RESEARCH PAPER TEMPLATE

North American University

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

Farhan Malik

Date: 02/25/2016

Instructional Project 3
Directions:
This is a research assignment. Use your textbook, web articles, and NAU library
to conduct research when writing this paper.
Use APA style references and in-text- citations. You need to use at least 3
different resources besides Castro nova (2002), and Moore (2015).
Part 1. DISCOVERY LEARNING:
Download and read the following article:

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 http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf

After reading this article and conducting additional research,

answer to the following questions.

What is discovery learning?

Discovery learning encompasses an instructional model and strategies
that focus on active, hands-on learning opportunities for students.
The three main attributes of discovery learning are:
1. Exploring and problem solving. Engaging in passively accepting
information through lecture or drill and practice, students
establish broader applications for skills through activities that
encourage risk-taking, problem solving, and an examination of
unique experiences. In this attribute, students rather than the
teacher drive the learning.

2. Encourages students to learn at their own pace through

discovery learning. It helps in student motivation and ownership
of their learning.
3. Principle of using existing knowledge as a basis to build new
knowledge. Students are familiar to allow the students to build
on their existing knowledge by extending what they already
know to invent new ideas.
How does this form of teaching compare to traditional, teacher-centered
instruction?
Following are the forms of teaching compare to traditional, teachercentered instructions:

Learning is active rather than passive

Learning is process-based rather than fact-based
Failure is important
Feedback is necessary
Understanding is deeper
Motivation
Retention
Achievement
Transference

What educational theories support the discovery learning model?

Following are the theories describe learning as active, process-based,
and collaborative.

John Dewey

In Democracy and Education (1916/1997), he describes learning

as action where knowledge and ideas emerge as learners
interact with other learners in a community and build their
knowledge by applying conclusions from past experiences that
had meaning and importance. He believed that children were
naturally motivated to actively learn and that education only
served to make more learning possible as well as mental
development was achieved through social interaction.

Jean Piaget

In to Understand is to Invent (1973), Piaget wrote that

understanding comes from discovery and that without
understanding production and creativity are lost and the
individual is caught in only repetition. Piaget was the first to
show that children were not empty vessels to be filled with
knowledge, but active builders of knowledge. He saw children as
constantly creating and testing their understanding of the world,

in other words, active, participatory learners. He did not strive

for educational reform like Dewey.

Lev Vygotsky

Lev Vygotsky emphasized the impact of cultural and social

influences on cognitive development, particularly the interaction
of children with other people in cognitive development.
Vygotsky introduced the theoretical concept of the zone of
proximal development. He theorized that there is a difference in
what a child can accomplish in isolation and what he or she can
accomplish with assistance. He felt that determining where a
student was in his or her development and building the childs
experiences so that richer discoveries could be made could
enhance instruction in the classroom.

What is the most important thing you discovered about discovery

learning?
Discovery learning is an active learning process where students
develop higher-level skills to build a deep understanding of major
concepts. There are five main architectures included in discovery
learning, case-based learning, incidental learning, learning by
exploring/conversing, learning by reflection, and simulation based
learning.
Discovery learning matches what businesses and society want,
however, current legislation, which leans toward accountability based
on test scores, standardizing content based curriculum, and
maintaining higher class sizes to reduce cost work against discovery
learning being adopted into the classroom. Teachers must be trained
on and understand completely the pedagogy and theories of working
with young children in order to effectively embrace discovery learning.
Discovery learning is a viable answer to making students better
prepared for the adult world they will one day enter.
How can you apply this method to your future classroom?
Following are the methods can be applied for future classroom.

Case-based Learning:

More cases available to be used in class and can

be used in an electronic form so that the cost of resources is reduced.
Students have access to more information to find solutions to the
cases through the Internet

Incidental Learning:

Online tools make the creation of puzzles and games

easier and information on topics is easier to find through the internet
to build games and puzzles

Learning by Exploring/Conversing:

A larger group of students with whom to converse

through e-mail. The ability to ask experts questions through e-mail
and video conferencing.

Learning by Reflection:
Searching for information on the Internet encourages
students to refine questioning abilities to find needed topics.

Simulation-based Learning:
Computers able to run more sophisticated simulation
to create more realistic results. Internet allows for multiple students to
participate in one simulation so that interaction with others within the
simulation are possible.
Part 2.ADDITIONAL CHAPTERS

Select oneof the following chapters to conduct research: Chapter 2,

3, 5 or 12. Review the chapter and respond to related questions for
that chapter by conducting your own research.

