North American University

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

Date: 2/27/16

How does this form of teaching compare to traditional, teacher-centered instruction?

With discovery learning:
1) Learning is active rather than passive (Castronova, 2002). What that means is that
students are the ones who mainly seek the answer of the questions, rather than memorizing
the information is given by a teacher. Students are involved in more hands-on activities are
related with daily life. Those activities also help them solve real problems.
2) Learning is process-oriented rather than content-oriented (Castronova, 2002). The
way the knowledge is gained is matter. Process of how content is learned matters more than
what content is learned. With this method students discovers, analyze and interpret
information and it leads to deeper level of understanding.
3) Failure is important (Castronova, 2002). Students learn a lot from failing and it is
considered as a positive circumstances. To explain this better we look at Thomas Edisons
example. It is informed that he have tried 1200 times before finding a light bulb that
actually works. When it was asked him that if he felt any discouraged during that time after
so many failures, he responded that he never felt that way. He also added that he learned
that 1000 many other ways that a light bulb dont work. When a student make mistake, he
or she experiences how to not to use certain ways to reach correct answers.
4) Feedback is necessary and without it learning is not completed (Castronova, 2002).

Students need to get immediate feedback of their studies. In order to do that they need to
give opportunities to discussions, so they will deepen their knowledge/ make it more
permanent through discussions with other learners.
5) Understanding is deeper (Castronova, 2002). With discovery learning students
understand content deeper with natural investigations when students are active and they are
allowed use their curiosity to find the answer of it.
What educational theories support the discovery learning model?
John Dewey, Jean Piaget and Lev Vygotsky developed theories which make the
foundation of todays discovery learning. The main characteristic of their theory is the way
they described learning. To them learning is active, process-based, and collaborative
(Castronova, 2002).
Dewey believed that learners need to be encouraged on participation activities that
they will work collaboratively. When learners interact with others they produce more ideas.
Since childs mental development relies on social interactions.
According to Piagets To understand is to Invent kids dont thinks as adults. He said
that children need to build knowledge actively, rather than getting direct knowledge from
adults. Kids are active, participatory learners.
Vygotsky introduced a new concept which is a zone of proximal development.
According to his theory, what children can do by themselves is different than what they can
do with assistance. For example, a child may perform better compare the/his pairs, if he/she
got more interactions/help from his/her parents at home.
What is the most important thing you discovered about discovery learning?
In discovery learning, students should be the ones who seek the answer of questions

or doing investigations to figure out whats going on around them. With discovery learning
students are more participatory and involving to learning. This learning method is different
than traditional learning in which teacher is the information giver and students are just
listeners. Whenever students work together collaboratively they learn better. Learning is an
active and constructive process (Smith & MacGregor,1998). To learn new information,
ideas, or skills, students have to work actively (Klecker, 2002). Basically, learning is not
just transformation of information from teachers to students, it is a process in which
students are the main participants spending time and effort by collaborating with others.
How can you apply this method to your future classroom?
This method requires students interaction and exploration of content. Instead of
teaching a lesson through lecturing, I will have them work collaboratively in activities.
Allowing them to find answer of questions with group discussions will be other thing I
would implement in my classes more. When I start teaching a new lesson to students I give
them as much as knowledge I can and sometimes I even give answers. After studying
discovery learning, I will be just introducing the lesson and giving more opportunities to
students, so they work together by discussing with their peers or doing hands on activities.
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?
Self-discipline approach is based on the idea that students can make changes on their
actions so their behaviors are appropriate to themselves and to the class. The self-discipline

approach represents the most democratic view of classroom management. When a student
causes interruption of a lesson or disrupting, they need to be told what are you doing? and
giving them a feeling that they are doing something wrong and putting more emphasis on
the word of you, so they will realize that there is problem because of them. As a result of
that the students might change the attitude and put on new attitude which class and the
students will benefit from that particular attitude.
Based on the Instructional Approach, when teachers set well-planned and wellestablished classroom instructions, there will be less classroom managements problem (
Moore, 2014). With well-planned instructions teacher may prevent most of the classroom
problems. Why these techniques work? Because when teachers plan well, they look for
lessons that will engage students. Since students are engaged, then they wont cause
problems in class.
In Desist approach, teachers are given full responsibility to control students behavior
(Moore, 2014). Teachers address any misbehavior in class immediately. Positive behaviors
are acknowledged with rewards; oppositely negative actions get negative consequences.
While I was reading this chapter, I said many times yes this is the approach that I use
mostly until reading the next approach. I apply all of the approaches and among those
approaches I think I use Instructional and Desist approach most every day. I make all
necessary adjustments to get students attention to lesson with instructional approach. I
dont let students to get bored in my class. There is always something that they will enjoy
and be willing to be in my class. I am also really firm towards students. They know all
CANs and CANTs in my classroom. If students are not following directions, their

misbehavior is directly addressed; oppositely the students who follow directions get
positive consequences.
In self-discipline approach students are giving opportunities to fix their misbehavior which
is a great approach to me.
In instructional approach requires teachers to come up with lessons which will get students
max attention. I definitely agree with this approach. There is a 7th grade class which all
teachers complain all the time about students lack of interest into lesson. They also
complain about students attitude, as well. I never had any problems with those students due
following reasons.
1) I made the lessons for students not easy lesson for myself
2) The students know my expectations from them and they know the consequences of not
meeting those expectations- which is desist 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?
One of the major problems was always caused by the students who finish their work
earlier than others. When I give them another work after they finished, this time they started
to take all of their time to complete even simple assignments. Therefore, I prepared
flashcards about the content was covered in class. When they finish their work, they just go
work on task cards. And whenever they finish all of them correctly, they get extra credit. I

was the cause of this problem since I didnt plan enough. Whenever I over plan, I almost
have no classroom management problems. I also figured that students are more manageable
when they are given methods that fit best to them. One of the studies conducted about
effective instructional strategies about classroom management. Based on the study, for an
effective teaching and well-functioning classes without disruptive behaviors, teachers need
to plan every steps in class and be consistent with that (Parsonson , 2012). Effective
teaching and positively functioning classrooms with low levels of disruptive behavior
require planning and consistency.
I also had a lot of classroom managements because of my lack of organizations. My
classroom design was not suitable for conducting experiments which caused many
management problems. I also didnt have established routines for students to follow, so they
were asking me all the time what to do. After establishing classroom procedures, there were
less disruptive behaviors. When teachers develop well classroom procedures and rules
including necessary modifications for students in needs, they will have more effective
classroom managements ( Cotton & Dustova , 2015).
Part 3. REFERENCES:
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.
Dustova, G. g., & Cotton, S. s. (2015). Classroom Management Strategies. CTE Journal, 3(2),
32-42.
Klecker, B. M. (2002). Formative Classroom Assessment Using Cooperative Groups:

Vygotsky

and Random Assignment.

Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage

Publications.
Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies.
Kairaranga, 13(1), 16-23.
Smith, B. L., & MacGregor, J. T. (1998). What is collaborative learning? In K. A. Feldman and
M. B. Paulsen (Eds.) Teaching and Learning in the Classroom (2nd. ed., pp. 585-596).
Boston, MA: Pearson Custom Publishing.