TEACHING TECHNIQUES AND METHODS. Brainstorming Problem Solving Method Cooperative Learning Technique Case Method Drama Technique. Brainstorming:. OBJECTIVES. Students will be able to say possible problems of the given case using brainstorming technique.
Mrs. Yıldız has a very passive character, she reflects it to the class and it affects her classroom management in a negative way. Her students also have realized this situation and it leads her to come across with some problems in the class.
Brainstorming is a group creativity technique that was designed to generate a large number of ideas for the solution of a problem.
It is particularly helpful when you need to break out of stale, established patterns of thinking, so that you can develop new ways of looking at things. This can be when you need to develop new opportunities, where you want to improve the service that you offer, or when existing approaches just aren't giving you the results you want.
There are four basic rules in brainstorming.These are intended to reduce the social inhibitions that occur in groups and therefore stimulate the generation of new ideas. The expected result is a dynamic synergy that will dramatically increase the creativity of the group.
One of the most important things to do before a session is to define the problem. The problem must be clear, not too big, and captured in a definite question such as “What service for mobile phones is not available now, but needed?“. If the problem is too big, the chairman should divide it into smaller components, each with its own question.
The background memo is the invitation and informational letter for the participants, containing the session name, problem, time, date, and place. The problem is described in the form of a question, and some example ideas are given. The ideas are solutions to the problem, and used when the session slows down or goes off-track.
The chairman composes the brainstorming panel, consisting of the participants and an idea collector. Ten or fewer group members are generally more productive than larger groups. Many variations are possible but the following composition is suggested.
During the brainstorm session the creativity may decrease. At this moment, the chairman should stimulate creativity by suggesting a lead question to answer, such as Can we combine these ideas? or How about a look from another perspective?. It is advised to prepare a list of such leads before the session begins.
The chairman leads the brainstorming session and ensures that the basic rules are followed. The activities of a typical session are:
A warm-up session, to expose novice participants to the criticism-free environment. A simple problem is brainstormed, for example What should be the next corporate Christmas present? or What can be improved in Microsoft Windows?.
1. Which one of the followings is not one of the rules of brainstorming?
4. What happens in creating a background memo step in brainstorming?
Mr.Goodluck is a teacher.He teaches English in a high school. He carefully plans and prepares his lessons the day before.If something lasts longer than he expected and planned,he feels rather irritated.He likes his students but he thinks that it is waste of time to chat with students at the beginning of the lesson.He prefers to start the lesson immediately.During the lessons,he tells everything in front of the classroom.He asks questions but does not give any time to students to think on it and answers it himself.He always implements the lessons in the same way:he is the centre of the lesson,students just listen to him.He sometimes ask questions but whenever students give wrong answers,he gets angry.So the student hesitate to say something.If a problem emerges,he can not solve it,he is so helpless.He never makes jokes or smiles during the lesson.So the lessons are boring. Because of this,students get bored and start to talk to each other and of course this causenoise in the classroom and makes him angry,too.Sometimes he wants students to form groups and give them tasks but while students are wrking on it they make noise and he stops the activity.He turns back his traditional way...
1-Choosing the topic and emergence of problem.
2-Delimitation of the problem.
3-Planning the application.
4-Preparing the working guide.
5-Providing the sources.
6-Examining the problem.
7-Getting a conclusion.
8-Disputating the topics,views and findings.
It is like teaching with discovering method.Cases are observed carefully.The similarities and dissimilarities are found.Then you can reach the general rule or law with the techniques "generalization" or "making abstract" from the similarities.
It is reverse of induction technique.Some general laws and rules which are reached before are given to the students and want them to apply this method to different singular case.The convenience of it to the one of the case is controlled mentally.
1-Which one is wrong about the problem solving method?
At the end of the lesson students will be able to
Mr. Tutumlu first used cooperative learning technique. He wanted students to turn to their friends, who were sitting behind them to make groups of four. After that he only said the subject on which we were going to study. Also, he said that he rewarded the most succesful group. He did not do responsibility disribution. We did not know what we do. Furthermore, we only had ten minutes. Then he sat his table and started to read his newspaper. After two minutes passed, for all hell to break loose. Everything was so unsystematic. Nobody listened to each other and everybody wanted to speak. There was an awfulnoisy in the class so Mr. Tutumlu got angry, dispelled the groups and he said that ‘ I put forth an effort for you uselessly.’
