Discovery Learninddavut

RESEARCH PAPER TEMPLATE
North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN
Name: Davut Bozkurt Date: 03/11/2017
Instructional Project 3
Part 1. DISCOVERY LEARNING:
What is discovery learning?

As Dewey described discovery learning encompasses an instructional model
and strategies that focus on active, hands-on learning opportunities for
students. Castranova (2002) described discovery learning as the process
whereby students learning taking place within the individual, the teaching and
instructional strategies designed by the teacher, and the environment created
when such strategies are used. As part of this discovery learning process
Castranova (2002) expressed that Discovery learning encompasses an
instructional model and strategies that focus on active, hands-on learning
opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973). Bicknell-
Holmes and Hoffman (2000) describe the three main attributes of discovery
learning as;
1) exploring and problem solving to create, integrate, and generalize
knowledge,
2) student driven, interest-based activities in which the student determines the
sequence and frequency, and
3) activities to encourage integration of new knowledge into the learners
existing knowledge base.
How does this form of teaching compare to traditional, teacher-centered
instruction?
Joyce Castronova identifies five characteristics of discovery learning that differentiates
it from traditional learning models. First, learning is active and students must
participate in hands-on and problem-solving activities rather than knowledge transfer.
Secondly, Castronova suggests that discovery learning emphasizes the process
instead of the end product, thus encouraging mastery and application. Thirdly, the
lessons learned from failure within this model of instruction encourage the student to
continue to search for solutions. Castronova also suggests that feedback is an
essential part of the learning process and that collaboration and discussion allows
students to develop deeper understandings. Finally, discovery learning satisfies natural
human curiosity and promotes individual interests.
I think that there is a place for both discovery learning and direct instruction.
I like the model of Readers and Writers Workshops based on Fountas and
Pinnells (2006) research. There is a 5-minute mini-lesson of a topic, followed
by modelling by the teacher and/or a shared piece that is worked on by the
whole class with the teacher. Students will then work on their own pieces. The
teacher will conference with individuals or small groups to see how students are
incorporating the mini-lesson, to see if further instruction is needed to deepen
leaner, or if the student is ready for new learning.
I believe that discovery learning without some direct instruction is akin to

throwing someone off a boat and expecting them to learn how to swim. It may
work for some, but others will drown.
What educational theories support the discovery learning model?

Discovery Learning is described as inquiry-based instruction and the belief that
learners are best educated when they discover facts about their world for
themselves. That is why I believe It involves Inquiry-based learning as well as
constructivism.
What is the most important thing you discovered about discovery
learning?
It is important to give students the freedom to discover learning themselves
through flexible activities to expand on knowledge that is presented to them
through direct instruction. Reflecting on the descriptions of discovery learning it
seems to me that even though I prefer to use many learning theories and
techniques as an educator the discovery learning method is the best
alternative. As a 21st century educator the discovery learning process that
Castranova (2002) described, through exploration and problem solving
students create, integrate, and generalize knowledge by being student driven,
interest-based activities which the student determines the sequence and
frequency with activities to encourage integration of new knowledge into the
learners existing knowledge. This description of discovery-based learning
reflects the ideologies of 21st century learning.
Providing students the opportunity to use discovery based learning to expand
on the knowledge learned from direct instruction.
How can you apply this method to your future classroom?
I think discovery based learning is messier in the sense that students may all
be at different points in their learning which makes it difficult for teachers to
manage and have control. I believe there almost needs to be a shift in mindset
with teacherswe need to be given the time and opportunity to reflect on our
current teaching practices and to evaluate how we are impacting students and
helping to increase achievement, especially in a 21st century context.
I also think we need to have coaches as role models who can assist us in
reflecting on our practice and to help us learn about current research and best
practice.
I can honestly say that I still have a great deal to learn about how to effectively
implement more elements of discovery based learning into my own practice.I
believe in using a multitude of approaches including discovery learning and
direct instruction.
I also believe that depending on the topic, the student and the moment in time
one or the other or a blend of both may be what makes the greatest impact
on student learning. I think a variety of approaches is needed to maximize
every students learning .
Part 2. ADDITIONAL CHAPTER

