Lecture (cognitive)
What:
“The lecture is a method of instruction for imparting
information and stimulating critical thinking, largely by
the verbal message with a minimum of class participation”
(Silvius and Bohn, 1976). Lecture is direct instruction
of content where the students are passive receivers of
information while the teacher is an active communicator
in the form of auditorially or visually or a combination
of both.
How:
During our teaching we will exercise direct instructing
when teaching students about types of aircraft, parts of
an airplane, and the support systems of air
transportation.
Why:
We will lecture to students because it is the most
practical way to give them knowledge of content that they
don’t already know. Students will need this foundational
information in order to understand and complete the tasks
assigned in the design brief.
Discussion (cognitive)
What:
“The discussion is characterized by a focus on, or
adherence to, a selected objective, topic, question, or
problem about which participants hope to arrive at a
decision or conclusion” (Silvius and Bohn, 1976).
Discussion is where the teacher facilitates students
sharing their ideas, thoughts, and opinions with a group.
How:
During our teaching we will engage the students in
discussions when they adjust their Delta Darts to meet
the minimum flight time requirements.
Why:
We will use discussion because it allows students to
explore their own ideas as well as hear their peers’
ideas. It also provides them an opportunity to verbalize
the connections that they are making between the
different pieces of content.
Modeling/Demonstration (psychomotor)
What:
“The demonstration is the method of simultaneously
showing and explaining the steps in a manipulative task
or operation” (Silvius and Bohn, 1976). Modeling is
providing students with a visual aid (through some form
of media or demonstration) that exemplifies the concept
the teacher is teaching.
How:
During our teaching we will model the Bernoulli
Principle, Newton’s First Law of Motion, fabrication of a
Delta Dart, adjustment of the Delta Dart, and flight of
the Delta Dart.
Why:
We will use modeling because it shows students a process
or skill that they can imitate when completing the
assigned tasks. The learner is also trying to imitate the
model of the teacher.
Questioning/Review (cognitive)
What:
“A review consists of a re-examination of material
previously presented or studied” (Silvius and Bohn,
1976). Questioning is asking students to explain in their
own words the content that has been covered so that the
teacher may better understand what students have and have
not learned.
How:
During our teaching we will check students’ understanding
of content that has been covered by asking them to
identify and describe: types of aircraft, parts of an
airplane, and support systems of air transportation. We
will check their understanding by asking them to explain
the reasons they chose to make particular adjustments to
their Delta Darts and what affect that had on the flight.
Why:
We will use questioning because it allows students to
verbalize their understanding of content while giving the
teacher the opportunity to evaluate and adjust their
instruction based upon what students have learned.
Attention Getter/Hook/Anticipatory Set
(affective)
What:
The attention getter is a method to peak student interest
in a particular topic and prepare the student for
learning.
How:
During our teaching we will ask students
thought-provoking questions to capture their attention in
preparation for the day’s lesson.
Why:
We will use an attention getter to peak the students’
interest in the content to be covered during that lesson
and provide an opportunity to segway into the lesson.
Testing (cognitive)
What:
“Testing can become an important method of teaching when
it helps a student assess and understand his/her
progress, growth, and development toward the fulfillment
of behavioral objectives established for the units of the
course” (Silvius and Bohn, 1976).
How:
During our teaching we will administer an exam to
students over the content that has been covered.
Why:
We will use testing to assess what students have learned.