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Teaching and Learning Through Large and Small Groups Case Study 1
Teaching and Learning Through Large and Small Groups Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Teaching and Learning Through Large and Small Groups Case Study
Question 1 is due tomorrow 11-21 by 9pm Arizona time.
What does facilitation mean to you and why is it particularly important in teaching sociology? Name a sociology topic and describe how you would facilitate learning about this topic in a college classroom.
Teaching and Learning Through Large and Small Groups Case Study
This discussion response
Response #1
Teaching and Learning Through Large and Small Groups Case Study
Facilitation means being able to give students the opportunity to learn something by it being presented. Giving the student the chance to be able to respond. You must make sure you are facilitating by giving students the right to learn what is needed. It is important when teaching sociology because you need to make sure students are getting what they are supposed to. You are setting it up for them to understand what is being taught. You can facilitate by providing groups or whole group instruction. It is a way in where you can address what is needed. A topic that is taught in sociology is stratification. One way I will make sure students are learning what they are supposed to it creating direct instruction. Then giving them group work where they can interact with the material. As stated in the text, “gives visual representation to abstract thoughts” (Moskovich & Sharf, 2012) In doing this you are able to help students from different learning styles learn. You as the instructor will be able to walk around and help those that need it through the process.
Teaching and Learning Through Large and Small Groups Case Study
Moskovich, Y., & Sharf, S. (2012). Using Films as a Tool for Active Learning in Teaching Sociology. Journal of Effective Teaching.
Teaching and Learning Through Large and Small Groups Case Study
Reply #2
From the case study assignment, explain whether or not you felt Professor Independent’s facilitation method was effective or not, regarding the sociology topic he was assessing. In what ways does small group teaching differ from large group teaching?
Teaching and Learning Through Large and Small Groups Case Study
Reply 2
This facilitation method was not an effective as it did not effectively engage students. Class discussion with one or two worksheets rather than a packet of worksheets would have been a more effective facilitation method.
Large group teaching is a convenient method to get information to more students at once. Large group teaching is less interactive and typically the attention is focused on the professor leading the class. Small group teaching is more focused, interactive, and leads to better received information. With the proper facilitation methods, Professor Independent could have turned the larger class into smaller groups and facilitated productive discussions.
Reference:
Saiyad, S., George, C., Mishra, S. K., & Kaur, G. (2018, December). (PDF) teaching and learning through large and small groups. Retrieved November 23, 2021, from https://www.researchgate.net/publication/331742703_Teaching_and_Learning_through_Large_and_Small_Groups.
Teaching and Learning Through Large and Small Groups Case Study
Reply 3
Fellow Classmates/Dr. “S”
Teaching and Learning Through Large and Small Groups Case Study
Social stratification is ubiquitous. There are multiple definitions of social stratification but in general, social stratification is “a horizontal division of society into ‘high’ and ‘lower’ social units” (Murray, n.d.). Researchers have explained that the dominance of the upper class over the lower layers of society can lead to the prevention of talented individuals from the realization of their potential, which may negatively affect society’s functioning and prosperity (Shankar Rao, 1990). This is one explanation of social stratification. I think that facilitating the subject of social stratification would be difficult because of its complexity. A class of 75 is a large class and could benefit from small group teaching as opposed to large group teaching. Large group teaching is a convenient and oldest way to transmit large amount of information to large number of students. However, large group teaching is primarily teacher centered and if non interactive, can hamper learning. Small group teaching is learner centered and keeps learner in active mode. The facilitators and students together prepare the lectures, and the students are encouraged to interact on subject matter. Hopkins, 1998 reveals that “Today, about a million of the state’s pupils are in classes of twenty students or fewer. Reports of participation reveal and early test results indicate that the program has had some success” (p 2). Based on this research, results illustrate that smaller class sizes did increase student achievement, based on higher scores on standardized tests. Strengths of small group teaching are flexibility and interaction. Whether large group or small group teaching should be adopted depends on various factors like number of students, domain addressed, infrastructure.
Teaching and Learning Through Large and Small Groups Case Study
Hopkins, G. (1998b). The Debate Over Class Size Part 2. Retrieved September 25, 2006 from Education World.
Murray, R. (n.d.). Introductory Sociology. American Journal of Sociology, 42(2): 282.
