ERIC Number: ED130940
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Innovation or Renovation? Lecture, Commentary, and Discussion in the Precollege Psychology Classroom.
Stahl, Robert J.
This paper identifies and defines skills associated with the commentary-discussion method of teaching in an effort to improve student learning in precollege psychology courses. First, the author examines the range of teaching methods from formal lecture to open discussion and identifies commentary-discussion as the most widely used technique. In this technique, the teacher summarizes, interprets, or clarifies information, while giving cues for verbal interaction with students at the same time. Four categories of technical teaching skills are seen to be effective in instructional behavior. "Organizational class moves" occur when the teacher builds into the lesson a segment of time whereby the major focus of the lesson is outlined or reviewed. When the teacher establishes a context to which additional information will be related, a "structuring class move" occurs. This is useful before posing a question, for example. "Conditional class moves" involve statement of a premise and immediate linking of the premise to consequent statements or questions. Provision of silence to allow students time to think about a response or to complete a task comprises a "wait-time class move." These skills should help students attain instructional goals. (AV)
Descriptors: Classroom Communication, Conventional Instruction, Discussion (Teaching Technique), Educational Research, Elementary Secondary Education, Higher Education, Instructional Innovation, Lecture Method, Psychology, Student Teacher Relationship, Teacher Effectiveness, Teaching Methods, Teaching Skills, Verbal Communication
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (84th, Washington, D.C., September 1976)