Ashley Trivitt

Dr. Isbell
ELED 300
25 October 2015
Module 3: Communication and Technology

Introduction
Direct instruction and guided discovery are two different models that can promote
learning in the classroom. Introducing technology into the classroom may enhance learning and
is one method that can be used to help students succeed. The teacher helps students see how the
past, present, and future learning is connected by using effective communication techniques to tie
learning together into a meaningful whole. (TExES Pedagogy and Professional Responsibilities
(PPR) EC-12 competency 7 Communication) I will discuss the most important topics that I
have learned in module three like prompting, questioning, and modeling which represent ways to
communicate effectively in the classroom. I will explain the connection between PPRs
competency 7 and chapters 7, 8, and 9 as well as PPRs competency 9 and chapters 10 and 11 in
Learning and Teaching: Researched Bases Methods by Don Kauchak and Paul Eggen (2012).
Communication
Competency 7 discusses the strategies and principles that are used to communicate
effectively in the classroom. In Learning and Teaching, Chapter 7 discusses social interaction
and how it is a smooth method designed for the learning process. Teachers can use this method
by incorporating different strategies such as class discussion, and cooperative learning.
Cooperative learning is where students get together in small groups and work on the same task.

Jigsaw grouping is a strategy that is used to regroup students so that they can share what they
learned with other groups. Competency 7 recapitulates that, smaller groups are less threatening
than whole class discussions. This is because participation is an obligation felt by students when
the attention is more individual and they feel expected to contribute to the discussion.
The direct instruction strategy is effectual for delivering information and keeping your
students actively engaged by using their knowledge of step by step techniques. Chapter 8
discusses direct instruction and how to implement lessons that incorporate this strategy. There
are four specific phases in implementing instruction. Phase one is an introduction, phase two is a
presentation, phase three is guided practice and phase four is independent practice. Each phase in
this strategy is important because each part plays a role in blooms taxonomy and the students
level of thinking. Competency 7 defines skilled questioning as being able to ask a question then
wait for the student to answer, then you probe, clarify, and redirect.
Chapter 9 discusses what they call organized bodies of knowledge which direct
instruction is not used. The organized body of knowledge is using a combination of facts,
concepts, rules, etc., together. There are limitations to lecturing, however, some students need a
little more than just direct instructional practices. Modeling is learning as a result of observing
another behavior. It can be shown by the teacher while implementing lecture discussions.
Modeling is defined in Competency 7.
Technology
Guided discovery can promote learning in the classroom by introducing life experiences
and real life events into the classroom. Students that can relate to what they are studying will
help them learn better. Guided discovery lessons are implemented by introducing a topic and
asking open-ended questions. You use the application as assessment and have them create and

model what they learned the lesson. Students are able to assess themselves by connecting what
they learned by reflecting. Technology can be incorporated into guided discovery lessons by
researching topics that are real like and important to the students.
Problem-based instruction is a collection of integrated teaching strategies that use
problems as the focal point. Teaching problem-solving skills while developing self-directed
learning. (Learning and Teaching, 2012) This type of teaching includes starting a lesson with a
problem or a question that introduces a problem, then the students become actively engaged
while finding a solution to the problem that was introduced, lastly the teachers role is to guide
the effort and use scaffolding skills and questioning to conclude and bring the lesson full circle.
Technology can be incorporated when the students become actively engaged and begin to
problem solve and research for solutions.
Conclusion
Throughout this review, I have touched on the most important parts of chapters 7, 8, 9,
10, and 11 which include prompting, modeling, questioning, and connecting to real life
structures. I have also discussed how to incorporate technology into the classroom and what
strategies can be used to effectively communicate with students.