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ORGANIZATION OF LEARNINGS

Füsun AKARSU

Istanbul 2005

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Elements of a System

Basic Concepts in Educational Design

Development

Learning

Intervention

Change

Need

Experience

Success

Achievement

Instruction

Individualized learning

Differentiation

Teaching

Education

Measuring learning

Assessment

Evaluation

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Learning

John Dewey:

Experience

Learning by doing

References:

Dewey, J. (1910). How We Think. Boston: D. C. Heath & Co. Publishers.

Dewey, J. (1974). John Dewey on Education. University of Chicago Press.

Dewey, J. (1981). The Philosophy of John Dewey: The Structure of Experience. Volume 2: The

Lived Experience. University of Chicago Press.

Dewey, J. (1982). Experience and Nature. Illionis: Open Court Publishing Company.

Fishman, S. M., McCarthy, L. P., Notes, M., Comments, A. (1998). John Dewey and the challenge of classroom practice.

NewYork, Urbana: Teachers College Press.

Miettinen, R. (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action.

International Journal of Lifelong Education, 19, 54-72.

Smith J.P. & Girod M. (2003). John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and

teacher education. Teaching and Teacher Education, 19,295-307.

Jean Piaget:

Adaptation

Disequilibrium

Assimilation

Accommodation

Schemas

Structures

Experience

o Physical

o Mental

Four stages of intellectual development

o Sensorimotor Stage

o Pre-operational Stage

o Concrete Operational Stage

o Formal Operational Stage

References:

Inhelder, B. &Piaget, J. (1999). The early growth of logic in the child: classification and seriation. London: Routledge.

Piaget, J. (1959). Judgment and reasoning in the child. London: Routledge & K. Paul.

Piaget, J. (1978). The development of thought: equilibration of cognitive structures. Oxford: B. Blackwell.

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Piaget, J. (1999). The Construction of Reality in the Child. London: Routledge.

Piaget, J. & Coltman, D. (1971). Science of education and the psychology of the child. Harlow]: Longman

Piaget, J. & Cook, M. (1955). The child's construction of reality. London: Routledge & Kegan Paul. Piaget, J. & Cook, M. (1998). The Origins of Intelligence in Children. Madison, Conn.: International Universities Press.

Piaget, J. Gabian, M. (1977). The Moral Judgement of the Child. Harmondsworth: Penguin.

Piaget, J., Piercy, M., Berlin, D. E. (2001). The psychology of intelligence. London: Routledge.

Lev Vygotsky:

Zone of proximal development

Scaffolding

References:

Berk, L. E., Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington:

National Association for the Education of Young.

Frawley, W. (1997). Vygotsky and Cognitive Science: Language and the Unification of the Social and Computational

Mind. Harvard University Press.

Kozulin, A. (1990). Vygotsky's psychology: a biography of ideas. New York: Harvester Wheatsheaf.

Lloyd, P. & Fernyhough, C. (1999). Lev Vygotsky: critical assessments. London; New York: Routledge.

Smith, L. Dockrell, J. Tomlinson, P. (1997). Piaget, Vygotsky and beyond: future issues for developmental psychology

and education. London; New York: Routledge.

Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University Press.

B. F. Skinner:

Reinforcement

References:

Skinner, B. F. (1969). The science of learning and the art of teaching. Cambridge, Mass. Skinner, B. F. (1969). Contingencies of reinforcement: a theoretical analysis. Englewood Cliffs, NJ: Prentice Hall.

Skinner, B. F. (1992). Science and human behavior. New York: Classics of Psychiatry & Behavioral Sciences Press.

Skinner, B. F. (2003). The technology of teaching. Acton, Mass.: Copley Publish.

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Constructivism

Mental Action

Active construction of knowledge

References:

Ertmer, P. A. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design

perspective. Performance Improvement Quarterly, 6 (4), 50.

Fosnot, C. T. (1996). Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.

Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Journal of

Educational Research, 39 (3), 5-14.

Hannafin, M. J., Hannafin, K. M., Land, S. M. and Oliver, K. (1997). Grounded practice and the design of constructivist

learning environments. Educational Technology Research and Development, 45 (3), 101-117. Honebein, P. C., Duffy, T. M. and Fishman, B. J. (1993). Constructivism and the design of learning environments:

context and authentic activities for learning. In T. M. Duffy, J. Lowyck, and D. H. Jonassen (Eds.) Designing

environments for constructive learning, Berlin: Springer-Verlag, 87-108.

Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance

Learning. Educational Technology & Society 3(2).

