1. EDFD 302 MGMSANTOS Learning Models

2. Learning Models:  Mastery Learning  Discovery Learning  Guided Discovery Learning  Meaningful Reception Learning

3. Mastery Learning coined by Benjamin Bloom, an american educational psychologist, also the author of taxonomy of learning domains

4. Mastery Learning based on the philosophy that all children can become achievers if taught at the level of their own proficiency, and encouraged to progress at a rate of their ability to master clearly defined units of learning.

5. Mastery Learning Proposes that all children can learn when provided with the appropriate learning conditions in the classroom

6. Mastery Learning divides subject matter into units that have predetermined objectives or unit expectations

7. Mastery Learning May be implemented as: teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials

8. Mastery Learning Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material

9. Mastery Learning If no mastery --remediation through tutoring, peer monitoring, small group discussions, or additional homework. Additional time for learning is prescribed for those requiring remediation

10. Mastery Learning feedback about learning given at regular intervals throughout the instructional period to identify what have been learned well and what have not been learned well

11. Mastery Learning Traditional instruction holds time constant and allows mastery to vary while mastery learning or systematic instruction holds mastery constant and allows time to vary (Robinson, 1999)

16. Discovery Learning Started with Jerome Bruner Born in 1915 in New York Received a PhD from Harvard in 1941

17. Discovery learning an inquiry-based, constructivist learning; learner draws on his past experience and existing knowledge to discover new truths

18. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments

19. Discovery Learning The theory is closely related to the work of Piaget and Papert " You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." - Seymour Papert”

20. Advantages encourages active engagement promotes motivation promotes autonomy, responsibility, independence

21. Advantages the development of creativity and problem solving skills. a tailored learning experience students may be more likely to remember concepts and knowledge discovered on their own

22. Criticisms creation of cognitive overload potential misconceptions teachers may fail to detect problems and misconceptions

23. Research found that… for discovery of learning to be successful, learners need to possess a) discovery skills (De Jong & Van Joolingen) hypothesis generation experiment design, prediction data analysis. b) regulative skills (Njoo & De Jong, 1993). planning monitoring (Njoo & De Jong, 1993).

24. Research found that… Lack of these skills can result in ineffective discovery behavior, like designing inconclusive experiments, confirmation bias and drawing incorrect conclusions from data.

25. On this basis… Therefore, one must try to support discovery learning processes, however with the risk of disrupting the very nature process that should engage the learner in autonomous knowledge construction. Therefore, in practice, most current forms of discovery learning are guided in various ways.

26. Guided Discovery Learning  is a constructivist instructional design model that combines principles from discovery learning and sometimes radical constructivism with principles from cognitivist instructional design theory.

28. Phases of Inquiry Exploring Students explore by initiating the inquiry, choosing an appropriate and personally engaging topic, and developing deep questions around the topic chosen.

29. Phases of Inquiry Investigating Students investigate their topic by designing a plan for inquiry, finding sources and selecting appropriate information, and formulating a clear and interesting focus.

30. Phases of Inquiry Processing Students process what they have found by analyzing the information, evaluating their ideas and those from selected information, and organizing and synthesizing their findings

31. Phases of Inquiry Creating Students create knowledge by making products that present the results of their inquiry, assessing their product and the process they used to construct it, and extending and transferring their learning to new context and inquiries.

32. Planning a Discovery Learning Experience select an activity gather materials stay focused use caution plan extra time

33. Planning a Discovery Learning Experience record process and results discuss and review try again plan for more discovery learning activities

34. Models based on Discovery Learning: guided discovery problem-based learning simulation-based learning case-based learning incidental learning

35. Meaningful Reception Learning David Ausubel Born in 1918 cognitive learning theorist placed considerable interest on what the student already knows as being the primary determiner of whether and what he/she learns next

36. Key concept… cognitive structure -- the sum of all the knowledge we have acquired as well as the relationships among the facts, concepts and principles that make up that knowledge.

37. Learning is… Making meaning or bringing something new into our cognitive structure and attaching it to our existing knowledge that is located there.

38. Principles

39. Processes of Meaningful Learning Derivative subsumption Correlative subsumption Superordinate learning Combinatorial learning

45. Advance Organizers are… short passages, typically just a few sentences, at a higher level of abstraction used to introduce new content; stimulate that part of the cognitive structure under which the new information should reside or fit;

46. Advance organizers are not… objectives because they do not indicate what the student will learn nor what she or he will be able to do after they've completed the instruction;

47. Advance organizers are not… a summary or overview presented at the beginning because an advance organizer does not contain the same information in the body of the text that follows; a condensed version of the new content.