Chapter 2- Teaching Diverse Students

1. Teaching all students. Remember that a teachers job is to teach all
students and assume an attitude that all students can learn. Research
techniques and strategies that can be used to accomplish this task. Sources of
information include the library, the Internet, current journals, and recent books.
A teacher, you will be required to plan very carefully to meet the
needs of such a diverse student population. During classroom
interactions and instruction, teachers must keep the special cultural
needs of their diverse student population in mind. Teachers must
identify your students need their strengths, weaknesses, aspirations,
limitations, and deficiencies, as well as teacher must learn to modify
instruction to fit the unique needs of special students.
Teachers need to develop better communication and listening skills so
they can better communicate with students and parents from different
cultures. Effective teachers communicate with parents, school
administrators, and community leaders. Language and cultural
differences tend to make accurate communication with students and
parents difficult at times.

Teachers need to focus instruction on these different abilities.

Create a learner-centered environment that allows for student
choice, flexibility, and independence.
Focus on complexity rather than simplicity.
Provide for high mobility within the classroom and various
grouping arrangements.
Express openness to innovation and exploration.
Focus on learning styles such as:
Environmental: the light, sound, temperature, and physical room
preferences when learning
Emotional: the responsibility and persistence shown and the
level of structure and supervision needed when involved in
learning
Sociological: preference for a large or small group, for being
alone, or for adult assistance when learning
Physical: sensory mode preference (e.g., visual, auditory, tactile,
and kinesthetic) in learning and the need for movement, food
intake, and a specific time of day.
2. Intelligence profile. Evaluate your own intelligence profile according to
Gardner. In what frames of mind (intelligence areas) do you come out
strongest?
Intelligence is usually defined as the ability to answer items on a
traditional IQ test.
According to Gardner, individuals differ in their strengths in the
various intelligences.
Howard Gardner suggests that humans have eight different
intelligences:
1. Linguistic: Ability to use language, either oral or written.
Sensitivity to the sounds, structure, meanings, and functions of
words and language
2. Logical-mathematical: Ability to use mathematics and numbers.
Sensitivity to and capacity to discern logical or numerical
patterns; ability to handle long chains of reasoning
3. Spatial: Ability to perceive the spatial world. Capacity to
perceive the visual-spatial world accurately and to perform
transformations on ones initial perceptions
4. Bodily-kinesthetic: Ability to use ones body movement. Ability
to control ones body movements and to handle objects
skillfully.
5. Musical: Ability to undertake musical endeavors. Ability to

produce and appreciate rhythm, pitch, and timbre; appreciation

of the forms musical expressiveness.
6. Interpersonal: Ability to understand other people. Capacity to
discern and respond appropriately to the moods, temperaments,
motivations, and desires of other people.
7. Intrapersonal: Ability to understand oneself. Access to ones own
feelings and the ability to discriminate among ones emotions;
knowledge of ones own strengths and weaknesses.
8. Naturalist: Ability to understand nature. Ability to make
distinctions in the natural world; capacity to recognize flora and
fauna.
Gardners multiple intelligence theory gives classroom teachers two
extremely valuable tools that will make learning more focused on
individual abilities. First, it gives teachers assistance in assessing
where students abilities and strengths lie. Second, it is a guide for
teachers in the design of classroom activities that will give students
an opportunity to experience working in different areas of intelligence
The teachers of younger children function in a
vulnerable position because these young children are experiencing a
bombardment of developmental changes. Teachers must avoid
thinking about children as smart or not smart because there are many
ways to be smart. Gardner emphasizes learning in context,
particularly through apprenticeships. Even traditional subjects should
be taught in a variety of ways to address the varied intelligences of
both students and teachers.

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?

Following are three approaches are to establish and maintaining good

discipline.

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.
The Canters make the following suggestions for teachers applying
assertive discipline:
Clearly identify the expectations.
Take positions. (Say, I like that or I dont like that.)
Use firm tone of voice.
Use eye contact, gestures, and touches to supplement verbal
messages.
Say no without guilt feelings.
Give and receive compliments genuinely
Set limits on students and enforce them.
Indicate consequences of behaviour and why specific action is
necessary.
Follow through regularly.
Persist; enforce minimum rules; dont give up.
Establish positive expectations for student behaviour; eliminate
negative expectations about students.
Gain confidence and skills in working with chronic behaviour
problems in the classroom