Principles for Brain Based Learning

References:

Davis, A. (2004). The Credentials of Brain-Based Learning. Journal of philosophy of education, 38, (1), 21.

Jensen, E. (1998). Brain-Based Learning: A Reality Check. Educational Leadership, 57, 76.

Jenson, E. (2000). Brain-based Learning. Revised Ed. San Diego: The Brain Store.

The brain is a parallel processor. Learning engages the entire physiology. The search for meaning is innate. The search for meaning occurs through "patterning." Emotions are critical to patterning. Every brain simultaneously perceives and creates

parts and wholes.

Learning involves both focused attention and peripheral perception.

Learning always involves a conscious and an unconscious process.

We have two types of memory: a spatial memory system and a rote learning system.

The brain understands and remembers best when facts and skills are embedded in natural spatial memory.

Learning is enhanced by challenge; inhibited by threat and fear.

Each brain is unique.

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Lawson, J. R. (2001). Brain-based learning: The brain is the seat of all learning. Encyclopedia of Educational

Technology.

Politano, C. Paquin, J. (2000). Brain-based learning with class. Winnipeg: Portage & Main Press.

Weiss, R. P. (July, 2000). Brain-Based Learning: The Wave of Brain. Training & Development, 20-24.

Butz, T. S. (1998). Effects of brain-based learning activities in the classroom. Gratz College Organization of Learnings

Learnings

Learning Milieux Assessment

Bloom’s Taxonomy

Three Domains of Learning

There is more than one type of learning. A committee of colleges, led by Benjamin

Bloom, identified three domains of educational activities:

1. Cognitive Domain : Mental skills (Knowledge)

2. Affective Domain: Growth in feelings or

emotional areas (Attitude)

Affective

Domain

Cognitive

Domain

Psychomotor

Domain

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3. Psychomotor Domain: Manual or physical skills (Skills)

Since the work was produced by higher education, the words tend to be a little

bigger than we normally use. Domains can be thought of as categories. Trainers

often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This

taxonomy of learning behaviors can be thought of as "the goals of the training

process." That is, after the training session, the learner should have acquires new

skills, knowledge, and/or attitudes.

The committee also produced an elaborate compilation for the cognitive and

affective domains, but none for the psychomotor domain. Their explanation for this

oversight was that they have little experience in teaching manual skills within the

college level (I guess they never thought to check with their sports or drama

department).

This compilation divides the three domains into subdivisions, starting from the

simplest behavior to the most complex. The divisions outlined are not absolutes and

there are other systems or hierarchies that have been devised in the educational

and training world. However, Bloom's taxonomy is easily understood and is probably

the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills.

This includes the recall or recognition of specific facts, procedural patterns, and

concepts that serve in the development of intellectual abilities and skills. There are

six major categories, which are listed in order below, starting from the simplest

behavior to the most complex. The categories can be thought of as degrees of

difficulties. That is, the first one must be mastered before the next one can take

place.

I. Knowledge

II. Intellectual Skills and Abilities

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1. Comprehension

2. Application

3. Analysis

4. Synthesis

5. Evaluation

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Category Example and Key Words

Knowledge: Recall

data or information.

Examples: Recite a policy. Quote prices from memory to a

customer. Knows the safety rules.

Key Words: defines, describes, identifies, knows, labels,

lists, matches, names, outlines, recalls, recognizes,

reproduces, selects, states, arranges, memorizes, orders,

relates, repeats.

Comprehension:

Understand the

meaning, translation,

interpolation, and

interpretation of

instructions and

problems. State a

problem in one's own

words.

Examples: Rewrites the principles of test writing. Explain

in one’s own words the steps for performing a complex

task. Translates an equation into a computer spreadsheet.

Key Words: comprehends, converts, defends,

distinguishes, estimates, explains, extends, generalizes,

gives examples, infers, interprets, paraphrases, predicts,

rewrites, summarizes, translates.

Application: Use a

concept in a new

situation or

unprompted use of an

abstraction. Applies

what was learned in

the classroom into

novel situations in the

work place.

Examples: Use a manual to calculate an employee’s vacation

time. Apply laws of statistics to evaluate the reliability of

a written test.

Key Words: applies, changes, computes, constructs,

demonstrates, discovers, manipulates, modifies, operates,

predicts, prepares, produces, relates, shows, solves, uses.

Analysis: Separates

material or concepts

into component parts

so that its

organizational

structure may be

understood.

Distinguishes

between facts and

inferences.

