Page 124 - NAVAL SCIENCE 3 TEXTBOOK

INTER NATIONA l. LAW AND THE SEA 129

make some kind of "reasons-why-this-has-happened" statement. Conclusion
Recommended solutions should be a natural outgrowth of the
No one can teach something to someone without doing it in some
analysis and evaluation.
particular way, and that way of instruction has signinc<lllt elfects on
the learning outcomes. In deciding which technique is best for a par-
Discussion
ticular lesson or series ofiessolls, the instructor must consider the 101-
The discussion technique of instruction is basicaU}' a super- lowing aspects: the number, ability, maturity level, .md previous expe~
vised conversation during which the students take an active role riellce of the students; the nature of the subject matter; and what
b}' stating their views on a certain topic, at the same time that the needs to be emphasized-skills, knowledge, or values/attitudes.
instructor guides the group to discover certain principles. The instructor mllst also consider the time requirements, the
The discussion ma}' be implemented in a number of ways. demands the technique will make on the instructor and students,
The types of discussion include whole-class discllssions, debates, the materials required, and the results expected. There is no single
panels, buzz sessions, and forums. Each type has its own slightl}' correct way to instruct a class; there are many good ways. Some
different characteristics. The whole-class discussion is the type things can be learned more thoroughly by observation or group
generally referred to when instructors lise this technique and is the involvement than through lectures or drill. Some materials need
type often found in the NJH.OTC classroom. The instructor sim- experimental and demonstration treatment. Controversial topics
pI)' leads an informal discllssion involving the class as a whole. The lend themselves best to discllssion or role playing. The instructor
instructor asks questions, clarifies comments, and makes tentative must learn how to usc the different techniques.
summaries to help students achieve understanding of the topic
and stay on task. The emphasis is on student-centered rather thiln
instructor-centered learning.
Discussion techniques get at attitude dcvelopment.13y taking part STUDY GUIDE QUESTIONS
in meaningful discussion with fellow students, the particip;1I1t finds
I. \'Vhat is the definition of learning?
his or her own values and beliefs both reinforced and challenged.
2. \Vhat mental characteristics does the student bring into the
Discussion provides students with the opportunity to develop
classroom?
questioning skills and responses. It gives them the chance to
develop organization and formulate answers. 3. What are the types of learning as classified by psychologists'
DisclIssion is motivational. Since the role of the student is not 4. Describe the shape of the typical learning curve.
as passive as with some other strategies, the student maintains a
5. When do people learn best?
high degree of mental alertness.
6. \'Vhat are the factors that speed and strengthen learning?
Cooperative Learning 7. A. \'Vhat is motivation?
13. \'\lhat is negative motivation?
In cooperative learning, a class of students is subdivided
into groups or teams within which the members work with and 8. \·Vhat are the conditions that tend to hinder learning?
depend upon each other to accomplish a learning goal. Each team 9. \Vhat should a lesson plan include?
member is responsible for accomplishing some portion of the
10. \Vhat are the main techniques for delivery of instruction?
assigned objective as an individu~1 goal. They then instruct other
11. \Vhat are the adv.mtages and disadvantages of the lecture with
team members about what they have learned or accomplished,
alldiovisllals?
and receive similar information from the other members. Team
members are encouraged to assist others to achieve their individ- 12. \'Vhat are the steps for the demonstration type of instruction?
ual goals when needed, and to work together to achieve the over- 13. \'Vhen is the use of the role-playing type of instruction
all group objective. The instructor monitors the individual group appropriate?
activities and may be used as a resource for the group, but does not 14. \,Vhat is the case study approach to instruction?
actively take part in the group work efiort.
15. \·Vhen is the use of the discussion method of instruction
A cooperative learning strategy is best used when sufficient
appropriate?
time is available for the group to gather, discuss, digest, and dis-
16. Under whilt conditions can cooperative learning strategies be
seminate intormation. It is an excellent strategy to use when the
employed?
material to be learned is complex or important, and requires both
mastery and retention in long-term memory.