Tutorial Week 8 (Learning n the Learner)

8/4/2019 Tutorial Week 8 (Learning n the Learner)

http://slidepdf.com/reader/full/tutorial-week-8-learning-n-the-learner 1/22



•Analyze theinformation

processing

model and the

behavioral model usingSWOT analysis

technique



SWOT ANALYSIS TECHNIQUE

Strengths: characteristics of the theory that give it an

advantage over others.

Weaknesses: are characteristics that place the firm at a

disadvantage relative to others.

Opportunities: external chances to the environment.

Threats: external elements in the environment of the theory

that could cause trouble.



STRENGTH



STRENGTH

Behavioral Model• Students will learn consistently

• Produces systematic teaching

• Lesson is focused on the target



WEAKNESSES

Information Processing Model Behavioral Model

•The span of immediate memory

impose severe limitations on the

amount of information that human

is able to receive, process, and

remember.

• The weakness of anything that

is as reductionistic as

behaviorism is that it often

misses features of

environmental factors –

students background,

emotional, learning environment

etc



OPPORTUNITIES


• ”Gifted students” (geniuses) are

obviously will get the most

benefit through the

implementation of this model.

• Students are able to expose

their hidden potential.



THREATS


• Not all students born with

normal IQ level as for autism

and those special needs

students are, whereby their

nature will hindered the

effectiveness of this approach.

• A surfeit of drilling to achieve

target would somehow ignite

stress inside the students.

• Too much focus on a certain

target would possibly make the

student abandon other potential

skills.



•explain theimplications

regarding theeffectiveness of

the inquiry teaching

approach



TEACHER CAN FACILITATE INQUIRY IN THE

CLASSROOM BY:

1. Acting as facilitators rather than directors ofstudents' learning

2. Providing a variety of materials and resources to

facilitate students' investigations

3. Modeling inquiry behaviors and skills

4. Posing thoughtful, open-ended questions andhelping students do the same

5. Encouraging dialogue among students and with theteacher

6. Keeping children's natural curiosity alive and as ateacher, remaining a curious, life-long learner



INQUIRY-BASED TEACHING INSPIRES STUDENTS

TO LEARN MORE, AND TO LEARN MORE

THOROUGHLY.

In English classrooms where teachersasked authentic questions designed to

explore understanding instead of ‘test’questions that checked what students

already knew, students learned more.

Nystrand, Martin and Adam Gamoran. 1991. Instructional discourse,student engagement, and literature achievement. Research in theTeaching of English 25: 261 –290.



AN INQUIRY-BASED CURRICULUM CAN

INCREASE STUDENT ACHIEVEMENT AND

NARROW THE GAP BETWEEN HIGH- AND LOW-

ACHIEVING STUDENTS.

Middle school teachers who used an inquiry

approach increased the achievement

scores of African American students,

narrowed the achievement gap

between male and female students, and found

that their students were

more interestedin

what they had to teach.Kahle, J. B., J. Meece, and K. Scantlebury. 2000. Urban African-Americanmiddle school science students: Does standards-based teaching make adifference? Journal of Research in Science Teaching 37 (9):1019-1041.



A study involving over 1400 students found thatinquiry-based approaches in middle and high

school language arts classrooms allow bothlow- and high-achieving students to make

academic gains.

Applebee, Arthur N., Judith A. Langer, Martin Nystrand and AdamGamoran. 2003. Discussion-Based Approaches to DevelopingUnderstanding: Classroom Instruction and Student Performance inMiddle and High School English. American Educational Research Journal

40 (3): 685-730.



INQUIRY-BASED TEACHING METHODS CAN

BENEFIT CULTURALLY AND LINGUISTICALLY

DIVERSE STUDENTS AND STUDENTS WITH

SPECIAL NEEDS.

When used in place of a textbook approach, an

inquiry-based approach yielded significantlyhigher achievement for high schoolstudents with special needs.

Scruggs, T. E. and M.A. Mastropieri. 1993. Reading versus doing: Therelative effects of textbook based and inquiry-oriented approaches toscience learning in special education classrooms. Journal of SpecialEducation 27 (1):1-15.



The four step learning cyclemodel as featured in Bentley,Ebert & Ebert (2000)



ENGAGE: LEARNER HAS A NEED TO KNOW, THEREFORE, DEFINES

QUESTIONS, ISSUES OR PROBLEMS THAT RELATE TO HIS/HER WORLD.



INVESTIGATE (EXPLORE): LEARNER GATHERS, ORGANIZES,

INTERPRETS, ANALYZES, EVALUATES DATA



EXPLAIN AND CLARIFY: LEARNER CLARIFIES UNDERSTANDINGS

DISCOVERED, REACHES CONCLUSIONS OR GENERALIZATIONS AND

COMMUNICATES IN VARYING MODES AND FORMS.



EXPAND: LEARNER APPLIES THESE CONCLUSIONS OR

GENERALIZATIONS TO SOLVE PROBLEMS, MAKE DECISIONS,

PERFORM TASKS, RESOLVE CONFLICTS OR MAKE MEANING



REFERENCES

Needham, R. A., Powell, D. & Bentley, M. L. (1994). Using Big Books in Scienceand Social Studies. Paper presented at the Annual Meeting of the

International Reading Association, Toronto, Canada, 1994. Retrieved fromhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Nystrand, Martin and Adam Gamoran. 1991. Instructional discourse, studentengagement, and literature achievement. Research in the Teaching ofEnglish 25: 261 –290. Retrieved fromhttp://www.inspiredteaching.org/admin/Editor/assets/Inquiry%20Issue%20Brief.pdf

Kahle, J. B., J. Meece, and K. Scantlebury. 2000. Urban African-American middleschool science students: Does standards-based teaching make a difference?Journal of Research in Science Teaching 37 (9):1019-1041. Retrieved fromhttp://www.inspiredteaching.org/admin/Editor/assets/Inquiry%20Issue%20Brief.pdf

Applebee, Arthur N., Judith A. Langer, Martin Nystrand and Adam Gamoran.2003. Discussion-Based Approaches to Developing Understanding:

Classroom Instruction and Student Performance in Middle and High SchoolEnglish. American Educational Research Journal 40 (3): 685-730. Retrievedfromhttp://www.inspiredteaching.org/admin/Editor/assets/Inquiry%20Issue%20Brief.pdf

Scruggs, T. E. and M.A. Mastropieri. 1993. Reading versus doing: The relativeeffects of textbook based and inquiry-oriented approaches to science

learning in special education classrooms. Journal of Special Education 27(1):1-15. Retrieved from

Tutorial Week 8 (Learning n the Learner)

Documents

Transcript of Tutorial Week 8 (Learning n the Learner)