Examples: Troubleshoot a piece of equipment by using

logical deduction. Recognize logical fallacies in

reasoning. Gathers information from a department and

selects the required tasks for training.

Key Words: analyzes, breaks down, compares,

contrasts, diagrams, deconstructs, differentiates,

discriminates, distinguishes, identifies, illustrates, infers,

outlines, relates, selects, separates.

Synthesis: Builds a

structure or pattern

from diverse

elements. Put parts

together to form a

whole, with emphasis

on creating a new

Examples: Write a company operations or process manual.

Design a machine to perform a specific task. Integrates

training from several sources to solve a problem. Revises

and process to improve the outcome.

Key Words: categorizes, combines, compiles, composes,

creates, devises, designs, explains, generates, modifies,

organizes, plans, rearranges, reconstructs, relates,

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References:

Bloom, B. S. (1956). Cognitive domain. Sl]: Longman.

Bloom, B. S. (1956). Taxonomy of educational objectives : the classification of educational goals / by a committee of

college and university examiners. New York : David McKay. Bloom, B. S., Hastings, J. T., Madaus, G. F. (1971). Handbook on the formative and summative evaluation of student

learning. New York;[Maidenhead]: McGraw-Hill.

Bloom, B. S., Krathwohl, D. R., Masia, B. B. (1984). Taxonomy of educational objectives: the classification of

educational goals. New York: Longman.

Affective Domain

This domain includes the manner in which we deal with things emotionally, such as

feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five

major categories listed the simplest behavior to the most complex:

Category Example and Key Words

Receiving Phenomena:

Awareness, willingness to

hear, selected attention.

Examples: Listen to others with respect. Listen for and

remember the name of newly introduced people.

Key Words: asks, chooses, describes, follows, gives, holds,

identifies, locates, names, points to, selects, sits, erects,

replies, uses.

Responding to Phenomena:

Active participation on the

part of the learners. Attends

and reacts to a particular

phenomenon. Learning

outcomes may emphasize

compliance in responding,

willingness to respond, or

satisfaction in responding

(motivation).

Examples: Participates in class discussions. Gives a

presentation. Questions new ideals, concepts, models, etc.

in order to fully understand them. Know the safety rules

and practices them.

Key Words: answers, assists, aids, complies, conforms,

discusses, greets, helps, labels, performs, practices,

presents, reads, recites, reports, selects, tells, writes.

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Valuing: The worth or value a

person attaches to a

particular object,

phenomenon, or behavior. This

ranges from simple

acceptance to the more

complex state of

commitment. Valuing is based

on the internalization of a set

of specified values, while

clues to these values are

expressed in the learner’s

overt behavior and are often

identifiable.

Examples: Demonstrates belief in the democratic

process. Is sensitive towards individual and cultural

differences (value diversity). Shows the ability to solve

problems. Proposes a plan to social improvement and follows

through with commitment. Informs management on matters

that one feels strongly about.

Key Words: completes, demonstrates, differentiates,

explains, follows, forms, initiates, invites, joins, justifies,

proposes, reads, reports, selects, shares, studies, works.

Organization: Organizes

values into priorities by

contrasting different values,

resolving conflicts between

them, and creating an unique

value system. The emphasis

is on comparing, relating, and

synthesizing values.

Examples: Recognizes the need for balance between

freedom and responsible behavior. Accepts responsibility

for oneís behavior. Explains the role of systematic planning

in solving problems. Accepts professional ethical

standards. Creates a life plan in harmony with abilities,

interests, and beliefs. Prioritizes time effectively to meet

the needs of the organization, family, and self.

Key Words: adheres, alters, arranges, combines, compares,

completes, defends, explains, formulates, generalizes,

identifies, integrates, modifies, orders, organizes,

prepares, relates, synthesizes.

Internalizing values

(characterization): Has a

value system that controls

their behavior. The behavior

is pervasive, consistent,

predictable, and most

importantly, characteristic of

the learner. Instructional

objectives are concerned with

the student's general

Examples: Shows self-reliance when working

independently. Cooperates in group activities (displays

teamwork). Uses an objective approach in problem solving.

Displays a professional commitment to ethical practice on

a daily basis. Revises judgments and changes behavior in

light of new evidence. Values people for what they are, not

how they look.

Key Words: acts, discriminates, displays, influences,

listens, modifies, performs, practices, proposes, qualifies,

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patterns of adjustment

(personal, social, emotional).

questions, revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain includes physical movement, coordination, and use of the

motor-skill areas. Development of these skills requires practice and is measured in

terms of speed, precision, distance, procedures, or techniques in execution. The

seven major categories listed the simplest behavior to the most complex:

Category Example and Key Words

Perception: The ability to use

sensory cues to guide motor

activity. This ranges from

sensory stimulation, through

cue selection, to translation.

