Students will always react differently to different styles of teaching and need to be

properly guided. There are times when students may fall asleep during lectures or not know what

to do for activities. It is the teacher’s role to help guide students to get accustomed to different

types of instruction. For example, both group based learning (discovery) and lecture styled

learning, are two strategies that help teach students information differently. However, there are

also differences with how they can be presented. The pros and cons of these two teaching styles

depend on how we want to use it for different courses. Creating a mixed balance between the two

teaching styles can help students learn metacognition through discovery, and work on

comprehensive listening skills through lectures. Combining the two may even bring a deeper

depth into students learning.

Group based discovery and Lecture styled learning are similar in the sense that they both

are different methods of instruction. Group based discovery involves students working together

as a group in an activity to brainstorm and problem solve. Whereas, with lecture styled learning,

a teacher would guide students through instruction together. Group based discovery may work

best in mathematical subjects like science, chemistry, or biology. Whereas, lecture styled

learning works best for subjects like english, and language arts. Using both strategies in a unit,

can help students fully understand what is being taught when presented both ways.

One difference between discovery learning compared to lecture styled learning is how,

“​This style trains students to ask questions and helps develop skills to find answers and solutions

through exploration; it’s also, ideal for teaching science and similar subjects” (Gill, 2018).

Students should be apart of their own learning because it can make their experience more

rewarding and increase metacognition. This style may be more appropriate when it comes to
learning facts that can be seen easily. Discovery learning might work best for teaching science,

biology, or chemistry.

Lecture styled learning can require using different types of visual aids (powerpoints,

media, etc.) and planning out the main points in the lecture. Lecture styled learning takes less

time to present and do together with students than making time for group based discovery. Doing

so correctly requires being “explicit about how one topic connects to the next, and asking your

students to explain the connections” (Waterloo, 2018). By linking new material to previously

learned content, the teacher helps students understand and organize new information cognitively.

Ultimately, students learn metacognition through group based discovery activities that are

more hands on and comprehensive listening skills through lecture. In group based discovery, the

teacher may watch and guide students without interfering as much. While, with lecture styled

learning students are taught what to think. Students need both so they can have a greater, in

depth, learning experience. This course has prepared me to understand what group based

learning and lecture styled learning should look like, since we practice it every time in class. I

realized how using both strategies can help in a greater understanding of the subject, it can also

be used for any subject. I don't believe one style is better than the other because we need both to

give the student more options in how they can learn. In the future, once I become a teacher, I

would like to introduce the subject before getting into groups so students have an idea on what to

expect. Equally, I would like students to learn as they go as a group because that experience can

make learning math more valuable and memorable.

 Reference

Gill, E. (2018, August 21). Teaching Styles: Different Teaching Methods & Strategies. Retrieved

from ​https://education.cu-portland.edu/blog/classroom-resour

ces/5-types-of-classroom-teaching-styles/

Lecturing Effectively. Centre for Teaching Excellence, University of Waterloo.​ L. (2019, March

04). Lecturing Effectively. Retrieved from

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-ti

ps/lecturing-and-presenting/delivery/lecturing-effectively-university