For more information
Call 1-800-351-0222
Call 1-800-351-0222
CLASSROOM INSTRUCTION.
Term Paper ID:29260
Get This Paper Free! or
Essay Subject:
How learning is accomplished.... More...
4 Pages / 900 Words
2 sources, 18 Citations,
APA Format
$16.00
More Papers on This Topic
Paper Abstract:
How learning is accomplished. Importance of organized instruction and the classroom environment. How the structure of elementary classroom instruction is linked to learning strategies and tactics. Task analysis as a model for organizing lessons; activities, skills and objectives. Six components of learning strategy. Student problem-solving skills.
Paper Introduction:
This research examines the importance of organized instruction, the classroom environment, and various theories of how learning is accomplished. The research will set forth a rationale for organizing the structure of classroom instruction and discuss how that is linked to learning strategies and tactics, as well as how it facilitates solving instructional/learning problems that may arise in the elementary classroom.
Task analysis, as a model for organizing lessons, is results oriented to the degree it obliges the instructor to concentrate on learning activities that are designed to facilitate acquiring skills and reaching learning objectives. Orlich, et al., describe terminal objectives as "what students finally should achieve after a series of planned instructional encounters" (2001, p. 170). Intermediate objectives, as the term impli
Text of the Paper:
The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper.
284). 341). While thenotion of critical thinking may be too complex for most fourth-graders tograsp as such, they can engage in a fourth-grade version of the process. 1 th Edition. Formulate and carry out a solution. Intermediate objectives, as the term implies,are what students achieve as they go through each successive encounter.Task analysis is useful in lesson planning because it forces the instructorto examine each objective, structure all objectives in a hierarchy ofdifficulty and interdependence (i.e., make an outline and/or flow chart),and devise activities and exercises that will enable students to acquirethe skills for achieving each objective. This research examines the importance of organized instruction, theclassroom environment, and various theories of how learning isaccomplished. 277) describe learning strategyas "a general plan that a learner formulates for achieving a somewhatdistant academic goal." It is a structure for enabling learning. A colleague's success withsuch a lesson involved dividing the class into separate cooperative-learning groups and having each group come up with objects or pictures ofobjects in the classroom that were examples of each polygon. Monitoring isrelated to doing the homework and participating in class in a way that willreveal whether the student has a grip on learning strategically. In other words, students can be trained to be alertto what is not working well. An important way in which students are called upon to demonstratetheir learning skills is by solving problems. 323). The five steps that make up a general problem-solving model are as follows: 1. Step 1 involves sensitizing students to "absence or flaws orshortcomings" (p. Understand the nature of the problem. 17 ). 317). Evaluate the solution (Snowman & Biehler, 2 3, p. ReferencesOrlich, D.C., Harder, R.J., Callahan, R.C., & Gibson, H.W. Because some skills depend on themastery of lower-level skills, the order in which they are addressed isimportant--which is why analyzing which are dependent on others is soimportant to the planning process. Step 4 involves testing ways of resolving a problem.Snowman and Biehler cite the use of examples, solving simpler or analogousversions or discrete parts of a problem rather than the entire thing, orworking backward to arrive at a method for solving the problem if anoptimal answer has been identified, or using visual aids (graphs, pictures)to put the problem in perspective (pp. Realize that a problem exists. Compile relevant information. Each component issummarized after Snowman and Biehler: Metacognition refers to awarenessthat learning implies the need for a plan, or the need for appreciating theimportance of a learning plan (p. 283). The main benefit of introducing the problem-solving model into a fourth-grade classroom is that it can demonstrate tothe students that there is more than one good way to solve a problem.Typically, one of the learning objectives in arithmetic in the fourth gradeis to identify, name, and draw polygon shapes. Step 2 involves describing the problem"optimally," which is a function of being able to recognize cues to what isimportant about the situation. Modification flows from the results ofmonitoring. 284). 4. 316). The big picture is that strategy is to goal as tactics are toobjectives. Orlich, et al., describe terminal objectives as "whatstudents finally should achieve after a series of planned instructionalencounters" (2 1, p. Teaching strategies: A guide to better instruction. Analysis refers to analyzing thespecific learning task, including asking questions about the objective andthe means by which it is to be reached, with a view toward identifying whya lesson is important (p. Implementationmeans skillfully following through with appropriate techniques for gainingskills and accomplishing the learning objectives (p. 32 -21). Task analysis, as a model for organizing lessons, is results orientedto the degree it obliges the instructor to concentrate on learningactivities that are designed to facilitate acquiring skills and reachinglearning objectives. It is a version of connecting the dots (pp.317-18). 283). 284). They do not mention tests, but tests are one way ofmonitoring progress (p. Boston: Houghton Mifflin.Snowman, J., & Biehler, R. Planning is the name that Snowman andBiehler give to thinking through what techniques will be needed to reachthe learning objectives that have been identified (p. The research will set forth a rationale for organizing thestructure of classroom instruction and discuss how that is linked tolearning strategies and tactics, as well as how it facilitates solvinginstructional/learning problems that may arise in the elementary classroom. If the learner cannot grasp the subject matter or acquire theproper skills, then it is time to revisit the analysis and planning phasesof strategic learning, with a view toward improvement (p. Step 3 is a function of whatever knowledge, memory, and skills theproblem solvers bring to bear on a problem once its nature has beenidentified (p. The process ofworking cooperatively to observe their immediate environment, identify theshapes, and link them with real-world applications (Steps 2, 3, and 4),recording their answers on a sheet of tablet paper, was the core of theexercise. 318-2 ). (2 1). The whole effect of developing problem-solving skills is to developthe skills of critical thinking (Orlich, et al., 2 1, p. That is where problem-solvingmodels become relevant. Step 5 was reached when the groups compared their object/drawingchoices and saw the variety of possible answers. (2 3). Thefewer absences, flaws, or shortcomings that can be noted, the closer to asolution the problem is likely to be. 6th Ed. A learningtactic is more specific and limited, in keeping with a method of reachingan objective on the way to the goal, "a specific technique (like a memoryaid or a form of note taking) that a learner uses to accomplish animmediate objective." The six components of learning strategy are metacognition, analysis,planning, implementation of the plan, monitoring of progress, andmodification (Snowman & Biehler, 2 3, p. Step 5 meanschecking one's work for straightforward problems and posing a set ofquestions along the lines of Step 1 for more complex ones (pp. Snowman and Biehler (2 3, p. Snowmanand Biehler cite demonstrating or presenting material to peers in aclassroom (p. Itis possible to show how the problem-solving model can be adapted for use inthe elementary classroom. 284). Venn diagrams would be onemethod of doing this in a mathematical problem (p. 3. 2. 285). 318). Psychology applied to teaching. Boston: Houghton Mifflin. 283). Some, such as math problems,are easier to solve or more clearly presented than others, such as problemsthat present themselves in social studies. The focus on skills goes to the issue of learning strategy andtactics. 5.
If this paper is not what you are looking for, you can search again:
or
We can write a Custom Essay just for you.
Browse Essays by Subject