Hierarchic: 4 Main Ideas

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Name:

Rebecca Wesley
Is about

Date:

9/27/2013

Lecture-Discussion Model
Main idea Main idea

Helps students understand organized bodies of knowledge (topics that connect facts, concepts, and generalizations)
Main idea Main idea

Planning

Implementing

Assessment

Motivation

-Identify Topic: Must be an organized body of knowledge. -Specify Learning Objectives: when teaching facts, concepts, generalizations, or procedural skills with this model your objective falls in place with your topic and must also include as an objective the relationships among the concepts. -Structure Content: Because the topic in this model is often times very broad organizing the information that will be used is crucial. The purpose of the organization and break down into organized groups is to bring attention to the relationships between different concepts of the big picture lesson. -Prepare Lesson Introductions: Has the purpose of getting the students attention and introducing the lesson that is at hand. A great way to do this is through advanced organizers, which are verbal or written statements presented at the beginning of lessons that preview and structure new material linking it to existing background knowledge.

Phase 1: Review and Introduction- begins with reviewing and presenting the advanced organizer for the lesson and/or a question to focus attention. Phase 2: Presentation- The organized body of knowledge information is presented. Phase 3: Comprehension MonitoringDuring and the lecture the teacher informally assess students to see how well the lessons information is being remembered and understood. Phase 4: Integration- More information on the topic is presented and also assessed, but this time to check to see if the students have managed to put two and two together from the first half of the lesson and the second half. This repeats over and over until all information has been presented and students have successfully integrated. Phase 5: Closure- The teacher and students mutually review and summarize the information that was presented throughout the lesson as a way to assess over all comprehension.

The ability to identify relationships among topics depends on an understanding of the topics themselves, so assessment should be on both the specific topics being discussed and the relationships among them. Short essay questions can be asked that require a simple short answer either written or verbal so long as it can point out specific items from multiple topics and link them together to answer the question. Or a list of concepts can be provided and students can be asked to organize them via how they relate. These both assess the content that was taught and the relationships between the content that students put together.

Being involved in the process of their own learning is a great way to motivate students through putting them in an active cognitive role. By continually changing the pace of the lesson from lecture to discussion and back and into group work it keeps the students engaged and motivated to participate in something fun and exciting. Finally, using personalized examples get the students attention no and motivates them to participate in the activity being conducted.

So what? What is important to understand about this?

Are designed to promote high levels of social interaction, are more efficient than a regular lecture at maintaining students attention, and allows for informal assessment of understanding and are able to avoid overloading students with to much information by swapping between questions and lecture. Essentially understanding bodies of knowledge is recognizing relationships in individual items of information.