In Chapter 5, Moore identifies the two approaches to teaching: direct and indirect. The direct approach strategy emphasizes focused, teacher directed instruction, whereas indirect involves students actively engaging in their own learning. The author examines the direct teaching approach, sometimes called systematic teaching or active teaching as a teacher-centered skill-building model. In the direct teaching approach, teachers stand as the major information provider. The reading suggests that it is the responsibility of the teacher to guide their students to learn how to learn and gain transferable knowledge. The author identifies three types of students and their basic learning needs: students who can learn on their own, students who need some learning support, and students who need a lot of learning support. The chapter goes on to discuss the skills methods, and procedures needed to address all types of student learners in order to maximize their transferable learning capabilities. The exposition method is identified. Exposition teaching with and without interaction is examined as a direct teaching approach. Exposition teaching is defined an effective way to covey a great deal of information in a short amount of time. The author identifies the strengths and weaknesses of this approach. The chapter later goes on to explain the art of questioning and how effective questions asked by the teacher is critical to a students learning.
I strive to be a better teacher by building the skills and gaining the knowledge needed to become a better instructor. This chapter was very insightful for me because I use the direct teaching approach in my math classroom. I lecture everyday and would categorize myself as using the exposition with interaction teaching approach. I possess the mindset that since I teach only a semester to one group of students, the amount of information that I must convey in such a short period of time, makes exposition teaching the most effective way in the first term. I understand that the key to exposition with interaction teaching is questioning. I admit that I can aggressively work on asking more effective questions to my students. I am currently stuck at the level of asking narrow questions to recall information previously taught. This chapter has effectively identified what common pitfalls to avoid when asking questions to my students. I want to promote the integration of critical thinking into my lessons by asking broad questions about math concepts. I plan incorporating these higher level of questions into my classroom by planning questions through the Mental operation question system which categorizes questions as factual, empirical, productive, or evaluative, this moving my students up the ladder of Bloom’s.
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