Examples: Detects non-verbal communication cues.

Estimate where a ball will land after it is thrown and then

moving to the correct location to catch the ball. Adjusts

heat of stove to correct temperature by smell and taste

of food. Adjusts the height of the forks on a forklift by

comparing where the forks are in relation to the pallet.

Key Words: chooses, describes, detects, differentiates,

distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It

includes mental, physical, and

emotional sets. These three

sets are dispositions that

predetermine a person’s

response to different

situations (sometimes called

mindsets).

Examples: Knows and acts upon a sequence of steps in a

manufacturing process. Recognize one’s abilities and

limitations. Shows desire to learn a new process

(motivation). NOTE: This subdivision of Psychomotor is

closely related with the "Responding to phenomena"

subdivision of the Affective domain.

Key Words: begins, displays, explains, moves, proceeds,

reacts, shows, states, volunteers.

Guided Response: The early Examples: Performs a mathematical equation as

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stages in learning a complex

skill that includes imitation and

trial and error. Adequacy of

performance is achieved by

practicing.

demonstrated. Follows instructions to build a model.

Responds hand-signals of instructor while learning to

operate a forklift.

Key Words: copies, traces, follows, react, reproduce,

responds

Mechanism: This is the

intermediate stage in learning a

complex skill. Learned

responses have become

habitual and the movements can

be performed with some

confidence and proficiency.

Examples: Use a personal computer. Repair a leaking

faucet. Drive a car.

Key Words: assembles, calibrates, constructs,

dismantles, displays, fastens, fixes, grinds, heats,

manipulates, measures, mends, mixes, organizes, sketches.

Complex Overt Response: The

skillful performance of motor

acts that involve complex

movement patterns. Proficiency

is indicated by a quick,

accurate, and highly

coordinated performance,

requiring a minimum of

energy. This category includes

performing without hesitation,

and automatic

performance. For example,

players are often utter sounds

of satisfaction or expletives as

soon as they hit a tennis ball or

throw a football, because they

can tell by the feel of the act

what the result will produce.

Examples: Maneuvers a car into a tight parallel parking

spot. Operates a computer quickly and accurately.

Displays competence while playing the piano.

Key Words: assembles, builds, calibrates, constructs,

dismantles, displays, fastens, fixes, grinds, heats,

manipulates, measures, mends, mixes, organizes, sketches.

NOTE: The Key Words are the same as Mechanism, but

will have adverbs or adjectives that indicate that the

performance is quicker, better, more accurate, etc.

Adaptation: Skills are well

developed and the individual

can modify movement patterns

to fit special requirements.

Examples: Responds effectively to unexpected

experiences. Modifies instruction to meet the needs of

the learners. Perform a task with a machine that it was

not originally intended to do (machine is not damaged and

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there is no danger in performing the new task).

Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Origination: Creating new

movement patterns to fit a

particular situation or specific

problem. Learning outcomes

emphasize creativity based

upon highly developed skills.

Examples: Constructs a new theory. Develops a new and

comprehensive training programming. Creates a new

gymnastic routine.

Key Words: arranges, builds, combines, composes,

constructs, creates, designs, initiate, makes, originates.

Applying Bloom’s Taxonomy

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Knowledge

Useful Verbs Sample Question Stems Potential activities and products

tell

list

describe

relate

locate

write

find

state

name

What happened after...?

How many...?

Who was it that...?

Can you name the...?

Describe what happened at...?

Who spoke to...?

Can you tell why...?

Find the meaning of...?

What is...?

Which is true or false...?

Make a list of the main events..

Make a timeline of events.

Make a facts chart.

Write a list of any pieces of

information you can remember.

List all the .... in the story.

Make a chart showing...

Make an acrostic.

Recite a poem.

Comprehension

Useful Verbs Sample Question Stems Potential activities and products

explain

interpret

outline

discuss

distinguish

predict

restate

translate

compare

describe

Can you write in your own

words...?

Can you write a brief outline...?

What do you think could of

happened next...?

Who do you think...?

What was the main idea...?

Who was the key character...?

Can you distinguish between...?

What differences exist

between...?

Can you provide an example of

what you mean...?

Can you provide a definition

for...?

Cut out or draw pictures to show a

particular event.

