOCRATIC METHOD • Enhances student learning by: • Reinforcing understanding • Correcting misunderstanding

  7. THE SOCRATIC METHOD • Enhances student learning by: • Reinforcing understanding • Correcting misunderstanding • Providing feedback

  8. THE SOCRATIC METHOD In general a good Socratic questioner will:

  9. THE SOCRATIC METHOD In general a good Socratic questioner will: • Keep the discussion focused

  10. THE SOCRATIC METHOD In general a good Socratic questioner will: • Keep the discussion focused • Ask probing questions

  11. THE SOCRATIC METHOD In general a good Socratic questioner will: • Keep the discussion focused • Ask probing questions • Periodically summarize what has and has not been resolved

  12. THE SOCRATIC METHOD In general a good Socratic questioner will: • Keep the discussion focused • Ask probing questions • Periodically summarize what has and has not been resolved • Draw as many students as possible into the discussion

  13. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include:

  14. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types

  15. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions

  16. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions

  17. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions • Leading Questions

  18. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions • Leading Questions • Compound Questions involving too many factors

  19. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions • Leading Questions • Compound Questions involving too many factors • Not allowing “Wait Time”: 5-10 seconds for students to process the question & respond to it

  20. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions • Leading Questions • Compound Questions involving too many factors • Not allowing “Wait Time”: 5-10 seconds for students to process the question & respond to it • Not acknowledging responses or dignifying errors

  21. THE SOCRATIC METHOD Some blocks to effective questioning & interaction include: • Poor Question Types • Yes/No Questions • Ambiguous Questions • Leading Questions • Compound Questions involving too many factors • Not allowing “Wait Time”: 5-10 seconds for students to process the question & respond to it • Not acknowledging responses or dignifying errors • Acknowledging correct responses too quickly and ending contemplation for the rest of the group

  22. THE SOCRATIC METHOD To encourage & maximize participation try the following:

  23. THE SOCRATIC METHOD To encourage & maximize participation try the following: • Acknowledge ALL responses regardless of accuracy

  24. THE SOCRATIC METHOD To encourage & maximize participation try the following: • Acknowledge ALL responses regardless of accuracy • Guide students toward the correct answer instead of just pointing out incorrectness

  25. THE SOCRATIC METHOD To encourage & maximize participation try the following: • Acknowledge ALL responses regardless of accuracy • Guide students toward the correct answer instead of just pointing out incorrectness • Refer back to earlier answers and weave them into the current discussion

  26. THE SOCRATIC METHOD To encourage & maximize participation try the following: • Acknowledge ALL responses regardless of accuracy • Guide students toward the correct answer instead of just pointing out incorrectness • Refer back to earlier answers and weave them into the current discussion • Provide the complete correct answer eventually

  27. THE SOCRATIC METHOD How the questioner proceeds with the discussion depends on student responses.

  28. THE SOCRATIC METHOD Possible situations: • Students provide the right answer • Students provide the wrong answer • Students don’t answer at all

  29. THE SOCRATIC METHOD When students provide the right answers keep in mind:

  30. THE SOCRATIC METHOD When students provide the right answers keep in mind: • A right answer must be correct & complete

  31. THE SOCRATIC METHOD When students provide the right answers keep in mind: • A right answer must be correct & complete • Don’t let the student fish for the right answer; get a commitment

  32. THE SOCRATIC METHOD When students provide the right answers keep in mind: • A right answer must be correct & complete • Don’t let the student fish for the right answer; get a commitment • A little sincere praise is appropriate for a correct response

  33. THE SOCRATIC METHOD When students provide the wrong answer be sure to do the following:

  34. THE SOCRATIC METHOD When students provide the wrong answer be sure to do the following: • Resist the urge to respond to errors by saying “no” or “wrong”... Focus on what’s needed, not missing

  35. THE SOCRATIC METHOD When students provide the wrong answer be sure to do the following: • Resist the urge to respond to errors by saying “no” or “wrong”... Focus on what’s needed, not missing • Give clues & hints to help lead the student to the answer

  36. THE SOCRATIC METHOD When students provide the wrong answer be sure to do the following: • Resist the urge to respond to errors by saying “no” or “wrong”... Focus on what’s needed, not missing • Give clues & hints to help lead the student to the answer • Never make fun of any answer; correct work without being discouraging

  37. THE SOCRATIC METHOD When students provide the wrong answer be sure to do the following: • Resist the urge to respond to errors by saying “no” or “wrong”... Focus on what’s needed, not missing • Give clues & hints to help lead the student to the answer • Never make fun of any answer; correct work without being discouraging • If the answer is partially right, but incomplete, redirect the question to other students to build on the initial answer

  38. THE SOCRATIC METHOD When students don’t answer at all try the following:

  39. THE SOCRATIC METHOD When students don’t answer at all try the following: • Ask the question again…be encouraging

  40. THE SOCRATIC METHOD When students don’t answer at all try the following: • Ask the question again…be encouraging • Don’t make an issue of the resistance to answer…be patient, but persistent

  41. THE SOCRATIC METHOD When students don’t answer at all try the following: • Ask the question again…be encouraging • Don’t make an issue of the resistance to answer…be patient, but persistent • Give a hint or ask the question differently

  42. THE SOCRATIC METHOD When students don’t answer at all try the following: • Ask the question again…be encouraging • Don’t make an issue of the resistance to answer…be patient, but persistent • Give a hint or ask the question differently • Have students think out loud or look up answers

  43. Demonstrations Time out for some observations and teaching demonstrations… http://www.ncsu.edu/tutorial_center/Video/videomodules.htm http://www.ncsu.edu/tutorial_center/Video/groupmodules.htm

  44. Questions?

  45. TEACHING PROBLEM SOLVING Most math & sciences courses tutored at CLAS are problem based, so being able to teach good problem solving strategies is important

  46. TEACHING PROBLEM SOLVING • Explain why the problem is interesting, important or relevant

  47. TEACHING PROBLEM SOLVING • Explain why the problem is interesting, important or relevant • Teach how to derive formulas & identify their parts

  48. TEACHING PROBLEM SOLVING • Explain why the problem is interesting, important or relevant • Teach how to derive formulas & identify their parts • Use a step by step approach by asking small questions along the way

  49. TEACHING PROBLEM SOLVING • Explain why the problem is interesting, important or relevant • Teach how to derive formulas & identify their parts • Use a step by step approach by asking small questions along the way • Ask students to suggest a proposed method for solving when you begin…”How should I start this problem?”

  50. TEACHING PROBLEM SOLVING • Explain why the problem is interesting, important or relevant • Teach how to derive formulas & identify their parts • Use a step by step approach by asking small questions along the way • Ask students to suggest a proposed method for solving when you begin…”How should I start this problem?” • Consider demonstrating how to solve the problem 2 different ways

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