Teaching

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Sophomore (College 2nd year) ・English ・APA ・2 Sources

Teaching is a method that aims to assist a learner in grasping instructional concepts. The instructional strategies used in classroom environments often assess a student's progress in learning initiatives. It is the teacher's duty to assess the student's different needs before deciding on a responsive teaching form. There are different teaching approaches, and their suitability is determined by the student body and their intrinsic characteristics. Teaching approaches should be based on the students' age, commitment, and population. The article The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes sought to examine the efficiency of the lecture-discussion versus the discussion method in teaching. Thus, the objective of the study was to assess the implications of lecture-discussion and discussion methods on the performance of the students. To determine its findings, the study engaged 168 students who were teacher trainees. The efficiency of the discussion method was measured against the efficiencies of the lecture-discussion method. The hypothesis was that the mean score of students who were exposed to the lecture-discussion method was significantly higher the mean score of students who had been exposed to the discussion method of teaching (Mutrofin et al., 2017). The assessment was based on the idea that “discussion is one of the most widely used and valuable method in teaching of social studies” (Rahman et al., 2011). The authors determine that there are several types discussions that can be engaged in the classroom setting.
To participants in the study were divided into two groups of 84 students each. The students were drawn from eight study programs which included “Educational Sciences of Mathematics, Physics, Biology, Economics, History, Language and Indonesian Literature, English, and Elementary School Teacher, who took the subject of Learning and Instruction” (Mutrofin et al., 2017)
The results of the study indicate that there was a significant difference in the average scores between students who were exposed to the discussion and lecture methods respectively in the pretest segment. In the posttests segment, the study found the average scores reflected by the students who were exposed to the lecture-discussion method to be slightly higher than the rates that were mirrored by the students who were exposed to the discussion method. Rahman et al. (2011) contend that the lecture-discussion method allows the students the opportunity to be more activity and the possibility of having more personal contact with the tutors. The lecture-discussion facilitates a framework through which the teacher and the student can share ideas and collectively deliberate on the class related challenges and thus improving the performances of the students.

My Opinion

The article’s findings provide a true reflection of the processes that are involved in the teaching process. Overall, the lecture-discussion method provides the best intervention in the teaching processes. In comparing the effectiveness of the group discussion and the lecture-discussion methods, the findings determined that students tend to participate more when they are allowed voice into the class processes. I concur with this allusion since the teacher is only allowed a view into the student attitudes regarding their subjects through the discussion methods. Essentially, while lecture method is much less dependent on reciprocal influence among students to facilitate learning a question posed during, it has the potential to stimulate students to think for a few second but a provocative question in a group discussion can stimulate thinking for several minutes” (Rahman et al., 2011). The discussion method is efficient since it encourages initiative in the students and further augments the question and answer processes in the classroom settings. I further agree with the author’s allusion to the examination of the gender differences in the determination of the teaching method to engage in the classroom. According to Rahman et al. (2012), “further studies may be conducted to examine gender differences and locality differences in the use of different teaching methods”. The major advantage that is offered by the use of the discussion method comprises the possibility of promoting diversity in the class by allowing all students the opportunity to present their opinions on a single element of the study. The different views allow the establishment of a succinct solutions to some of the educational programs.

How the Article Relates to EDF 1005

EDF 1005 is concerned with the examination of the mediums that can be used by the teacher to enhance their efficiency in the classroom settings. The article’s reflection of the discussion method provides a platform through which future teaching endeavors can be predicated to augment the performance of the students. The lecture-discussion method further encourages interaction between the students which is essential in the imparting of knowledge and the committing of the learned lessons to the mind. The teacher is thus allowed an opportunity to greatly influence the choices engaged by the students if they use a medium that will encourage the determination of the opinions and responses of students to the different teaching interventions.

References

Mutrofin, M., Nyoman, I., Degeng, S., & Setyosari, P. (2017). The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes. Journal of Education and Practice, 8(9), 203-209.
Rahman, F., Khalil, J. K., Jumani, N. B., Ajmal, M., Mlik, S. & Sharif, M. (2011). Impact of Discussion Method on Students Performance. International Journal of Business and Social Science, 2(7), 84-94.

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