Shankar Rao, C.N. (1990). Sociology. Principles of Sociology with an Introduction to Sociological Thought. S Chand and Company Limited, 1st ed.
Teaching and Learning Through Large and Small Groups Case Study
Access and view the “Bachelor of Science in Sociology” page on the GCU.edu website: https://www.gcu.edu/degree-programs/bachelor-science-sociology
Next, select a course in sociology from the list of Program Core Courses and read the course description. Describe what technological methods you would use to enhance learning if you were teaching that course. What other technological tools can be used inside the sociology classroom? Explain how technology has affected the college classroom.
Teaching and Learning Through Large and Small Groups Case Study
Reply 1 Due tomorrow 11-28 by 9pm AZ time
Teaching and Learning Through Large and Small Groups Case Study
Hi Class,
I chose to read the Marriage and Family course description. A major technological method I would use would be videos. The course focuses on present marriage and family life currently and future (Bachelor of Science in Sociology, n.d.). I think making use of videos for students to acknowledge modern families and divorce would be a great tool so they can get a better understanding. I also think charts of like comparing and contrasting previous family lifestyles and how they have changed to get a better understanding of how families will continue to change in the future. There are also many games to play in the classroom and Trivia that can also engage the students while helping them learn the material.
Technology has affected the college classroom in several ways. I believe that technology allows for creative ways for a fun learning environment. Technology can also be a great way to target all types of learners from visual to kinesthetic. The college classroom no longer must consist of just lectures and note taking but can be much more than that.
Teaching and Learning Through Large and Small Groups Case Study
Bachelor of Science in Sociology. GCU. (n.d.). Retrieved November 26, 2021, from https://www.gcu.edu/degree-programs/bachelor-science-sociology.
Teaching and Learning Through Large and Small Groups Case Study
Reply 2 due tomorrow 11-29 by 9pm AZ time
Class,
Teaching and Learning Through Large and Small Groups Case Study
The program that I would choose is SOC-220. The title of the program is Social Problems. Which provides an overview of problems in the American Society that includes drug abuse, crime, poverty, family relations, and overpopulation. The depth of this class will stem from how problems are formed due to modern social structure, and how we can correct them. The technological methods I would use in this class would be Digital field trips, creating digital contents, and using video and multimedia lessons for presentations. With doing this, students are more engaged with the visual effects, photos, and contents which are easier to retain. Websites such as Canva is more frequently in schools now to present class material, presentations, and creative tools for students. With Canva used in this classroom it can display the infographics of social culture, the population and compare data that has been implemented.
Technology has influenced traditional and online classrooms. We have more access to internet, digital resources, tools filled with data and reports. All of these will help a class get to the next level with hands on digital learning. It has increased the educational productivity, while reducing the cost of materials, and instructional materials (Harvey, 2001). Many things that we used to buy, we can now access online for less or free. Being that standards, curriculum, and schools change their learning requirements often it is important to create opportunities for other ways of engagement, support, and collaboration.
References,
Teaching and Learning Through Large and Small Groups Case Study
Mansfield, Harvey C. 2001. “Grade Inflation: It’s Time to Face the Facts.” The Chronicle of Higher Education 47(30): B24.
Teaching and Learning Through Large and Small Groups Case Study
Reply 3 due tomorrow night 12-1 by 9pm. This is the last one of this assignment.
Teaching and Learning Through Large and Small Groups Case Study
As technology application and tools have been integrated into learning environments to enhance student learning, I have selected cloud-based technologies from my portfolio used inside the sociology classroom. Cloud-based applications and tools provided the flexibility and innovative opportunity to improve pedagogy to create effective use of the cloud (Kumar et al., 2018). Cloud computing is a learning management system (LMS) application that saves databases, servers, software, analytics, and file storage over the internet, empowering professors and students to access material and resources at any time when needed. Students will have the ability to access, respond, post, and share coursework materials, projects, technology tools, and resources with their professors and classmates through the cloud (Kumar et al., 2018). Assess to the cloud influences a collaborative learning approach with others on group coursework and assignments without being present at the same time, location, or room, effective for an online learning community. When students implement cloud computing in their educational process, it allows them to have immediate access and store course assignments and assessment-related material on remote servers working from any place long as they have an internet connection.
Teaching and Learning Through Large and Small Groups Case Study
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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