Illustrate what you think the main

idea was.

Make a cartoon strip showing the

sequence of events.

Write and perform a play based on

the story.

Retell the story in your words.

Paint a picture of some aspect you

like.

Write a summary report of an event.

Prepare a flow chart to illustrate the

sequence of events.

Make a colouring book.

Application

Useful Verbs Sample Question Stems Potential activities and products

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solve

show

use

illustrate

construct

complete

examine

classify

Do you know another

instance where...?

Could this have happened

in...?

Can you group by

characteristics such

as...?

What factors would you

change if...?

Can you apply the

method used to some

experience of your

own...?

What questions would

you ask of...?

From the information

given, can you develop a

set of instructions

about...?

Would this information

be useful if you had a ...?

Construct a model to demonstrate

how it will work.

Make a diorama to illustrate an

important event.

Make a scrapbook about the areas

of study.

Make a paper-mache map to include

relevant information about an event.

Take a collection of photographs to

demonstrate a particular point.

Make up a puzzle game suing the

ideas from the study area.

Make a clay model of an item in the

material.

Design a market strategy for your

product using a known strategy as a

model.

Dress a doll in national costume.

Paint a mural using the same

materials.

Write a textbook about... for

others.

Analysis

Useful Verbs Sample Question Stems Potential activities and products

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analyse

distinguish

examine

compare

contrast

investigate

categorise

identify

explain

separate

advertise

Which events could have

happened...?

I ... happened, what might

the ending have been?

How was this similar to...?

What was the underlying

theme of...?

What do you see as other

possible outcomes?

Why did ... changes occur?

Can you compare your ...

with that presented in...?

Can you explain what must

have happened when...?

How is ... similar to ...?

What are some of the

problems of...?

Can you distinguish

between...?

What were some of the

motives behind...?

What was the turning

point in the game?

What was the problem

with...?

Design a questionnaire to gather

information.

Write a commercial to sell a new

product.

Conduct an investigation to produce

information to support a view.

Make a flow chart to show the

critical stages.

Construct a graph to illustrate

selected information.

Make a jigsaw puzzle.

Make a family tree showing

relationships.

Put on a play about the study area.

Write a biography of the study

person.

Prepare a report about the area of

study.

Arrange a party. Make all the

arrangements and record the steps

needed.

Review a work of art in terms of

form, colour and texture.

Synthesis

Useful Verbs Sample Question Stems Potential activities and products

create

invent

compose

Can you design a ... to ...?

Why not compose a song about...?

Can you see a possible solution

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name

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predict

plan

construct

design

imagine

propose

devise

formulate

to...?

If you had access to all resources

how would you deal with...?

Why don't you devise your own

way to deal with...?

What would happen if...?

How many ways can you...?

Can you create new and unusual

uses for...?

Can you write a new recipe for a

tasty dish?

can you develop a proposal which

would...

and plan a marketing campaign.

Write about your feelings in relation

to...

Write a TV show, play, puppet show,

role play, song or pantomime about...?

Design a record, book, or magazine

cover for...?

Make up a new language code and write

material suing it.

Sell an idea.

Devise a way to...

Compose a rhythm or put new words to

a known melody.

Evaluation

Useful Verbs Sample Question Stems Potential activities and products

judge

select

choose

decide

justify

debate

verify

argue

recommend

assess

discuss

rate

prioritise

determine

Is there a better solution to...

Judge the value of...

Can you defend your position

about...?

Do you think ... is a good or a bad

thing?

How would you have handled...?

What changes to ... would you

recommend?

Do you believe?

Are you a ... person?

How would you feel if...?

How effective are...?

What do you think about...?

Prepare a list of criteria to judge a ...

show. Indicate priority and ratings.

Conduct a debate about an issue of

special interest.

Make a booklet about 5 rules you see as

important. Convince others.

Form a panel to discuss views, eg

"Learning at School."

Write a letter to ... advising on changes

needed at...

Write a half yearly report.

Prepare a case to present your view

about...

BLOOM'S TAXONOMY:

Sample Questions

Knowledge

o remembering;

o memorizing;

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o recognizing;

o recalling identification and

o recall of information

Who, what, when, where, how ...?

Describe

vh Comprehension

o interpreting;

o translating from one medium to another;

o describing in one's own words;

o organization and selection of facts and ideas

Retell...

kj Application

o problem solving;

o applying information to produce some result;

o use of facts, rules and principles

How is...an example of...?

How is...related to...?

