Teaching Goals
I have three teaching goals, which I would like to focus on: two that are related to a current method, class discussion, and one related to a new technique, case study method, for a class I will be designing. As my teaching philosophy suggests, classroom discussion is a crucial skill because it fosters students’ intellectual development by asking them to examine their own beliefs and why they think the way they do (Christensen, Garvin & Sweet, 1991). But using class discussion with a group of 30 or more students requires a high level of skill to be effective (Christensen, 1991). Because I value class discussion I am constantly trying to refine my skills.
Because communicating that I care about the students and what they have to say and keeping the class focused on the objectives of the lesson are both critical to a good discussion, I work to focus the attention of the class on what the individual has to say and I help the speaker stay focused on the topic. It is paramount to be aware of the energy level and attention of the students during class discussion. Personal positions are important to students’ because they are a reflection of themselves and students want me to listen to their self-expressions (Christensen, 1991). Listening to the students helps them to see that I value what they have to say, but listening to 30 students takes a great deal of time, and while one student is speaking 29 other students must pay attention. There is a risk that students will lose interest in the activity and the energy of the classroom will decrease. Alternatively, if I cut a student off too early, it sends a message to the student who is speaking and other students who are observing that I don’t really care what they have to say. This too leads to less interest and energy among the students. Additionally, students may get off topic, which has the potential to defocus the discussion. I use techniques to help the class stay focused. If I notice that the momentum of the discussion is starting to wane, I interject with a comment to help refocus the class. I want to continue to build community values such as caring about each students perspective and focus on the topic which support exploration through discussion.
Class discussion promotes the goals that I have outlined in my teaching philosophy and requires my full attention to the content and tone of students’ remarks. The goals I noted in my teaching philosophy include: learning material independently, thinking critically and integrating values into arguments. In order students to form an argument to be used in class discussion, they need to know the material and be able support their arguments. Invariably, students view the discussion topic from different perspectives. Critical thinking is essential to compare and contrast perspectives and to weigh the quality of evidence and argumentation. Additionally, I ask students to identify what part their values play in their perspective. Class discussion is an efficient means to accomplish these goals because I am able to scaffold student learning.
To help everyone be successful, I provide support for students who are not as skilled at distilling the essential points that come up in the class discussion. Some students are not ready to make use of a very open-ended inquiry. For the most part, students acknowledge that they have gained a great deal from the discussion, but some students may feel lost in a sea of ideas. Those students are not ready to swim in open water. They need to have a floatation device to help them remain afloat. To provide that type of security for students, at the beginning of the discussion, I explain how students will be evaluated (see Activities in appendix), but some students require a more solid end to the discussion. I strive to help all students learn by summarizing the purpose of the discussion and how it relates to questions that I might ask on an exam.
Finally, I am striving to make my lectures more concrete because I realize that students learn more easily by examples than abstraction (Grasha, 1996). For example I am using case studies where possible. When I teach the Personality course next year, I plan to integrate the case-study method into the lesson plans and syllabus for this course (Christen & Hansen, 1987). I am examining the personality textbook I have chosen for basic principles of personality. Next, I will search for biographies of people whose personalities demonstrate those principles. Finally, I will create case studies, which highlight the particular principle that I am presenting in the section of the course. By using case studies, focusing on the flow of discussion and providing support to students, I aspire to refine my teaching craft.
References
Christensen, C. R. (1991). Premises and practices of discussion teaching. In C.R. Rolland, D. A. Garvin and A. Sweet (Eds.), Education for Judgment : The Artistry of Discussion Leadership (pp. 15-35). Boston, Mass.: Harvard Business School Press. Retrieved from /z-wcorg/
Christensen, C. Roland, G., David A. (1991). Education for Judgment : The Artistry of Discussion Leadership. Boston, Mass.: Harvard Business School Press. Retrieved from /z-wcorg/
Christensen, C. Roland, H., Abby J., Christensen,C.R. (1987). Teaching and The Case Method : Text, Cases, and Readings. Boston, Mass.: Harvard Business School. Retrieved from /z-wcorg/
Grasha, A. F. (1996). Teaching with style : A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers. Retrieved from /z-wcorg/
Perry, W.G. (1981). Cognitive and ethical growth: the making of meaning. In A.W. Chickering and Associates (Eds.), The Modern American College (pp.76-116). San Francisco: Jossey-Bass publishers.