RESEARCH PAPER TEMPLATE

North American University

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

Name: Turan Koc Date: 03/10/2019

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 Castronova (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 is a kind of teaching that is based on the student finding things out for

themselves, looking into problems, and asking questions. Through exploring and problem solving,

students take on an active role to create, integrate, and generalize knowledge. Instead of 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 (Bicknell-Holmes & Hoffman, 2000).

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

The five major differences between discovery learning and traditional learning are

1. Learning is active rather than passive (Mosca & Howard, 1997)

2. Learning is process-oriented rather than content-oriented

3. Failure is important

4. Feedback is necessary (Bonwell, 1998)

5. Understanding is deeper (Papert, 2000)

What educational theories support the discovery learning model?

The history of discovery learning branches from three theorists: John Dewey, Jean Piaget, and Lev

Vygotsky. All of these theorist describe learning as active, process-based, and collaborative.

John Dewey

Dewey believed children were more motivated to actively learn, mental development was achieved

through social interactions, and thoughts would develop as students work in collaboration to learn

new things and apply them to prior knowledge. "Dewey saw children as participants in their learning

rather than receivers of their learning."

Jean Piaget

Piaget believed that the best understanding comes by discovering. Piaget did not believe in

repetition based learning. He believed children were not "empty vessels" to fill with information, but

instead were creators of their own knowledge.

Lev Vygotsky

Lev Vygotsky focused on the influence culture and social experiences have on learning. Through his

idea of the zone of proximal development, it was recognized that there is a difference of what can be

learned by oneself and what can be learned with the guidance and assistance of others.

What is the most important thing you discovered about discovery learning?

Discovery learning provides active learning environment. It encourages motivation, active

involvement, and creativity. This plays very crucial role for new generation students’ achievements

and successes in their life. Traditional methods are also helpful, but I think it kills creativity.

How can you apply this method to your future classroom?

Many techniques can be used to apply discovery learning in the classroom. For example, I can give

my students a problem or subject to research on their own. Encourage them to use technology as

part of their research, and then have them come back together to see what everyone learned and

what they discovered by themselves.

Part 2. ADDITIONAL CHAPTERS

 Select one of 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 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:

The self-discipline approach is built on the premise that students can be trusted to evaluate and

change their actions so their behaviors are beneficial and appropriate to everyone.

Reality therapy which is developed by William Glasser (1965, 1977, 1986) is a strategy that helps

students take responsibility for examining and solving their own problems. According to Glasser

Students can control their behavior if they wish. The teacher’s function is to assist students in

becoming responsible, productive members of the classroom, not to punish.

Teacher effectiveness training (TET) by Thomas Gordan (1974) stresses the establishment of positive

working relationships between teachers and students. The teacher should listen carefully and become

a counselor and supporter for the student., who should be encouraged to express his or her views.

In Inner discipline management model Coloroso(2002), suggests that teachers treat children with

respect and help them develop inner discipline. That will enable them to handle their own problems

and to interact successfully with others.

And in the beyond discipline model Alfie Kohn (Kohn,1996) suggests that our present approaches

that are based on reward and punishment are only short-term solutions to classroom problems. Both

punishments and rewards do not cultivate long-lasting moral values in students.

Instructional approach:

The premise that forms the basis for the instructional approach to classroom management is that

well- planned and well-implemented instruction will prevent most classroom problems.

The Kounin Model: Kounin concluded that some teachers are better classroom managers because of

skill in four areas; withitness, overlapping activities, group focusing and movement management

(Charles, 2002).

The Jones Model: Frederick Jones (1979), found that most management problems result from

massive time wasting by students (being off task).

Desist approach:

The desist approach to classroom management gives the teacher full responsibility for regulating the

classroom. The teacher enforces a set of specific rules to control student behavior in the classroom.

The two common desist models of classroom management are assertive discipline and behavior

modification.

Assertive teachers clearly and firmly communicate needs and requirements to students, follow up

their words with appropriate actions and respond to students in ways that maximize compliance but

in no way violate the best interest of the students (Canter & Canter, 1976, p.9).

