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The Lecture-Discussion Model

The Lecture-Discussion Model is designed to capitalize on how our cognitive architecture processes information. It is based on the work of David Ausubel and uses advance organizers to help students construct an organized understanding of topics. The model involves 5 phases: introduction, presentation, comprehension monitoring, integration, and review/closure. It aims to put students in active roles and overcome the deficiencies of traditional lectures by checking understanding and connecting new ideas to prior knowledge through discussion.

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sarah abou najm
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1K views

The Lecture-Discussion Model

The Lecture-Discussion Model is designed to capitalize on how our cognitive architecture processes information. It is based on the work of David Ausubel and uses advance organizers to help students construct an organized understanding of topics. The model involves 5 phases: introduction, presentation, comprehension monitoring, integration, and review/closure. It aims to put students in active roles and overcome the deficiencies of traditional lectures by checking understanding and connecting new ideas to prior knowledge through discussion.

Uploaded by

sarah abou najm
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Lecture-Discussion Model

CHAPTER 10
An overview

 A lecture is a form od instruction in which students receive information delivered in a


verbal and organized way by teachers. It is mainly popular for three factors:
 Lectures are easy to plan, the planning process is reduced to organizing the content
 Lectures are flexible, they can ne virtually applied to all content areas
 Lectures are simple to implement, they reduce the load on teachers’ working memories, so
novice teachers can use them
Lectures: Teacher Monologues
Ineffectiveness

 Lectures put learners in passive roles by encouraging them to merely listen and absorb information.
(monitor signs among young learners & adult learners)
 Lectures often overload students’ working memories =“I explained it so carefully, it’s as if they
didn’t hear a word I said.”
 Lectures don’t allow teachers to assess learning progress ( vs. interactive models)


How can these deficiencies be
overcome?
Lecture- Discussion Model: Theoretical
Foundations

• Is designed to capitalize on the way our cognitive

First
architecture processes information

• Is based on the work of David Ausubel

Second
• Teachers use the model & present info. In a
systematic way to help sts. Construct an organized
understanding of the topic
A. Information Processing
Schema formation & Integration

The fundamental
Organized networks
process described in
of information
schema theory
Logically organized info. In the long-term memory

Results in:
Increased initial learning
Better memory and retention
Improved transfer to new context
B. Meaningful Verbal learning:
The Work of David Ausubel
 In his book The Psychology of Meaningful Verbal Learning, Ausubel:
 Stresses the importance of organized information in long-term memory as an aid to further
learning
 Defines meaningful verbal learning as the acquisition of ideas that are linked to other ideas
 Differentiates it from rote learning which is the memorization of specific items of information
isolated from other items
 Asserts that meaningful learning occurs when the ideas in a new schema are connected both to
each other and to previously established schemas.
 Favors teacher-directed instruction but still opposes putting students in passive roles
 Advocates the concept of advance organizers
What are advance organizers?

 Are verbal or written statements at the beginning of a lesson that preview and structure
new material and link it to the students’ existing schemas
 Are presented prior to learning a larger body of information
 More general than the content that follows
 Presented in paragraph form
 Illustrated with a concrete example that helps learners identify the relationship between
the ideas in the organizer and the information to follow
C. Planning for Lecture Discussion Lessons

Identifying Topics

Specifying Learning Objectives

Structuring Content

Preparing Lesson Introductions


Examples
How can we introduce a topic using Lecture Discussion
Model?

 Discrepant events: an ice cube is placed in a glass of water and floats, and a second cube
is dropped in pure alcohol and its sinks
 Problems: a lesson on genetics begins with the teacher asking why one of the students in
the class has blue eyes whereas another has brown eyes
 Demonstrations: a teacher begins a lesson on magnetism by demonstrating that the
magnet will pick up a paper clip but not a piece of aluminum foil
 Analogies: a teacher begins a geography lesson by comparing lakes and rivers as examples
of water bodies.
E. Phases of Lecture Discussion Model
Phase Learning & Motivation Function

Phase 1: Introduction • Attracts attention


Review & present a form of focus for the lesson • Activates background knowledge

Phase 2: Presentation • Provides background knowledge


Organized info. Is presented • Begins schema production
Phase 3: Comprehension monitoring • Checks perception
Questions check sts.’ understanding of the presented • Puts learners in active roles
material
Phase 4: Integration • Elaborates schemas
New learning is connected to existing understanding • Achieves equilibrium

Phase 5: Review & Closure • Completes schema production


• Promotes perceptions of competence
Modifying Lecture Discussion Model:
Promote Student Motivation for Learning

Teachers may involve students in matrices & hierarchy activities.


Group Discussion: During integration & review phases

Filling a questionnaire Group Interaction


F. Assessing Student Understanding in Lecture
Discussion Lessons

Assess students’ understanding by asking them to arrange


concepts hierarchically
Thank You!

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