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    Lecture Discussion Model avoids the cons of the simple lecture, like little student engagement. Structure the lesson so that there are short periods of lecture followed by checking understanding. Lecture Discussion Model builds on students' existing schemas, or organized patterns of thought.

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    lecture discussion revised

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    Lecture Discussion Model avoids the cons of the simple lecture, like little student engagement. Structure the lesson so that there are short periods of lecture followed by checking understanding. Lecture Discussion Model builds on students' existing schemas, or organized patterns of thought.

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    © All Rights Reserved
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    110 views1 page

    Lecture Discussion Revised

    Uploaded by

    api-279665139
    Lecture Discussion Model avoids the cons of the simple lecture, like little student engagement. Structure the lesson so that there are short periods of lecture followed by checking understanding. Lecture Discussion Model builds on students' existing schemas, or organized patterns of thought.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Hierarchic: 4 Main Ideas

    Box frame

    s
    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: Rebekah Bridges

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date:

    LectureDiscussionModel

    1/22/15

    Is about

    Avoidingtheconsofthesimplelecture,likelittlestudentengagement,weighingdownstudentswithlargeamountsofinformation,andalackofassessmentstrategies,bystructuringthelessonso
    thatthereareshortperiodsoflecturefollowedbycheckingunderstandingandspansofstudentinvolvement,whichmakesforamorestudentcenteredapproachtoengagelearnersandholdtheir
    attentionslonger.

    Main idea

    Theoretical
    Foundation/Planning

    TheoreticalFoundation
    A.CapitalizesonInformationProcessingTheory
    Mostimportantforteacherstohelpencode
    informationcorrectly
    B.PiagetsCognitiveLearningTheory
    TheLectureDiscussionModelbuildson
    studentsexistingschemas,ororganizedpatterns
    ofthought.
    Planning
    A.Identifytopic
    Largebodiesofknowledgearebest;broad
    concepts
    B.SpecifyLearningObjectives
    Evaluation,comprehension,oranalysis
    objectives.Objectivesmustbenarroweddown.
    Keepthelessonfocusedonthebigidea.
    C.StructureContent
    Keepstudentspriorknowledgeinmind.Clarity
    betweenconceptsiskey.Usematrices,
    hierarchies,etc.
    D.Createadvanceorganizers
    Atthestartofalesson,writeoutortellstudents
    yourpreview.Includeanalogies,examples,etc.
    toconnectnewknowledgetopupilsexisting
    knowledge.

    Main idea

    Implementing

    A.Phase1:ReviewandIntroduction
    Presentadvanceorganizer,hookstudent
    interest,andtriggerexistingknowledge.
    B.Phase2:Presentation
    Elaborateonexistingknowledge,being
    suretokeepthetimereasonablyshortto
    holdattention.
    C.Phase3:ComprehensionMonitoring
    Askstudentsquestionstogauge
    understanding.Usevotes,thinkpairshare,
    question/write,etc.
    D.Phase4:Integration
    Completealecturediscussioncycle:
    presentmoreinfo,comprehensionmonitor,
    thenintegratenewandoldinfo.
    E.Phase5:Closure
    Summarizeandorganizethelessonshigh
    pointsandpreparestudentsforthenext
    lesson.

    Main idea

    Assessment/Motivations

    Assessment
    A.ComprehendConceptsand
    RelationshipsAmongThem
    Useshortessayquestionstoassess
    understandingofconcepts,aswellas
    makingnovelconnectionsamongthem.
    Hierarchiestestorganizational
    understanding
    Motivations
    A.StudentInvolvementIncreases
    Motivation
    Itisespeciallyimportantinthismodelto
    keepstudentsattentionduringthelecture
    phases.
    Emphasizecomprehensionmonitoringand
    integrationtoengagestudents.
    Groupworkisalsoagreatmethodfor
    capturingandkeepingstudentattention
    whileaddingsomethingfreshandnewto
    thelesson.

    Main idea

    Modifications

    A.TeachConceptsandGeneralizations
    Structuringcontentisnotasdifficult;
    spendtimefindinggoodexamplesto
    explainconcepts
    Presentationisdefiningaconcept/saying
    thegeneralization.Fusecomprehension
    monitoringandintegration.
    B.UsingLDModeltoTeach
    Young/InexperiencedPupils
    Focusondiscussiontopromotestudent
    interactionandunderstanding.
    Concentrateoncomprehension
    monitoringandintegration.
    C.UsingTechnology
    TheInternetisagreatsourceof
    organizedinformation.Studentsand/or
    teacherscanresearchandpresenttopics.

    So what? What is important to understand about this?


    TheLectureDiscussionmodelisbestsuitedforteachinglarge,organizedbodiesofknowledge.Whilelecturesarepopularandeasy,theLectureDiscussionmodelisfarsuperiorduetoits
    studentgearedstructure.Studentsattentionsarehookedandmaintainedthroughoutbyimplementingshortperiodsoflectureandincorporatingcomprehensionmonitoringandintegration.The
    LectureDiscussionmodelisflexibleinthatitcanbeadaptedtoteachconceptsandgeneralizations,youngorinexperiencedlearners,andcanbeimplementedthroughtheuseoftechnology.

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