Why is...significant?

hjg Analysis

o subdividing something to show how it is put together;

o finding the underlying structure of a communication;

o identifying motives;

o separation of a whole into component parts

What are the parts or features of...?

Classify...according to...

Outline/diagram...

How does...compare/contrast with...?

What evidence can you list for...?

df Synthesis

o creating a unique, original product that may be in verbal form or may be

a physical object;

o combination of ideas to form a new whole

What would you predict/infer from...?

What ideas can you add to...?

How would you create/design a new...?

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What might happen if you combined...?

What solutions would you suggest for...?

jh Evaluation

o making value decisions about issues;

o resolving controversies or differences of opinion;

o development of opinions, judgements or decisions

Do you agree...?

What do you think about...?

What is the most important...?

Place the following in order of priority...

How would you decide about...?

What criteria would you use to assess...?

References:

Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of

Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational

objectives: Handbook I: Cognitive domain. New York: David McKay.

Learning Milieux

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Table II. Evaluation of Organization of Learnings

Table I. Organization of Learnings

Name of the Group:

Learnings Activities Materials Measurement Instruments Place Time (mnts)

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The name of the group that is being evaluated:

Strongly

Agree

Strongly Disagree

CONTENT 5 4 3 2 1

1 Prior learnings have been considered.

2 Learnings/objectives are clearly specified.

3 Learnings are related to the curriculum content.

4 Learnings are related to each other.

5 Activities are in line with the objectives.

6 Activities are well organized.

7 Transitions between activities and objectives and between other activities are well planned.

8 The material chosen are in line with the activities.

9 The measurement instruments measure the objectives.

10 The physical milieux are appropriate for learning.

11 Time to actualize learning is adequate.

12 The lesson has an effective ending.

13 Feedback is recevived.

Strongly

Agree

Strongly Disagree

APPLICATION 5 4 3 2 1

1 Advance organizers are effective

2 Well planned

3 Interesting

4 Participation of the group members are well balanced

5 Well integrated, coherent

6 Dynamic/active

7 Clear and easy to understand

8 Runs smoothly

9 Appropriate for the target group

10 Fun

Table III. Instructional Techniques

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Teaching Oriented

Learning Oriented

Traditional

Lecture

Demonstration Class

Discussion

Role Playing Projects Independent

Study

Story Telling Video

Presentation

Peer

Learning

Library

Search

Learning

Centers

Programmed

Tutoring

Simulation Excursions Inquiry Individualized

Learning

Drill and

Practice

Cooperative

Learning

Discovery

Drama Problem-

based

Learning

Games and

Play

References:

http://www.meb.gov.tr

Johanna, K. L. (2002). Curriculum and instructional methods for the elementary and middle school. Upper Saddle River,

N.J. : Merrill/Prentice Hall.

Tomlinson, C. A. (2005). The differentiated classroom : responding to the needs of all learners. Upper Saddle River, NJ :

Pearson/Merrill Prentice Hall.

Schneider, E. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign

language. Dyslexia, 6(1), 72.

Tate, M. L. (2003). Worksheets don’t grow dendrites: 20 instructional syrategies that engage the brain. California:

Corwin Press, Inc.

Alvarado, A. E. (2003). Inquiry-based learning using everyday objects: Hands on instructional strategies that promote

active learning in grade 3-8. California: Corwin Press, Inc.

Assessment

Measurement

Measures /Scales

24

o Validity

o Reliability

Measuring Learnings

Process: Portfolio

Product: Proficiency

References:

Airasian, P. W. (2000). The theory and practice of portfolio and performance assessment. Journal of Teacher Education,

51, 398.

Losardo, A. (2001). Alternative approaches to assessing young children. Baltimore : Paul H. Brookes Pub. Co. Earl, L. M. (2003). Assessment as learning : using classroom assessment to maximize student learning. Thousand

Oaks, Calif. : Corwin Press.

Purpura, J. E. (2004). Assessing grammar. Cambridge ; New York : Cambridge University Press.

Read, J. (2000). Assessing vocabulary. Cambridge, U.K. : Cambridge University Press. O'Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners : Practical approaches for

teachers. Reading, Mass. : Addison-Wesley Pub. Co.

Taylor, C. T. & Nolen, S. B. (2005). Classroom assessment : supporting teaching and learning in real classrooms. Upper

Saddle River, N.J. : Pearson/Merrill/Prentice Hall.

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51, 398.

Alvarado, A. E. (2003). Inquiry-based learning using everyday objects: Hands on instructional strategies that promote

active learning in grade 3-8. California: Corwin Press, Inc.

25

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