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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1983
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED234449 |
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Table of Contents:
- Theatre History: The Guided Design Approach. Borchardt, Donald A. Classroom Techniques Course Descriptions Course Evaluation Decision Making Discovery Learning Group Activities Higher Education Problem Solving Student Participation Student Projects Student Research Teaching Methods Theater Arts The guided design approach to teaching theatre history encourages active participation in decision making while applying knowledge and learning subject matter concepts. The theatre history course at Rutgers University, New Jersey, uses this approach. With guided design, classroom time is not used for lectures, but is instead reserved for small group activity organized around an open-ended problem. Learning objectives, instructions, and written feedback are distributed in a step-by-step process as the problem is solved. The usual steps in the decision making process are (1) gathering information, (2) identifying the problem, (3) stating the goal of the work, (4) analyzing components, (5) generating possible solutions, (6) listing constraints, (7) making assumptions, (8) arranging facts, (9) choosing solutions, (10) analyzing, synthesizing, and evaluating solutions, (11) making recommendations, and (12) reporting work. A single problem, such as "scheduling a performance," may take two to four weeks to solve, depending on its complexity. The guided design approach motivates library research as well as required reading. When the Rutgers course was changed from lecture to guided design, students reported a positive change in every category of progress. The classroom atmosphere became more enthusiastic with much greater display of interest and an eagerness to study problems of theatre history in depth. (HTH)