RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name: _Adem ERTUNA_ Date: __3/12/2017___

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library
to conduct research when writing this paper.

Use APA style references and in-text- citations. You need to use at least 3
different resources besides Castronova (2002), and Moore (2015).

Part 1. DISCOVERY LEARNING:

Download and read the following article:

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. Retrived from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf
After reading this article and conducting additional research, answer
to the following questions.

What is discovery learning?

Discovery learning is an instructional model and strategy that focuses on active

hands on learning opportunities, means by which students engage in problem
solving, developing knowledge or skills.
It has three main attributes: 1- exploring and problem solving to create, integrate,
and generalize knowledge, 2- student driven, interest based activities, 3-
activities to encourage integration of new knowledge into the learners existing
knowledge (Bicknell-Holmes and Hoffman, 2000).
How does this form of teaching compare to traditional, teacher-centered
instruction?

The five major differences between discovery learning and traditional learning
are (Bonwell, 1998; Mosca & Howard 1997; Papert, 2000):
 1- Learning is active rather than passive
2- Learning is process-based rather than fact- based
3- Failure is important
4- Feedback is necessary
5- Understanding is deeper
What educational theories support the discovery learning model?

John Dewey (1916-1997), Jean Piaget (1954-1973) and Lev Vygotsky (Rice &
Wilson, 1999) all developed theories support the discovery learning.
What is the most important thing you discovered about discovery learning?

According to me, the most important part of discovery learning is being student
based learning model. It is a little bit difficult for me, because I am an old teacher
to change the ideas and the things you used to but the student based part is the
most effective and useful part.
The second thing is; failure seems to be a positive circumstance. Because like it
is said in text, if a student doesnt fail while learning, the student probably has not
learnt something new (Schank & Cleary, 1994).

How can you apply this method to your future classroom?

Nowadays I am a language teacher in a public school. I want to implement the

case-based learning, because I think to learn a language on cases will be more
effective For example going to market and to buy something using by another
language will be more fun and unforgettable.

Part 2. ADDITIONAL CHAPTERS

Select one of the following chapters to conduct research: Chapter 2,
3, 5 or 12. Review the chapter and respond to related questions for
that chapter by conducting your own research.

Chapter 2- Teaching Diverse Students

1. Teaching all students. Remember that a teachers job is to teach all students
and assume an attitude that all students can learn. Research techniques and
strategies that can be used to accomplish this task. Sources of information
include the library, the Internet, current journals, and recent books.
2. Intelligence profile. Evaluate your own intelligence profile according to
Gardner. In what frames of mind (intelligence areas) do you come out strongest?

Chapter 3- Managing Classroom Environment

1. Discipline approaches. Analyze the three approaches to classroom

management. Which approach, if any, do you prefer? Can you put
 together parts of the different approaches and come up with an eclectic
approach that you think would work for you? Can you identify some
basic concepts that appear to be true of all three approaches?

The three approaches to classroom management are; the self-discipline

approach, the instructional approach and the desist approach.

Self-discipline approach: According to this the students can be trusted to

evaluate and change their actions, so that their behaviors are beneficial and
appropriate to themselves and to the class as a whole.

Reality therapy which is developed by William Glasser (1965, 1977, 1986) is a

strategy that helps students take responsibility for examining and solving their
own problems. According to Glasser teacher does not punish, thus the teachers
function is to assist students in becoming responsible, productive members of the
classroom.

Teacher effectiveness training (TET) by Thomas Gordan (1974) stresses the

establishment of positive working relationships between teachers and students.

In Inner discipline management model Coloroso(2002), suggest that teachers

treat children with respect and help them develop inner discipline. That will
enable them to handle their own problems and to interact successfully with
others.

And in the beyond discipline model Alfie Kohn (Kohn,1996) suggests that our
present approaches that are based on reward and punishment are only short-
term solutions to classroom problems. So that Class meetings should be used as
the forum addressing questions that affect the class, including problems of
behavior.

The Instructional Approach: The premise for this approach is that well-planned
and well implemented instruction will prevent most classroom problems.

According to the Kounin Model: Some teachers are better classroom managers
because of skill in four areas; withitness, overlapping activities, group focusing
and movement management (Charles, 2002).

Frederick Jones (1979), represents that when teachers correctly implement four
strategies; limit setting, good body language, incentive systems and giving help
efficiently.

The Desist Approach: Gives the teacher full responsibility for regulating the
classroom. The teacher enforces a set of specific rules to control student
behavior in the classroom. The two common desist models of classroom
management are assertive discipline and behavior modification.

Assertive teachers take charge in the classroom in a calm yet forceful way.
Assertive teachers clearly and firmly communicate needs and requirements to
students, follow up their words with appropriate actions and respond to students
in ways that maximize compliance but in no way violate the best interest of the
students (Canter & Canter, 1976, p.9). They do not tolerate improper behavior
that interrupts learning.

