RESEARCH PAPER TEMPLATE

North American University

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

Name: Osman Guler Date: 3/12/2017

Instructional Project 3

Part 1. DISCOVERY LEARNING:

What is discovery learning?
Discovery learning is an active process of inquiry -based instruction. Learners engage in
problem solving in developing knowledge instead of passively accepting information.
Also students build new information using their existing knowledge (Bicknell-Holmes &
Hoffman, 2000). It is supported by three theorists and psychologist Jean Piaget, Jerome
Bruner, and Seymour Papert. It focused on that learners are best educated when they
discover knowledge by themselves.
How does this form of teaching compare to traditional, teacher-centered
instruction?
Since the Discovery Learning lets students to engage in problem solving in
developing knowledge instead of passively accepting information whereas traditional
method just delivers the information to the learners without having them thinking in a
high level or creatively. In the traditional method learners that have high level of intrinsic
motivation could only be very successful versus Discovery Learning with active learning
process which creates higher level of intrinsic motivation. Also with Discovery Learning,
students tend to learn more and retain information longer when they are actively involved
in constructing their own knowledge. Other pros of Discovery Learning over traditional
Learning can be, the Discovery Learning fosters the development of positive social skills.
What educational theories support the discovery learning model?
Educational theories such as guided discovery, problem-based learning, simulation-based
learning, case-based learning, and incidental learning are among the main supporters of
learning discoveries.
Vygotsky (Rice & Wilson, 199) he theorized that if a child has assistants to get help to
have more experience it would be possible for him/her to solve more complex problems.
Jean Piaget (1954, 1973) described that children think differently from adults. They are
active learners who build their knowledge by participating and testing them to understand
of the world.
John Dewey (1916, 1997) believed that learners should be active so they can learn more.
Learners can interact with the other learners within group learning activities. Thus they
develop their understanding.
What is the most important thing you discovered about discovery learning?
I found that the increasing the intrinsic motivation of the learners can be very helpful for
our low performance on the competitive world and of course most of the current
educators called out that this is the one of the main factors that we need to work on.
Discovery Learning is really helping learners and educators with sharpening their
thinking and learning skills.
How can you apply this method to your future classroom?
I would apply this method to my future class by doing fewer lectures and have students
spend more time on the activities. I would also encourage them to find their own
questions and answers related to current activities and ask them if they wanted to do the
activity in a different way. Although, letting students choose their activities among rich,
variety of selection.
Part 2. ADDITIONAL CHAPTERS

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?

Behavior Modification Approach

Behavioral modification is rooted in the classic work of James Watson and the more
recent work of B.F. Skinner. Behaviorists assume that behavior is shaped by environment
and pay little attention to causes of problems. Teachers using this behavior modification
approach spend little time on the personal history of students or on searching for the
reasons for a particular problem. They strive to increase the occurrence of appropriate
behavior through a system of reward and reduce the likelihood of inappropriate behavior
through punishments. This method is very helpful for teachers to manage class with this
approach. I had some experience using this approach; every student has different
background and family type some times when you search about students to find out
particular problem you facing with more dramatic issues.

Business Management Approach

The business academic approach, developed by Evertson and Emmer, emphasizes the
organization and management of students as they engage in academic work. Task
orientation that is, focusing on the business and orderly accomplishment of academic
work leads to a clear set of procedures for students and teachers to follow. Evertson and
Emmer divide organizing and managing student work into three major categories.

Assertive Approach
The Assertive Approach to classroom management expects teacher to specify rules of
behaviour and consequences for disobeying them and to communicate these rules and
consequences clearly. Students ho disobey rules receive one warning and then are
subjected to a series of increasingly more serious sanctions. The idea is for the teacher to
respond to a students misbehaviour quickly and appropriately.

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?

Seeking Attention
According to Dreikurs, 90 percent of all misbehavior is done to get attention. Being the
center of attention is a common desire for students, some more than others. Acting out by
making fun of others, swearing, talking out of turn or simply being uncooperative are a
few ways students looking for more of the spotlight may misbehave.

Desire for Power

Some students who misbehave are expressing a desire for more control in the classroom,
and acting inappropriately makes them feel powerful. These students are not content to
go along with the general plan and make it known they want things their way. Signs of a
power-seeking student include constant arguing and a refusal to follow basic rules
intended for everyone.

Looking for Revenge

Some children lash out in the classroom as a response to hurt feelings they experience.
By misbehaving, they feel they are getting back at those responsible, whether it involves
the students, the teacher or both. Students who misbehave as a motive for revenge may
enjoy acting cruelly or even violently towards others. Revenge seekers are likely to
perform bullying acts, such as shoving and excessive teasing.

Lack of Self-Confidence
A general fear of failure occurs when a student feels he cannot possibly live up to any
expectations. These students misbehave as a way to avoid participating in anything that
may lead to failure. Although the child may seem completely confident with school-
related activities outside of the classroom, he acts incapable of functioning in a learning
environment.

Physiological Factors
Students who are misbehaving may have some kind of temporary malady contributing to
their attitude. For instance, a child who is overly tired, sick, and hungry or simply the
victim of a sudden change in routine may demonstrate troubling classroom behavior.

Part 3. 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?
2. Discovery Learning (Bruner). (2017, February 24). Retrieved March 12, 2017,
from https://www.learning-theories.com/discovery-learning-bruner.html
3. Moore, K. D. (2015). Effective instructional strategies: from theory to practice.
Los Angeles: SAGE
4. Pappas, C. (2016, November 21). Instructional Design Models and Theories: The
Discovery Learning Model. Retrieved March 12, 2017, from
https://elearningindustry.com/discovery-learning-model
5. Discovery Learning (Jerome Bruner 1961). (2011, December 08). Retrieved
March 13, 2017, from
https://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-
review-2/the-constructive-perspective/discovery-learning-jerome-bruner-1961/