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Learning Models

Learning Models:

Mastery Learning Discovery Learning Guided Discovery Learning Meaningful Reception Learning

Mastery Learning

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

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.

Mastery Learning

Proposes that all children can learn when provided with the appropriate learning conditions in the classroom

Mastery Learning

divides subject matter into units that have predetermined objectives or unit expectations

Mastery Learning

May be implemented as:

teacher-paced group instruction,one-to-one tutoring, orself-paced learning with programmed materials

Mastery Learning

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

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

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

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)

Discovery Learning

Started with Jerome Bruner

Born in 1915 in New York

Received a PhD from Harvard in 1941

Discovery learning

an inquiry-based, constructivist learning;

learner draws on his past experience and existing knowledge to discover new truths

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

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”

Advantages

encourages active engagementpromotes motivationpromotes autonomy, responsibility, independence

Advantages

the development of creativity and problem solving skills.

a tailored learning experiencestudents may be more likely to remember concepts and knowledge discovered on their own

Criticisms

creation of cognitive overloadpotential misconceptionsteachers may fail to detect problems and misconceptions

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).

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.

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.

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.

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.

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. 

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

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. 

Planning a Discovery Learning Experience

select an activitygather materialsstay focuseduse cautionplan extra time

Planning a Discovery Learning Experience

record process and resultsdiscuss and reviewtry againplan for more discovery learning activities

Models based on Discovery Learning:

guided discovery problem-based learning simulation-based learning case-based learning incidental learning

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

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.

Learning is…

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

Principles

Processes of Meaningful Learning

Derivative subsumptionCorrelative subsumptionSuperordinate learningCombinatorial learning

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;

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;

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.