Question no 31: What is the role of the teacher in small-group teaching, and how does it differ from a traditional teaching role?
Answer: In small-group teaching, the teacher shifts from being the primary knowledge transmitter to becoming a coordinator of activities and a guide to information and its processing. The teacher facilitates group discussions and supports students in their learning journey.
Question no 32: Can you provide examples of learning tasks typically assigned to small groups in the classroom?
Answer: Small groups are often assigned tasks such as discussions on social issues, problem-solving in science, analyzing characters in a novel, or brainstorming sessions. These tasks encourage active learning and peer interaction.
Question no 33: What skills do students develop through small-group teaching and discussion?
Answer: Students develop essential skills such as planning, organization, argument development, knowledge sharing, task division, and finding compromise positions. These skills are valuable for collaborative learning and problem-solving.
Question no 34: What challenges and resistance can educators face when implementing small-group teaching, and how can they overcome these challenges?
Answer: Challenges may include resistance from students, changes in the teacher's role, time constraints, and concerns about curriculum coverage. Educators can overcome these challenges by providing guidance, setting clear expectations, and gradually introducing students to the benefits of group learning, such as improved cooperative skills and problem-solving abilities.
Question no 35: What is inquiry teaching, and how does it differ from traditional teaching methods?
Answer: Inquiry teaching is an approach that actively engages learners in solving problems and seeking answers to questions. Instead of teachers presenting information, students are presented with a problem or question and must actively find the answer. It differs from traditional teaching by placing students in the driver's seat of their learning.
Question no 36: Can you explain the stages of inquiry teaching and problem solving?
Answer: Inquiry teaching generally involves four stages: problem awareness, forming tentative hypotheses, research and data collection, and forming conclusions. These stages encourage students to create questions, develop possible solutions, gather data, and make evidence-based conclusions.