Chapter 3- Managing Classroom Environment
1. Discipline approaches.
a)Inner Discipline is developed by Barbara Coloroso, this discipline takes a
longer route in correcting student misbehavior. As the name says, the goal here
is to help students develop inner discipline. When they have self-discipline,
students will have control and responsibility for their own actions. Whether it is
a choice with a positive outcome or not, if there is no threat to the student,
teachers should let students make their own choices.
b)Reality therapy is developed by psychiatrist William Glasser in the 1960s,
reality therapy is used to guide students in becoming responsible individuals
who are able to satisfy their own needs for the benefit of themselves and
others. This approachs main idea is; students know their own needs and
wants, and will make changes accordingly to get closer to where they want to
be. Teachers are supposed to help students with making the right choices,
while avoiding the wrong choices and rational students should make the final
decision themselves. If students happen to opt for the wrong choice and
misbehave, teachers and students work together to first evaluate the
misconducts. They should then devise an applicable plan for students to make
amends.
As trust and responsibility are given to students, students should work on their
own to correct their misbehavior. If students fail and break the trust, engaging in
misbehavior, teachers should remove them from the class until the students are
committed to trying again to earn back the trust.In this model, holding
classroom meetings and discussions are necessities. Students should
participate to develop the class rules and determine the consequences for
breaking those rules. When holding these meetings, you should ensure that
students understand that the meetings are held for everyones benefit because
rules and consequences might require adjustments, which all students should
be aware of.
c)The Kounin Model; Jacob Kounin (1970 )who was inspired by William
Glasser, found that the difference between teachers is not how they deal with
misconduct, but how they prevent it in the first place. int his approach teachers
need to have alertness and awareness of the classroom at all times, as soon as
the teacher spots a misbehavior, the teacher indicates visually (facial
expression).The group focus which means getting every single student
involved and concentrating on the classroom activity is important.
Our classroom management skills are a major factor on how much our students
learn and how satisfied we are with our role as a teacher. Research indicates
teachers skills in creating safe, supportive classrooms are a major factor
influencing students motivation, achievement, and behavior. Wang, Haertel,
and Walberg (1993) conducted a sophisticated data analysis of factors
influencing student learning and identified classroom management as the most
important factor. A decade later, issues of effective classroom management
were highlighted by research as a key to effective student learning (Shinn,
Stoner, & Walker, 2002). Further study continues to demonstrate the strong
relationship between teachers classroom management skills and student
achievement (Moore, 2009; Roesler, 2009).
There is no single method to use to manage a classroom effectively. As
different situations arise, teacher will discover that different approaches need to
be taken. The root of the problem should be the key factor in deciding on which
approach should be utilized.
I believe self-discipline approaches work the best for my classroom and there
are several different sub-versions I think work the best for my particular
classroom.
The self-discipline approach is based on the belief that students are
responsible individuals who can assess and correct their own misbehavior, and
that teachers and students have trusting relationships built on respect.
Frederick Jones found that nearly 50 percent of teaching time is wasted due to
childrens misbehavior, of which approximately 80 percent is talking in class.
Jones argument is that teachers can work on not losing the valuable time by
implementing these techniques: limits, effective body language, incentive
systems and resourceful help.Setting limits will help students know what to do
in every situation, from small matters like pencil sharpening, to big matters like
being ill. By doing this, teachers are able to have students find their own ways
of dealing with situations, without major disruptions to other students. Body
language is very effective, and easily implemented, and students usually stop
the misbehavior with mere eye contact from teachers. An incentive system
concentrates on taking away benefits from students when they
misbehave.Efficient help is important as students start to misbehave when they
start to fall behind. In Jones study mentioned earlier, he found that teachers
use an average of four minutes to discipline students when they misbehave,
and that, he says, can actually be reduced significantly. One of the ways to do
this is getting others who are more settled to help the students who are
struggling.
Part 3. REFERENCES.
References:
1) Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and

fluency : thinking, talking, and writing about reading, K-8. Portsmouth, NH :
Heinemann.
2) Castronova, J. A. (2002). Discovery learning for the 21st century: What is it
and how does it compare to traditional learning in effectiveness in the 21st
century. Action Research Exchange, 1(1), 1-12. Retrieved from http://
teach.valdosta.edu/are/litreviews/vol1no1/castronova_litr.pdf
3) Crane, M. & Brannen, T. (2008). Effective Direct Instruction: A Model for
Explicit Instruction. Retrieved from https://www.polk--fl.net/staff/teachers/
reading/documents/Read180Day1/Monday2/UsingTheDi_Brannen/
usingthedi_brannen%20[Compatibility%20Mode].pdf
4) Heidbrink-Bruno, A. (2014). A Pedagogy of Discovery: Reflections on

Teaching Tech to Elementary Students. Hybrid Technology a digital journal of
learning, teaching and technology. Retrieved from http://
www.hybridpedagogy.com/journal/pedagogy-discovery-reflections- teaching-
tech-elementary-students/
5) Marzano, R. J. (2011). Art & Science of Teaching / The Perils and Promises
of Discovery Learning. Educational Leadership, 69(1). Retrieved from http://
www.ascd.org/publications/educational- leadership/sept11/vol69/num01/
The-Perils-and-Promises-of-Discovery- Learning.aspx
6) Castronova, J. (2002). "Discovery Learning for the 21st Century: What is it
and How Does it Compare to Traditional Learning in Effectiveness in the
21st Century?"

Discovery Learninddavut

Uploaded by

Copyright:

Available Formats

Discovery Learninddavut

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Discovery Learninddavut

Uploaded by

Copyright:

Available Formats

RESEARCH PAPER TEMPLATE

North American University

Name: Davut Bozkurt Date: 03/11/2017

What is discovery learning?

I believe that discovery learning without some direct instruction is akin to

What educational theories support the discovery learning model?

How can you apply this method to your future classroom?

Part 2. ADDITIONAL CHAPTER

1) Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and

4) Heidbrink-Bruno, A. (2014). A Pedagogy of Discovery: Reflections on

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.