Group Managerial Approach

The group managerial approach to discipline is based on Jacob
Koninis research. He emphasizes the importance of responding
immediately to group student behaviour that might be inappropriate
or undesirable in order to prevent problems rather than having to deal
with problems after they emerge. He describes what he calls the
ripple effect. If a student misbehaves, but the teacher stops the
misbehaviour immediately, it remains an isolated incident and does
not develop into a problem. If the misbehaviour is not noticed, is
ignored, or is allowed to continue for too long, it often spreads
throughout the group and becomes more serious and chronic.
Konni believes that students engagement in lesson and activities is

the key to successful classroom management. Students are expected

to work and behave. Te successful teacher monitors student work in a
systematic fashion, clearly defines acceptable and unacceptable
behaviour, and exhibits with-it-needs and overlapping abilities. The
successful teacher has an another, so that student attention is turned
easily from one activity to another. Similarly, lessons are well paced.
Acceptance Approach
It is based on the assumption that when students are given such
acceptance by the teacher and peers, behavior and achievement
improve. This approach is rooted in humanistic psychology and
maintains that every person has a prime need for acceptance. It is
also based on the democratic model of teaching in which the teacher
provides leadership by establishing rules and consequences, but at
the same time allows students to participate in decisions and to make
choices.
The main representative of this approach is Rudolph dreikurs. He
maintains that acceptance by peers and teachers is the prerequisite
for appropriate behaviour and achievement in school. People try all
kinds of behavior to get status and recognition. If they are not
successful in receiving recognition through socially acceptable
methods, they will turn to mistaken goals that result in antisocial
behavior.
Dreikurs identifies 4 mistaken goals:
Attention getting:
They want other students or the teacher to pay attention to them.
Power seeking: Their defiance is expresses in arguing, contradicting,
teasing, temper tantrums, and low level hostile behavior.
Revenge seeking: their mistaken goal is to hurt others to make up
for being hurt or feeling rejected and loved.
Withdrawal: If students feel helpless and rejected, the goal of their
behavior may become withdrawal from the social situation, rather that
confrontation.

Eclectic Approach
Eclectic approach is a method of language education that combines
various approaches and methodologies to teach language depending
on the aims of the lesson and the abilities of the learners. Different
teaching methods are borrowed and adapted to suit the requirement

of the learners. It breaks the monotony of the class.

The teacher has more flexibility.

No aspect of language skill is ignored.
There is variety in the classroom.
Classroom atmosphere is dynamic.

To some up with the basic approach being an effective Class Manager

is not a talent which some people just have and others do not it is a
set of skills and an attitude learned thought patience and practice

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?

Misbehavior causes disturbances in the classroom and makes it

difficult for students to enjoy the educational process.
Studies of many children found four causes of misbehavior: a
child seeking
Attention
Power
Excitement
Revenge

Seeking attention:
Its a frequent cause for behavior and misbehavior. Each
of us seeks attention from a boss, a spouse, or colleagues almost
daily. The more social we are the more we crave attention. Situations
at work or in the family may increase our feeling a need to seek
attention. In the same way children often want parents attention.
Seeking power: is another cause of misbehavior. We adults may
seek power at work, in organizations, or at home to satisfy our need
for control. Our children behave in the same way.
Seeking excitement: is another cause of misbehavior. People hang
glide, scuba dive, or steal cars to satisfy their excitement. Some
people crave excitement, while others do not. Each child similarly may
want much excitement or little.

Seeking revenge: is the goal of a child's misbehavior usually after

the child has tried other ways to meet its needs, such as seeking
attention, power, or excitement. When these don't satisfy, the child
may feel hurt and want to get even for feeling hurt. A child who seeks
revenge may feel unloved or unappreciated. Revenge like a power
struggle is a no-win situation.
Examples:
When childrens basic needs arent met regularly each day they
are always more likely to misbehave, cry, throw a tantrum, etc.
Solution: have a routine where the child eats, has individual play
time, parent and child play or interaction time and sleeps.

Children begin to show their desire for more independence at

around age two. They start to want control over certain areas of
their life so that they can feel capable and independent. It
doesnt take long for children to identify the areas they CAN
control, much to the chagrin of parents. Situations like eating,
sleeping, brushing teeth, and dressing are great examples of
times when children recognize their power to get you upset and
therefore make them feel in control.

