Common Experiences The learning technique I would use is common experience. I fe

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Common Experiences
The learning technique I would use is common experience. I fe

Common Experiences
The learning technique I would use is common experience. I feel that common experiences can bridge the gap to begin a discussion. I know for myself I used to struggle in discussions. I did not want to be the first and I did not want to be the last to engage in the discussion. Implementing common experiences in the discussion will allow the students a sense of comfortability and give them a chance to participate without the fear of feeling like what they have to say doesn’t make sense or it’s a stupid question. I believe when the masses share a common experience it’s like having approval which will give students the courage to engage in the conversation. It’s like a sigh of relief! “Where it relieves the duress and apprehensiveness from the students” (Svinicki &
McKeachie, 2014, p. 41). Students begin to see that others have or are experiencing similar situations.
Controversy
I would also use controversy to spark a discussion from my students, because disagreement usually always brings about conversation, and yes! Sometimes heated debate, but nevertheless conversation. Controversy always strikes up opinions in people and “research has shown doubt and interest are incentives for learning” (Svinicki & McKeachie, 2014, p. 42). In controversial discussions I would ask questions like “how is what you’re saying different from what the other person is saying? Can you understand what the other person is saying? Why do you feel so adamant about what you are saying? I think asking these questions during controversial discussions would further the conversation and allow the students to think on a higher level.
Problem or Case/Sub-problems
Critical Thinking element in discussions: Discussions can come from an occurrence or theoretical issues, (p. 44). Discussions can make a student think on a deeper level. Students could examine the discussion from different aspects. Discussions can help students help each other.
Students also learn from each other. When it comes to discussions with issues it is important for the teacher to define the issue, meaning breakdown and simplify the issue so the students can understand and draw their own conclusions, (p. 45). Sub-problems are about carefully breaking down the issue and making it simple; discussing each facet (Svinicki & McKeachie, 2014, p. 44,
45).
Student who Monopolizes
In my experience when I facilitated groups there was always someone who monopolize the whole group and as the facilitator you do not want to shut the person down point blank, but rather direct the conversation to include other members of the group. According to Svinicki &
McKeachie (2014) “taking a straight approach to the student who monopolizes and talk to that student or students one on one, but keep in mind the students’ feelings and need for approval”,
(p. 50).
Teaching Demonstration
My teaching demonstration will involve (DBT) Dialectical Behavior Therapy which is a subtype of (CBT) it categorizes embracing and self-regulating when difficult times arise. Throughout the years I have had to adjust my teaching or facilitator style to adapt to or should I say to reach clients like the nonparticipants, the judgmental and the clients that have been in therapy for many years who feel that there is nothing left for them to learn. I want to tap into my past experiences and relating to my students what I know to have worked for me, and how they will come into their own style of teaching. I will ask them “What kind of teacher do you want to be?
What I have found to work for me is a direct approach to students by letting them know how humbling this field is, and the seriousness of learning how to reach people from different walks of life. That’s why I chose to include controversy within my discussion to my students; it fits my style and makes me comfortable teaching this to others. I believe starting my discussion with controversy will spark interest from the students, which would get them talking and discussing the topic at hand.
To continue the discussion, I will relate to the students how our common experiences can connect us to similar opinions and similar solutions. My goal is getting all the students to a level of comfortability so they can use a higher level of thinking without the worry of being nervous or anxious. “Practice Makes Perfect”, “gives the students the chance to practice these skills,”
(Fonseca & Chi, 2011, p. 39).
References
Fonseca, B., & Chi, M. T. H. (2011). Instruction based on self-explanation. In. P. Alexander and
Mayer (eds.), Handbook of Research on Learning and Instruction (pp. 296-321). New York:
Routledge.
Svinicki, M., & McKeachie, W. (2014). McKeachie’s Teaching Tips: Strategies, Research, and
Theory for College and University Teachers (Fourteenth edition.). Belmont, CA: Wadsworth,
Cengage Learning

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