The behavior modification model evolves from the assumptions that students will
change their behavior to receive definite rewards.

According to me, all the approaches are right in one way. As the students
are not the same like our fingers in our hand; when these approaches are
implemented to different students, they may be reliable according to their
attitudes, characters or cultural basement of their life-we are living in a diverse
society or school areas. Also these approaches are developed with experiences
and some researches. This means they are mostly tested.

If I have to say one; the self-discipline approach looks like more efficient and
reliable. Because trust part is very important for me. Students are our future. If
we do not trust them and show off this trust to them now, then how can we look
brightly, clearly and confidentially to the future?

On the other hand, to make a concept from all approaches; - if we trust our
students, give them inner discipline and if we are well planned with full of
instruction which fills all the time in a class, conscious and stable at about what
we are doing, respectful to the students, paying attention to their needs- we must
put the students in the center of our approach. Then lets call this concept; Center
approach.

2. Causes of misbehavior. Think back over the classes you have attended in
which there have been disciplinary incidents. List the possible causes for any
such misbehavior. How might knowledge of the causes of these incidents
influence a teachers actions? Some behavior problems are teacher created and
some are student centered. Can you think of examples?

Causes of misbehavior mostly are:

-Students from homes, where there are family problems like divorce of parents or
parental conflicts
-Lack of family support,
-Teacher based problems; like entering the class without well planning and lack
of instructional materials,
-Teachers who do not respect the rights and the values of the students.
-Immaturity or health problems,
-For some students like SPED or 504 lack of accommodations,
-Especially for the adolescent students they need to be aware. They want to
show off themselves (Moore, 2012).
Knowledge is power. The world we live in today, with all the new
information and communication technology, can be said that traditional practices
of teaching are being replaced with modern alternatives that are perceived as
more convenient and effective. And we all want to be professionals on our majors
and jobs. So that we are trying to study at universities for under graduate,
graduate or PhD programs. When we are teaching, if we know how to respond to
any issue that we meet, we may minimize the effects of the incident for both
preventing the students and us.
Some behavior problems are teacher created and some of them are student
centered. Yes, this statement is true.
All the teachers must show respect for students as individuals with rights, values
and feelings. Ridicule and sarcasm back students into a defensive position to
save face with peers which can cause problems. They are young and full of
energy, so they need some outlets for their energy- sometimes they will walk,
talk, and throw papers to the others At that point we dont have to be
oversensitive. We the teachers must be reasonable. More reaction according to
their behavior or attitudes may cause more reaction by the student. Also we must
pay attention to teach at the level of students ability. This also makes them bored
so they may be interruptive in the class.
Student centered behavior problems are more likely about to show or prove
themselves to their peers. Sometimes they try to be fun or make their friends
sure that they are in the class. Especially the adolescent students are searching
their character and living emotional sensitiveness which can cause troubles for
both sides.

Chapter 5- Using Classroom Technology

1. How does technology enhance the teachers ability to plan instruction? Use
one of the available search engines to explore the web for technological tools
such as lesson planning software, worksheets and puzzle tools, poster and
bulletin board production tools, and time management tools that will assist you in
planning. Share your findings with your class.

2. Technology offers tools that can help students learn. To what technology
should students have access? Do you have any educational concerns about the
use of these technologies in schools? If so, what are they? If not, why not?

Chapter 12- Teaching Effective Thinking Strategies

1. Teaching methods. What teaching methods and procedures can be used to

improve students critical thinking abilities? Creative thinking abilities?

2. Thinking. What type of thinking is emphasized in most schools? Is critical

thinking rewarded? Creative thinking? Is school success based on students
ability to think critically? Creatively?

3. The environment. What type of classroom environment would be conducive

to developing critical thinking? Creative thinking? What problems can you
foresee in establishing this environment?

Part 3. REFERENCES:
Cite at least 5 References in APA.
You need to use at least 3 different resources besides Castronova
(2002), and Moore (2015).
You may use http://www.citationmachine.net/apa/cite-a-journal for
citing your sources in APA style.

References:
1- 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.
Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf
2- Moore, K. D. (2012). Effective Instructional Strategies: From theory to
practice(3rd ed.). London: Sage.
3- Canter, L. (1989). Assertive Discipline: More than Names on the Board
and Marbles in a Jar. The Phi Delta Kappan, 71.
Retrieved from
http://bottemabeutel.com/wp-content/uploads/2014/01/Canter_Assertive-
Discipline.pdf
4- Glasser, William (1965). Reality therapy. A new approach to psychiatry.
New York: Harper & Row
5- Bonwell, C. C. (1998). Active Learning: Energizing the Classroom. Green
Mountain Falls, CO: Active Learning Workshops.
6- Retrieved from
http://freepapers4all.blogspot.com/2010/10/traditional-learning-versus.html