Solution: Give them loads of choice in their daily life so that they
feel in control of their life in other, more positive ways. As well,
it is key to learn a simple, loving method to discipline so that
misbehavior is taken care of easily, without any emotion
required. Without emotion, there is no reason for the child to
want to rebel in order to gain control.
Chapter 5- Using Classroom Technology
1. How does technology enhance the teachers ability to plan instruction?
Use one of the available search engines to explore the web for
technological tools such as lesson planning software, worksheets and
puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning. Share your findings
with your class.
Technology in this context includes computers with appropriate
softwares, Internet and other digital resources, handheld computing
tools and their extensions, and future and emerging forms of similar
devices and applications. Technology can be used in a variety of ways
to improve and enhance the teaching and learning. It can be used to
facilitate discovery, understanding, and connections that may be
difficult or impossible without its use. Technology can also improve
communication, facilitate more efficient use of resources, and raise
the quality of products and presentations.

Time Management Tools

There are many different ways to create a TDL and all you need to do
is experiment and find a system that you prefer.
1. Create a list of things to do each morning
If you don't keep track of what you want to accomplish, you're not
going to have a chance for effective time management. Create a to-do
list at the beginning of each day. The list can include business and
personal items and can be put on paper, your computer or even your
mobile phone. Refer to the list several times during the day and use it
as a motivational tool to keep you focused and on track to achieving
those items.
2. Write down all follow-up items on your list
To keep track of new things that come up during the day, simply
place them on your daily list at the bottom. If your list is full or you
honestly do not think you can get it done today, place it on your list
for tomorrow or the day after. This means you are starting to do some
forward planning and this is important.
3. Carry forward unfinished work and follow up
Simply carry them forward and add them to your list for tomorrow
and make sure you do your best to get them done. But what do you
do when an item you haven't completed at the end of the day keeps
getting moved onto the next days list? You don't want to carry an
expanding list of activities from day to day to day. The fact that you
are carrying it forward more than twice means you are not really
trying to get it done or perhaps it simply is beyond your abilities to get
done.
4. Keep track of due dates
Use your list to keep track of due dates. If you're not clear or are
looking to make a goal, ask when an activity needs to be completed,
write it down, and then use your time management skills to make sure
the work is done on time. If you can't meet the commitment, for
example meeting a due date for an assignment, communicate that
before it is due to your lecturer and negotiate a new due date.
5. Create a list of priorities for this month and next
Making a list for today is a start. But often larger tasks or time
critical tasks will need to be on a list well into the future. A good
option is to make a master list for the month, of things that must be
done at certain times. Having a master list helps to keep you focused
on what you want to accomplish this month. As the month progresses,
start adding the items to your daily lists or you could have written
daily lists a month in advance and added these things as the first
items on the daily lists.

6. Keep track of longer-term reminders

Your daily to do list isn't going to help you for follow-ups or repeat
items you'll need to remember in the distant future. You need to have
a way to keep track of this follow-up and to remind yourself in the
future to get these items done. Placing an item on your monthly
master list is a way to effectively plan for that future event. Even if it
is a year later, when you come to that month, the item would be
waiting for you.
7. Keep all of your current work in one area
Over time, you will most likely work on many separate activities.
Remember to keep your things organised. Keep your current work in
one area where you can easily find them and access them. When you
finish a project or unit of work or study, move the folder elsewhere
into an archive area. You will still be able to find it easily but it will
not be cluttering your workspace and getting in the way. Labelling
things clearly is the key and placing them all in folders, boxes or
drawers where you can find them is the best method.
2. Technology offers tools that can help students learn. To
what technology should students have access? Do you have
any educational concerns about the use of these technologies
in schools? If so, what are they? If not, why not?
Schools are to foster meaningful learning, and then the ways that we
use technologies in schools must change from technology-as-teacher
to technology-as-partner in the learning process. Before, we argued
that students do not learn from technology but that technologies can
support productive thinking and meaning making by students. That
will happen when students learn with the technology. But how do
students learn with technologies? How can technologies become
intellectual partners with students? We assume the following:

Technology is more than hardware. Technology consists also of

the designs and the environments that engage learners.
Technology can also consist of any reliable technique or method
for engaging learning, such as cognitive learning strategies and
critical thinking skills.

Learning technologies can be any environment or definable set

of activities that engage learners in active, constructive,
intentional, authentic, and cooperative learning.

Technologies are not conveyors or communicators of meaning.

Nor should they prescribe and control all of the learner
interactions.

Technologies support meaningful learning when they fulfill a

learning needwhen interactions with technologies are learner
initiated and learner controlled and when interactions with the
technologies are conceptually and intellectually engaging.

