I Found The Most Effective For Instruction Is Guided Discovery

The explicit learning model is how I remember school being in almost every class. The teacher had a pre-determined goal that the students were to reach in a set way. The route of how the students learned the information was basically the same. In a classroom with explicit instruction the teacher has a very clear objective and lesson plan. The teacher teaches to meet that goal not necessarily allowing the students to deviate from the goal or the path to get there. The education is very much teacher-directed. As a student this is how I remember all of my classes. When I became a Freshman I was able to take biology, I was extremely disappointed when we read from the textbook day after day. I desired a hands on classroom with much less note taking and more exploration. In some instruction this can be very important. A kindergarten teacher has to ensure that the class all learns that the alphabet has a correct order. They have to learn that the symbol represents a letter and a sound. This will all build up to teaching that the letters when combined create words. Explicit teaching style believes that students use their internal understanding to comprehend external information where as constructivist is reversed.

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

Many educators operate their classrooms using a “learning theory” that they feel optimizes the best learning environment for their students. As an educator it is very important to create your own customized learning theory to use in your classroom. A customized learning theory is developed to create an optimum learning environment for students. Educators have to research and put into practice the ideas that they feel may work best in their classroom. In this paper, I will be discussing my own customized learning theory incorporating theoretical perspectives that I believe make an ideal learning environment.

This course gave me the opportunity to rediscover and learn and understand my learning style and strategies. It provided me with a better understanding of the different learning styles and theories. What I found surprising was the fact that as an instructional designer you can increase the motivation level in the learner. Instruction designers can achieve learning environments and stimulate and sustain motivation, even though they cannot control it. The learner is the one responsible for their motivation, but it is clear that the environment can have a strong impact on both the direction and intensity of a person’s motivation. Furthermore, constructivism and social learning theories are very enlightening. The information of learning constructivist theories brings an understanding of the circumstance in which learning occurs and the social contexts that learners bring to the learning environment. The learning theories give a good foundation on the academic level and developments in the motivational research area, and the ARCS Model makes it possible to apply it to the online learning environment. I was also surprised to learn that I am also a social learner. I am a very private person and didn’t consider myself a social learner, however, I have learned that I enjoy more socializing in an online platform than in the classroom or a face-to-face contact. I also learned that I use

The methods I have found most effective are: active learning, practice and overlearning, and distance learning. There were several research studies that demonstrated the positive impact active learning can have upon students. One outcome is increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery. However, it also can increase enthusiasm for learning in both students and instructors. Then, there is the improving students’ perceptions and attitudes towards information literacy ("Ellis Hall Active Learning Classrooms Project."). Therefore, professors always encourage students to take notes or outline reading assignments, talk to others about the material, and write and rewrite key concepts rather than just read the material repeatedly (Levy p.228). Now, practice and overlearning, the book says, “practice makes perfect.” Although true perfection is rarely

Teaching models as proposed by Joyce and Weil (1972) are actually models of learning. These proposed models helps the students to gain knowledge, skills, ideas, values and ways of thinking through the way they learn. The focus of applying these models in the teaching and learning process remains on teaching students how to learn. The most valued feature of teaching models is the connection of the learning material to the real life context which in turn supports the students to apply the knowledge and skills they have learned effectively in their future endeavors. The purpose of this assignment is to develop a practical and theoretical understanding of different teaching models and how to integrate the models in the teaching and learning process. Hence, through this assignment selected teaching models will be explored and presented in detail a long with different ways of integrating them in the learning practices.

There are many theories that are relevant to classroom teaching today. Marsh (2008, p. 17) states that “each theory is nothing more than a set of reasonable suggestions”. A teacher should look at the information available to them and take what is necessary to achieve a positive learning environment in their classroom. This may mean taking a little part of one theory and combining in with another part of a different theory, there is no singular theory or theorist that encompasses everything that is required in a modern classroom. Some of the most important theories of learning are motivation, constructivism and behaviourism. Teachers choose their teaching style and strategy to complement their students, to arrive at their own personal

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.

According to the textbook there is various learning style. If I had a team member that enjoys hands on technical stuff such as computers, and calculators, I would teach this person by using a computer and allow some hands exploration. If the team member is one that enjoys learning by observing, than I would teach this individual by having this person watch a video or observe another employee perform the task and then allow this person to try the task. Someone who enjoys learning by doing, will be encourage to give the project a try with a little supervisor not hoover over. Knowing the team members learning style will help me assign job responsibility and trained them accordingly. I could use their learning style to pair them in a group project that will benefit everyone. Having knowledge about a team member learning style rather it is visual, auditory or kinesthetic will help me decide if I will be utilizing discovery, experimental, observational, structure, or group learning techniques. This assuming the individual has the mental ability to

What type of guidance assists you most in your learning? (one-on-one, distant, peer directed, etc.)

A learning theory is a conceptual framework that describes how pupils acquire, process and retain information, thereby, informing teachers on how to tackle the complex process of how pupils learn. To ensure learning, prior to planning a lesson, teachers must be well-informed of a range of teaching techniques to tackle differences in pupils’ preferred learning styles. Over the years, research on theories of learning and how pupils learn have progressed significantly and are considered below.

In fact, I realized, as I continued to read, my teachers did a lot of modeling and demonstrations on completing a task. In addition, they had the ability to adjust learning to their students learning need and style, even though learning styles were not part of the system yet (Hamond et al., n.d.). Therefore, much of my teaching mimics how I learned from those teachers. I believe in guiding my students toward discovery on their own; therefore, my lessons were thought out, so they encompassed each student’s learning style. I taught 6th-grade social studies, not an exhilarating course to garner excitement.

The generative learning model has developed by integrating the cognitive development of human learning, human capability, information processing, and the interaction of intelligence treatment (Tan et al., 2008). The generative learning model has four process components, namely motivational, the learning, the knowledge creation and the generation (Lee, et.al, 2008). The essence of the generative learning model is thinking is not a passive consumer of information (Mason, 2006). Students participate in generative learning actively in the learning process and generate knowledge by forming mental relationships between concepts (Grabowski, B.L. 2007, Osborne and Wittrock, 1983, and Johar, 2015 ). Furthermore, generative learning is a theory that involves actively integrating new ideas. There are five steps in the generative learning model such as: the orientation, the disclosure of ideas, the challenges and reconstruction, implementation and the evaluation.

The teaching strategy begins with the use of direct instruction. I stated in a previous paper, “direct instruction teaches a “base”, one that is required for indirect instruction” (Hitchcock, 2013). Once that base is developed, teachers can begin to use student centered (As Gary Borich mentions, indirect instruction teaches items such as concept learning, inquiry, and problem solving through more involvement (Borich, 2011). It also allows for the development of other skills that are connected to critical thinking (Braley, Layman, White, 2003) by using strategies such as cooperative learning, group discussions, and divergent questions.

Lets start with the advantages: When using a rule discovery method students are more likely to remember the rule, moreover when students put mental effort to figure out something it ensures greater cognitive depth, which means greater chances of memorizing the rule. Inductive approach ensures complete involvement from the students side, as they get involved in figuring out the rule and how it is used. And finally, it is an approach which requires problem-solving and pattern-recognition abilities, that is suitable for learners that like that kind of studying.