Behavior modification: This is based on the ideas and work of B. F. Skinner (1968,1971), is an

approach that evolves from the assumptions that students will change their behavior to receive

definite rewards.
 I can prefer Self-discipline approach. If it can be applied correctly, it can be the best way for

classroom management. It gives responsibility to the students to control their behaviors. As a

teacher, we can assist them to become responsible person in their community.

Actually, I can put parts of all three approaches together for discipline issues. If I can give

well-planned and well-implemented instruction which will meet students’ interests and needs, it will

help to prevent most classroom problems. If there are still some problems, I can try to give

responsibility to the students and assist them for being a responsible person. This trust helps them to

change their behaviors. If it does not work, I can give definite rewards to change their behaviors.

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 teacher’s actions? Some behavior problems are teacher
created and some are student centered. Can you think of examples?

The list of the possible causes of misbehaviors:

Home Environment:

 Parents/caregivers establish the general acceptable conduct of behavior of their children.

 Lack of discipline at home will adversely affect a child’s behavior in school.

 Lack of supervision at home will also adversely affect a child’s behavior in school.

 Parental attitudes toward schooling will also influence children’s behavior in school.

 Parents/caregivers who have both high expectations and unrealistic goals can produce in poor

motivation, low self-esteem and behavior problems in their children.

The Teacher

 Lack of planning

 Fail to teach at the level of their students’ ability

 Fail to show respect for students as individuals with rights, values, and feelings.

Personality Factors

 Immaturity is a problem in the elementary school therefore, be realistic about expectations

about rules, awards and punishments.

 Older students feel insecure about appearance, lack of peer recognition and lack of respect

from home and this might lead to constant talking, immature actions etc.

Health Problems

 Allergies, poor eyesight, respiratory ailments, and poor hearing can affect classroom behavior

because they affect attention and energy levels.

 Teachers should be aware and sensitive to health issues

 Checking records and talking to other teachers and their administration for information.

 This allows teachers to plan and be proactive when it comes to health issues.

The knowledge of the causes of misbehaviors of the students can influence a teacher’s action in a

positive way to deal disciplinary incidents. A teacher should try to know the root of the problems that

are causing students misbehave. For example, there is a student that sleeping in the classroom. His

teacher can use punishment. But, If the teacher tries to find out the root of the problem and if he/she
knows that if there is a lack of supervision in the home, and the student watches television late into

the night, he/she can fall asleep in class or is inattentive. If the teacher knows this situation, he/she

can counsel this student and also the parents on the importance of rest. Another example, if a

student come from single-parent and the parent is busy and has no time to cook meals, this child

may live on junk food or come to school without breakfast. It causes lack the energy to pay attention

on assignments and the class activities. The teacher can deal with this problem by counseling the

student and also the parent on essential of proper diet instead of using punishments.

There are some behavior problems that teacher created and some are student centered. For example,

if a teacher fails to make a plan, or fails to teach at the level of their students’ ability, it can cause to

make students inattentive. These are teacher created problems.

If a student has a hearing problem, it can affect his/her classroom behavior. He/she cannot

concentrate in the classroom, and also it can make him/her nervous. This is an example of student

centered problems.
Part 3. REFERENCES:
 Cite at least 5 References 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:

1. 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. Retrieved from

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

2. Moore, K. (2015). Effective instructional strategies: From theory to practice (4th ed.). Los

Angeles: Sage

3. Discovery Learning. (n.d.). Retrieved from https://melissaschoffstall.weebly.com/discovery-

learning.html

4. Answers Ltd. (2019, March 07). Advantages of Discovery Learning. Retrieved from

https://www.ukessays.com/essays/education/discovery-learning.php

5. What is Discovery Learning? (n.d.). Retrieved from http://www.teach-

nology.com/teachers/methods/theories/discovery.html

6. Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial

student behavior. New YorkNY: Guilford Press.

7. Bring Discovery Learning to Your Classroom with These 5 Ideas. (2017, September 20). Retrieved

from https://www.showbie.com/bring-discovery-learning-to-your-classroom-with-these-5-ideas/