Technologies should function as intellectual tool kits that enable

learners to build more meaningful personal interpretations and
representations of the world. These tool kits must support the
intellectual functions that are required by a course of study.

Learners and technologies should be intellectual partners,

where the cognitive responsibility for performance is distributed
by the part of the partnership that performs it better.

Using Technology in Schools:

Using technologies to express and convey learner knowledge all entail
different kinds of problems solving. Learning with technologies
requires that students make myriad decisions while constructing their
representations. Deciding what information to include and exclude,
how to structure the information, and what form it should take are all
complex decision-making processes. Students also engage in a lot of
design problem solving while constructing their interpretations. They
also must solve rule-using problems in how to use software. When
learners are solving problems, they are thinking deeply and are
engaged in meaningful learning. What they learn while doing so will
be so much better understood and remembered than continuously
preparing to answer multiple-choice test questions.
Uses of technologies concern on education, some of the examples are:

Technology has the power to transform how people learn - but

walk into some classrooms and you could be forgiven for
thinking you were entering a time warp.
There will probably be a whiteboard instead of the traditional
blackboard, and the children may be using laptops or tablets,
but plenty of textbooks, pens and photocopied sheets are still
likely.
The "flipped" classroom - the idea of inverting traditional
teaching methods by delivering instructions online outside of
the classroom and using the time in school as the place to do
homework - has gained in popularity in US schools.
The teachers facilitate, rather than standing in front of the
children telling them what to do, and the children just come in
and get on with what they are doing," he says."It has surprised
the teachers that the kids can excel on their own, with minimal
teaching intervention."

The teacher teaches as normal. Teachers can offer pupils points

for good behaviour, asking questions, or working well in their
teams and it gives them access to real life powers
Children play the game in teams, which means a lost point
affects the entire group, and encourages them to work together.
As in other games there are sometimes random events, which
could be something like everyone having to speak like a pirate
for the day or the teacher having to sing a song in class. The
kids love it.

Chapter 12-Teaching Effective Thinking Strategies

1. Teaching methods. What teaching methods and procedures can be
used to improve students critical thinking abilities? Creative thinking
abilities?
Critical thinking abilities:
Critical thinking is reasonable, reflective thinking that is focused
on deciding what to believe or do.
Thinking critically about solving a problem, on the other hand, begins
with asking questions about the problem and about ways to address
it:

What is the purpose behind the problem?

What is a good way to begin?
Do I have all the information I need to start solving the problem?
What are some alternative ways of solving the problem
assigned?

Can the problem be solved? Does it even make sense?

All of these questions are relevant when a problem is assigned. But
when teachers assign problems, they have already done a
fundamental part of the questioning. Posing a problem is asking a
question. So, a major part of learning how to think critically is learning
to ask the questionsto pose the problemsyourself. That means
noticing that there are questions that need to be addressed;
recognizing that there are problems. Often, this is the hardest part of
critical thinking.
Procedure:
Critical thinking is a cognitive skill that can be developed through a
well-planned instructional process. This process. The five fundamental

steps:
1-Determin learning objectives
This is the initial phase where you need to identify the behaviours you
want your students to exhibit and work on encapsulating these
behaviours in an
Overarching higher order thinking schema.
2-Teach through questioning
The importance of integrating questions into instruction is
uncontested. Thought-provoking questions help students explore
learning from different perspectives. The art of posing well-formulated
questions is regaled by a set of techniques, some of which are
included in this wonderful poster: Questions a Critical Thinker asks.
3-Practice before you assess
This is where hands-on learning activities are called for. To consolidate
their understandings and therefore increase the retention rate of
information taught, students need to utilize all components of active
learning such as simulation, experimentations, rehearsing...etc
4-Review
Students' feedback that you can garner either formally or informally
constitute the backbone of your teaching procedure. It provides you
with insights into areas that students need help with and also informs
your teaching objectives and methodology. There are a variety of tools
you can use to collect feedback from your students, check out the 8
Practical
tools
to
easily
gather
students
feedback.
5Provide
feedback
and
assessment
of
learning
As you need students feedback to help you inform your teaching
methodology, students too need your feedback. They need to learn
how they are learning and assess their overall achievement. One way
to do this is to provide them with grading rubrics for self-assessment.
Here are some other resources to help you provide better feedback to
your students.
Creative Thinking Abilities:
People engage in unique thinking because of an intrinsic desire to find
new and better things. This is called creative thinking. If creativity is
defined as the 'ability to make new and useful things', the sociocultural context needs to be considered as a factor. Therefore, a study
of creativity in the Korean cultural context was needed. From this
viewpoint, the Volcano Model for Creativity Measurement.