3.inappropriate classroom setting for the cooperative learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction from the teacher
9.competition between the groups
1.The task can be clearly defined and understood by all the members of groups.
2.Roles and individual assigments can be clearly understood, needed sources can be made available.
3.Realistic time Schedule can be developed with appropriate progress.
4.Classroom setting can be arranged according to activity.
6.Careful encouragement and direction which is needed constantly can be given to the students.
7.The teacher can observe the group members studies.
2.recognize that all group members share a commen fate ( we all sin kor swim togetherhere.)
3. know that one’s performance is mutually caudes by oneself and one’s team members(we can not do it without you.)
4.feel proud and jointly celebrate when a group member is recognized for achievement.(we all congratulate you on your accoplishment.)
Research has shown that cooperative learning techniques;
1.promote sts learning and academic achievement
2.increase sts retention
3.enchance sts satisfaction with learning experience
4.help sts develop skills in oral communication
5.develop sts social skills
6.promete sts self-esteem
7.help to promote positive race relations.
2.Face to face interaction
3.Individual and group accountability
4.Interpersonal and small-group skilss
4.Round robin brainstorming
7.Team pair solo
8.Circle the sage
1.The group provides each member with an oppotunity to participate and thereby influences decison making.
2.Face to face learning situations promote an atmosphere of cooperation and empathy seldom achieved in other learning situations.
3.Personal relationships are usually less problematic. There is also a greater chance of different opinions and varied contributions.
5.It promotes learner autonomy by allowing sts to make their own decisions in the group without being told what to do by the teacher.
6.Although we do not wish any individuals in groups to be completely passive neverthless some sts can choose their level of participation more readily than in a whole-class or pairwork situation.
1.It is likely to be noisy.Some teachers feel that they lose control., and the whole-class feeling which has been painstakingly built up may dissipate when the class is split into smaller entities.
2.Notall the students enjoy it, since they would prefer to be the focus of the teacher’s attention rather than working with their peers.Sometimes sts find themselves in uncongenial groups and wish the could be somewhere else.
1.The teacher can merelyprovides a setting and atmosphere in which such attitudes and behaviours may develop.
2.Careful encouragement and direction is needed constantly by the teacher.
3.The teacher creates and maintains a mutual feeling of responsibility to achieve group goals.
4.The teacher is responsible for contributing specific info when needed.
Cooperative learning is a succesful teaching strategy in which small teams, each with students of diffrent levels of ability, use variety of learning activities to improve their understanding of a subject. All group members:
-gain confidence from each other’s effort.
-all group members share a common fate.
-know that one’s performance is mutually caused by oneself and one’s team members.
-feel proud and jointly celebrate when a group member is recognised for achievement.
1.What are the benefits of cooperative learning?
2.What are the elements of cooperative learning
a-Your success benefits me and my success benefits you.
b-We all sin kor swim together here.
c-We all congratulate you on your accomplishment.
d-Every group member is responsible for his\her own learning.
e-We can not do it without you.
e-circle the sage
He was said that 5/C is the most problem class in the school. When the bell rang , some teachers looked at him pityingly.
When he entered the class he saw that the students did not realize him. Everybody was laughing , joking with each other and shouting .He remembered what other teachers had said and how they had looked at him. He got angry . He would not permit of teachers’ making joke with him.He would deal with these naughty students.He catched the student who was the nearest to him and shouted at and told them to sit down .When he saw that the students didn’t listened to him , he took the ruler and hit on the desk angrily.
The students stopped making noise in the class and sat down.They were anxious about what the teacher would do.The teacher told them not to talk with each other.İf it weren’t , he would do everything to make them be silent.
After the lesson , he met a colleague and told what he had done in the class. He said that the students listened to him during the lesson , they didn’t talk with each other.
And then they walked to the teachers’ room by going on their talking.
lack of communication
discipline problem in the class
A)It is fun
B)Sts may feel threatened
C)Sts use their imagination
E)Helps sts’ concentrating