Difference between revisions of "Putting it All Together: The IRF Model"

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==Mini-Lesson Wrap-Up==
==Mini-Lesson Wrap-Up==
Return to [[Effective Social Studies Classroom Discussion]]
Return to [[Effective Social Studies Classroom Discussion]]

Revision as of 16:44, 10 May 2009

Unit 5 Introduction

The entire class answering questions, making comments, asking questions, and not just to the teacher, but to each other. This would be a great social studies class to see in action, and it is close to happening. With the previous lessons we have worked on why discussion is needed and have examined all of the parts of the IRF Model. Now it is time to put it all together. Through initiating higher order thinking questions, assisting students with their responses and then providing feedback that fosters more discussion, students will be engaged in the material and analyzing tough questions. The IRF Model increases student comprehension and makes them active learners in the classroom.

Unit 5 Objectives

1) In a social studies classroom the student (classroom teacher) will be able to justify the use of higher order questions and classroom discussion.

2) In a social studies classroom the student (classroom teacher) will be able to utilize and implement the IRF Model to fuel classroom discussion and increase student comprehension.


Ken Jones states that research over the past twenty-five years has continually shown that discussion based courses provide better results than lecture based.[1] Therefore, the IRF Model must be used constantly in the classroom to ensure students are always thinking about facts and their meaning, not just worrying about memorizing pieces of information.


Mini-Lesson Wrap-Up

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