2. Thinking. What type of thinking is emphasized in most schools? Is

critical thinking rewarded? Creative thinking? Is school success based on
students ability to think critically? Creatively?
Much of the thinking done in formal education emphasizes the skills of
analysis--teaching students how to understand claims, follow or create
a logical argument, figure out the answer, eliminate the incorrect
paths and focus on the correct one. However, there is another kind of
thinking, one that focuses on exploring ideas, generating possibilities,
looking for many right answers rather than just one. Both of these
kinds of thinking are vital to a successful working life, yet the latter
one tends to be ignored until after college. We might differentiate
these two kinds of thinking like this:

Critical Thinking

Creative Thinking

analytic

generative

convergent

divergent

vertical

lateral

probability

possibility

judgment

suspended
judgment

focused

diffuse

objective

subjective

answer

an answer

left brain

right brain

verbal

visual

linear

associative

reasoning

richness, novelty

yes, but

yes, and

In an activity like problem solving, both kinds of thinking are

important to us. First, we must analyze the problem; then we must
generate possible solutions; next we must choose and implement the
best solution; and finally, we must evaluate the effectiveness of the
solution. As you can see, this process reveals an alternation between
the two kinds of thinking, critical and creative. In practice, both kinds
of thinking operate together much of the time and are not really
independent of each other.

3. The environment. What type of classroom environment would be

conducive to developing critical thinking? Creative thinking? What
problems can you foresee in establishing this environment?

Classroom environment in developing critical thinking

1.

Students share in the responsibility for classroom environment

cooperative learning techniques

group or class discussion leaders


2.

project-based learning

Teachers model thinking and support students as they share

their thinking strategies Demonstrate by

Approaching ideas tentatively

Using questioning techniques

Promoting respect for different points of view

Question conclusions and encourage student to do

likewise
Not only What? Where? When?
But also Why? What if? Why not?

3.

The classroom has an atmosphere of inquiry and openness

Students make predictions, gather info, organize it, and

question conclusions
Teachers provide corrective advice rather than criticism and
evaluation

4.

Students are supported, but also challenged to think

independently

5.

Pay attention to HOW students are thinking

Encourage students to investigate and communicate as they go
The classroom arrangement allows students to work together

Focus should be on the students, not the teacher

Arrange desks in horseshoe or grouped clusters

Problems

Crowded Curriculum
Cover Content PLUS Critically Think About It
Short Class Periods
Engaged Activities Require Time on Task
Too Many Students
Difficult to Get Everyone Involved Every Time

Class room environment in developing creative thinking

As per creative thinking ability, classroom environment plays a crucial

role in cultivating creativity and confidence in students. Teachers can

make classroom environment where each students voice matters a
lot. Getting involved with the students in the community is the best
way to give push to their creativity. Here how teachers can make
classroom environment more effective for their students.

the

Permit frequent discussion and interaction amid students in

classroom.

Make time for informal class opportunity for the students.

Memorize each students name meanwhile ensure every

student knows everyones name.

Problems:
Risk-taking thinking or ability automatically prompts creativity.
Therefore, teachers must encourage risk-taking approach in the
students. Here some of the strategies that teacher can follow to
enhance risk-taking ability in their students.

Offer safe environment that permits risk-taking

Arouse willingness in the students to try new ideas

Accept the mistakes made by students while trying new things

Talk to other teachers and discuss what worked and what not.

Part 3. REFERENCES:

Cite at least 5References in APA.

You need to use at least 3 different resources besides Castronova
(2002), and Moore (2015).
You may use http://www.citationmachine.net/apa/cite-a-journal for
citing your sources in APA style.

References:
Baker, E. A. (2000). Case-based learning theory: Implications for
software design. Journal of Technology and Teacher Education. 8(2),
85-95.
Berding, J. W. A. (2000). John Deweys participatory philosophy of
education: Education, experience and curriculum [Online]. Available:
http://www.socsci.kun.nl/ped/whp/histeduc/misc/dewey01.html.
Bonwell, C. C. (1998). Active Learning: Energizing the Classroom.

Green Mountain Falls, CO: Active Learning Workshops.

Chambers, D. W. (1971). Putting down the discovery learning
hypothesis . Educational Technology. 11(3), 54-59.
Percy, W. (1954). The loss of the creature [Online]. Available:
http://www.ling.upenn.edu/courses/Fall_1997/ling001/percy.html.