November 1 - Discussion Questions

Ch 20

• Is it possible to create a lab experience during traditional lecture time? (Is this what Coppola refers to as studio instruction?)

• Lab sections are often benefical for students to get a deeper understanding of the material, how appropriate are lab sections for intro classes when so much information is being presented and a deeper understanding is not emphasized.

• How can we integrate the principles of experiential & problem-based learning into intro classes? Would the case-based strategies we discussed last week work?

• Can all the different insturciton types really be used for any topic, or does content limit you?

• Between labs and "experiential" learning, there are limitations as to what can be applied to the intro psych classes. Wouldn't the closest thing be assigning projects that can relate topics to real-life situations? As far as the role of the teacher, wouldn't it depend on the size of the class, the material to be presented and the characteristics of the individual students?

• In an introductory class, is it appropriate or feasible to allow students to direct their own learning and instruction, or is it better to dictate to the class what they need to know?

• What type of strategies should be employed to make lab sessions both relevant to the "real world," and open enough that they induce cognitive processing and growth. Is it possible to achieve these goals with preset "generic" labs, or should other forms of lab activities be used instead?

• Aside for the fact that the teacher knows the outcome in Discovery Instruction, how does this differ from Inquiry Instruction?

Ch 21

• What is the best approach to being a professor? Should you be "all knowing", or is it better to be more open and willing to suggestions and comments? Would this change if the class was a graduate class as opposed to an intro class?

• Is it possible to create a lab experience during traditional lecture time? (Is this what Coppola refers to as studio instruction?)

• How much control do we really have over our student's perception of us and our rolls?

• Allowing the students to have an understanding of the practical application of the field is important, but should it be required in an intro to psyc class where the students come from several different
  majors?

• The author summarizes that the best student outcomes come from classes where the teacher is in the role of facilitator, person, and ego ideal. How functional are these roles in an intro class? It seems like the only role we can really expect to have at that level is "expert".

• Are there any other possible roles aside the six that are listed in the chapter (Teacher as: Expert, Facilitator, Person, Ego Ideal, and Formal Authority)? I would think for us it would also include the Teacher as a Grad Student.
  

Ch 22

• I really like the framework that our author set up for teaching distance learning. Do you feel this type of highly structured setting would work in other forms of more traditional teaching? If so, how can a teacher go about constructing a "normal" lecture class in the same way as he or she would a distance learning class?

• In the distance learning chapter the author suggests that we should be this organized with all classes that we teach? Do you think flexibility and spontanuity have value as well?

• Even after reading the chapter, I don't see how distance learning can be effective.. are there any other suggestions for making this a feasible option for teaching a class?

• This chapter reads as if the author believes that distance ed students are somehow special - and less advanced - than traditional students. Though you should make some accomodations in your class format, should you really change the material? Having worked in distance ed, I have always been told that the information is more important than the media.

• Feedback was discussed as an essential element in distance teaching, what is the ideal amount of feedback that a teacher should search for (info from every student, feedback once a term, once a week)?

• Is it possible to create a lab experience during traditional lecture time? (Is this what Coppola refers to as studio instruction?)