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Interjecting Change: A Model for Student

Improvement Utilizing the Ways of Knowing


Through the Realms of Meaning as a
Framework for Student Success and
Achievement

Presented by
Debbie Watkins

William Allan Kritsonis, PhD


Professor
PhD Program in Educational Leadership
PVAMU – The Texas A&M University System
The Problem
• Higher level learning
skills are not being
successfully mastered
by a significant number
of our high school and
college age students.
• New approaches are
needed to facilitate
higher levels of
retention and learning.
Evidence of Needed Improvements in
Facilitating New Educational Formats
• Many students are not
able to apply their
knowledge successfully
to high stakes
standardized tests
necessary to graduate
from high school or enter
college without needing
developmental classes to
bring them up to an
acceptable level for
successful student
achievement in the high
school or college
classroom.
Purpose of the Study
• The purpose of this study is to utilize a
concept mapping strategy as an
intervention tool in student learning and
test to see if there is a significant
difference in a student’s knowledge and
understanding of academic topics when
utilizing this strategical intervention.
Research Questions
• Is there a relationship between utilizing the Ways of Knowing
Through The Realms of Meaning Model and Student achievement?
• What is the student’s perception on the effectiveness of the Ways
of Knowing Through the Realms of Meaning Model in their
educational learning process?
• How do teachers perceive the effectiveness of the Ways of
Knowing Through the Realms of Meaning Model and their teaching
instruction?
• Does the understanding and application of the six Realms of
Meaning enhance student performance?
Literature Review
• “The impossible made possible: A method for
measuring change in conceptual understanding in
undergraduate science studies”
• Sumitra Himangshu, PhD, Macon State College

• A study that examined change in conceptual


knowledge of scientific concepts using concept
mapping.
• Study was extensive, nationwide and funded by a
grant. Contact has been made with her Dissertation Chair and an attempt has been made to
speak with Dr. Himangshu who is out of the country.
Literature Review
• “Effects of advance organizers on learning and
retention from a fully Web-based Class”
Baiyun Chen, PhD –University of Central Florida

The purpose of this study is to investigate


how advanced organizers, both visual
and text base affect a students’
knowledge acquisition and application in
two post-tests.
Literature Review
• “Concept map used in reading English as a foreign
language at the university level”
Li Han, PhD, Indiana State University”
“The influence of continuous concept map
construction on the information seeking process”
Li Han, PhD, Indiana State University”
Need for the Study
• Student need to improve study, knowledge
retention, and application skills for the
enhancement of student success and
achievement.

• Research is needed to determine what


interventions can be successful with both
at-risk, main-stream, and advanced level
students.
Ausabel’s Assimilation Theory
“The Theory of Meaningful Learning”

One
Two Three

Four Four
Assimilation Theory
Five Six

Seven Eight
Key Concepts in
Assimilation Theory
• 1. Subsumption – Existing Concepts are Subsumers of New Concepts
• 2. Derivative Subsumption – New Knowledge Attached to Previous
Knowledge
• 3. Correlative Subsumption – Alter or Extend Concept Knowledgeleading to
higher level cognitive thinking
• 4. Obliterative Subsumption – Degree of Meaningfulness
• 5. Progressive Differentiation – Elaboration of Meaningful Learning
• 6. Integrative Reconciliation – Cognitive Differentiation
• 7. Superordinate Learning – New Concepts are Learned
• 8. Advance Organizers :
• 1. Identify relevant propositional and conceptual knowledge of learner
• 2. New Knowledge must be properly organized.
Gardner’s Multiple Intelligences Theory and the Realms of Meaning
Intelligence Type Capability and Perception Realm

Linguistic Words/Language Symbolics

Logical/Mathematical Logic and Number Symbolics

Musical Music, sound, rhythm Esthetics

Bodily-Kinesthetic Body Movement Control Esthetics

Spatial-Visual Images and Space Esthetics

Interpersonal Other people’s feelings Synnoetics

Intrapersonal Self-Awareness Synnoetics

Naturalist Natural Environment Empirics

Spiritual/Existential Religion and Ultimate Issues Synoptics

Moral Ethics, humanity, value of life Ethics


The Study
Based on the Ways of Knowing Through the
Realms of Meaning

Realms Model

Of Understanding
High School
Study
High School Random Sampling of
At-Risk, General Education, And
Gifted and Talented Students
Study will begin with in-depth knowledge of
student level of performance and learning
styles and perceptions: transcripts, student
interviews, pre-tests in area being tested and
administration of Gardner’s Multiple
Intelligence Theory test.
Assessment Transfer
• Assessment Results Will Be Transferred
to One of Six Realms Model Concept
Maps and Reviewed by Trained Teacher’s
Who Will Evaluate the Level of Learning
Demonstrated.
Other Realms to Be
Incorporated Into Model
• Esthetics
• Music, Visual
Arts, Arts of
Movement,
Literature

• Ethics
• Moral Knowledge
Intervention
• Intervention will be initiated based on Realms of Knowledge
Curriculum Books

• A Post Test will be given After Intervention to determine if student


learning has been affected by testing interventions applied.

• A Qualitative Survey, based on established Teaching and Learning


Questionnaires will be given to students to assess their perception of
the effectiveness of the intervention.

• Final interviews with students and teachers participating in the study


will be completed to assess the study and its affect on the student’s
learning and academic success in gaining new knowledge and
applying this knowledge to higher levels of critical thinking and
application have been achieved.
After the study, these questions should be
able to be answered.

Is there a relationship between utilizing the


Ways of Knowing Through The Realms of
Meaning Model and Student achievement?

What is the student’s perception on the


effectiveness of the Ways of Knowing
Through the Realms of Meaning Model in
their educational learning process?

How do teachers perceive the


effectiveness of the Ways of Knowing
Through the Realms of Meaning Model and
their teaching instruction?

Does the understanding and application of


the six Realms of Meaning enhance
student performance?
Transferability
Grades K-12
Special Education Students
ESL Students
Mainstream Students
Gifted and Talented
Community College
Developmental Classes
Traditional College Classes Requiring
Advanced Levels of Cognitive Thinking
and Academic Application