EIT task 7

EIT Task 7
McCaleb J. L. (1981). Indirect Teaching and Listening. Education, 102(2), 159.
This article was written by Josheph L. McCaleb from the University of Maryland, College Park. The author states ways to incorporated indirect teaching within the classroom. He states that most beginning teacher start out using direct teaching methods because most feel more comfortable teaching this method. He also states that even veteran teachers that may use indirect teaching are doing so ineffectively. The author states how important indirect teaching is in giving students more questioning and less lecturing and including positive reinforcement for student’s responses rather than critical or negative comments. It is important for teachers to develop a range of instructional methods that include direct and indirect instruction. Indirect instruction carries the primary characteristic of a reduction of control. Most teachers do not like to have reduced control within their classroom. McCaleb then talks about the prerequisites for indirect teaching and how to develop these skills. This article will be particularly for the beginning teacher in explaining what skills are needed for using the indirect teaching method.
Chiou, C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education & Teaching International, 45(4), 375-387.
Concept mapping is a tool used for indirect instruction and can have a positive impact on learning. The purpose of this article is to explain what concept mapping is and how important it is in student learning. The article states that there are two major outcomes in using concept mapping for indirect teaching methods. One outcome is that using concept mapping has a direct effect on student learning achievements. Secondly students enjoy and are satisfied with using concept mapping in learning material. The article goes on to describe how concept mapping helps students organize their ideas and information into a learning tool. The basic premise of the article is to show that using concept mapping as an extension to teaching lessons promotes student attention and focus. Overall using concept mapping improves student learning and understanding in learning material. This article shows the usefulness of including additional tools in indirect learning to improve student comprehension and understanding of material. The article states that “learning achievement and understanding was shown to have improved with the use of concept mapping (Chiou, 2008).”
Trinkle, C. (2009). Reading for meaning: Making connections and searching for answers. School Library Media Activities Monthly, 25(6), 48-50.
In this article the author Catherine Trinkle discusses the implementation of “Reading for Meaning” in language arts and literacy lessons. One important skill in literacy is to ask questions. Most language arts classes are taught by direct instruction. Students need to be made aware that they need to ask questions throughout their research and that there are no incorrect questions. The article states that the teacher needs to connect new material with old material so it will be easier for the students to relate the information to each other. By giving the students the option and availability to ask question and have them answered holds great weight in learning. By incorporating indirect teaching with direct teaching for the subject of language arts will help the struggling students as well as the non-struggling students learn and relate new material. The article is great for the beginning teacher because it offers examples on how to incorporate reading techniques into lessons. Reference
Chiou, C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education & Teaching International,
McCaleb J. L. (1981). Indirect Teaching and Listening. Education, 7th Edition
Trinkle, C. (2009). Reading for meaning: Making connections and searching for answers. School Library Media Activities Monthly