Cynthia Shaw

Dr. Isbell
ELED 300
23 October 2014
Module 3: Pedagogy & Technology
Introduction
In this module reflection, I will discuss five chapters, 7 11, in Kauchak and Eggens
(2012) textbook. The topics will be about helping future teachers learn the concepts of small
group teaching (Ch.7), guided discovery (Ch. 10) and instructional methods (Ch. 8, 9, 11). While
discussing the chapters, I will also relate them to competencies 7 and 9.
Teaching and Learning in Groups
The authors stress the fact that student involvement and social interaction are critical to
effective learning. Kauchak and Eggen (2012) describe ways to incorporate both into our future
classrooms. It is human nature to prefer talking as opposed to just listening. When students are
put into groups to learn subject material, they are able to not only listen, but to express their
opinions as well. . There are different types of group work for teachers to incorporate. They
include think-pair-share, combing pairs, pair check, etc. Group work incorporates three main
components: language, connections and motivation. The combination of these elements is the
key to successful learning. It also changes the role of the teacher to a facilitator, as opposed to a
lecturer. The students take ownership in this role because they are interacting with their peers,
while learning the material from different perspectives. This concept directly relates to
competency seven, which addresses the fact that teachers should provide nonthreatening
opportunities to involve students in the lessons. Since the competency also states that small

groups are less threatening than whole group discussions, it shows benefit of learning in small
groups.
Guided Discovery
This strategy focuses on the learning objectives. Effective teachers identify the topic,
then decide the specifics of what they want to make sure the students learn about it. The
objectives are then taught through example, as opposed to direct instruction. Activities are
incorporated into the lesson so the students learn by watching and doing. Technology can also
be incorporated into the planning. In the most effective classrooms, teachers use a variety of
examples to clarify the ideas being taught. Some of these examples are by sharing pictures,
concrete materials, models, vignettes, or role playing to illustrate real-life situations. Guided
discovery can be used to transform an ordinary classroom into a more effective learning
environment for the students. According to competency nine, technology increases motivation
and encourages experimentation. This will help the students not only with research of the
information, but also the presentation of it.
Instruction Methods
There are different ways to deliver instructions to students. The kind most are familiar
with is direct instruction. With this method, the teacher gives the exact concepts and material that
the students are supposed to master. This can be an effect way for students to learn if they are
having difficulty with the material. Also helpful with this is scaffolding, which builds upon a
students previous knowledge. The goals teachers set for students are understanding,
automaticity and transfer of learning. The instructions for direct learning are all given verbally
by the teacher, who can also integrate related information so the students will delve deeper into
the lesson. Lecture discussion is a cycle. It encompasses information presentation,

comprehension observation, and the integration with data. The students memory will then be
able to transfer the discussion from the short-term memory into the long-term memory. A
different type of teaching strategy is problem-based. With this type, the teachers lesson starts off
with a problem or question. The focus of the lesson is then answering the question or finding a
solution to the problem. This type of learning actively involves the students, which the teacher
facilitating by questioning the students to get them thinking. As stated in competency seven,
Open-ended questions stimulate creative thinking and the construction of knowledge. It also
mentions the probing method of questioning, which has the student expand on their answers.
These will both help the student really think outside the box and not rely on their teacher for the
answers. While using this method, a teacher can also incorporate project-based learning. This
entails having students create projects, most effectively as groups, to incorporate the information
they are learning. The project can answer the question asked or show a solution to the problem. It
can then be shared with the class.
Conclusion
When looking at Module 3: Chapters 7, 8, 9, 10 and 11, as well as competencies 7 and 9,
I have learned was that instructional methods vary. It is important to use the method which fits
best for your students. Integrating technology is an effective way to get students attention.
Especially with the amount of technology the students are exposed to in their daily lives. Our
jobs, as future educators, will be to implement the method which is most effective for each set of
students.

References
Kauchak, D. & Eggen, P. (2012). Learning and Teaching: Research-Based Methods (6th ed.).
Boston, MA: Pearson.
TExES Pedagogy and Professional Responsibilities EC-12 competencies: 7and 9.