RESEARCH PAPER ASSIGNMENT

Instructional Project 3
North American University
Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN
Dr. Bulent Dogan

Name: RECEP BATAR

Date: 2/28/2016

Part 1. DISCOVERY LEARNING:

Download and read the following article:
What is discovery learning?
The first definition of Discovery Learning is simply that of a learner exploring and
seeking educational opportunities on their own, informally, wherever they might be
available he/she is discovering and in the process learning.( Candy, 1991).
A second, more formal description, Discovery Learning is an approach to learning that
can be facilitated by particular teaching methods and guided learning strategies through
exploring and problem solving, students take on an active role to create, integrate, and
generalize knowledge.(Castronova, 2002).
How does this form of teaching compare to traditional, teacher-centered
instruction?
The key aspect is that students take on an active role in their learning as opposed to
passively receiving information such as in a lecture type of educational environment.

There is still facilitation and guiding that occurs but it is not the same as direct learning.
The most fundamental differences are:
Through exploration and problem solving students create, integrate, and generalize
knowledge
Student driven, interest-based activities which the student determines the sequence and
frequency
Activities to encourage integration of new knowledge into the learners existing
knowledge base
What educational theories support the discovery learning model?
John Dewey, Jean Piaget, and Lev Vygotsky created some theories for the discovery
learning to establish its base. According to those people, to learn requires being active
and collaborative.
What is the most important thing you discovered about discovery learning?
The most important thing that I discovered about discovery learning is this method going
to help students to remember the facts about their subject through a process of discovery
period. Also, exploring and problem solving, students take on an active role to create,
integrate, and generalize knowledge. And I think by using discovery learning teachers not
giving students fish instead of giving them fish they teaching them fishing. With
discovery learning students learning more by using hands on activities and more group
work and I think this method will affect their social life to.
How can you apply this method to your future classroom?

First of all I need to start by teaching my class the basics of the method. After that instead
of explaining game rules and other subjects I will ask them to prepare rules of the game
as a group.
Also I will explain them how they can separate movement of the lay-up and then I will
ask them to do same thing for serving. I think when they find out something by their self
this is will be more memorable for students.

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?
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.

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 mayor categories:

Behaviour Modification Approach

Behavioural modification is rooted in the classic work of James Watson and the more
recent work of B.F. Skinner. Behaviourists assume that behaviour is shaped by
environment and pay little attention to causes of problems.
Teachers using this behaviour 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 behaviour through a system of reward and reduce
the likelihood of inappropriate behaviour through punishments.
I also prefer to manage my 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.
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, hungry or simply the victim of a sudden change in routine
may demonstrate troubling classroom behavior.

Part 3. REFERENCES:
References:
1- Hai-Jew, S. (2012). Constructing self-discovery learning spaces online: Scaffolding and
decision making technologies. Hershey, PA: Information Science Reference.
2- Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.

3- 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
4- Moore, Kenneth, Effective Instructional Strategies, 2016
5- http://slideplayer.com/slide/3206619/
6- http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1675w...