OUTLINE

Cooperative learning: Teaching learners to like and Care for One

Another
1. What Is Cooperative Learning?
2. Purpose and Characteristics of Cooperative Learning
3. Some Variations on the Theme of Cooperative Learning
4. Good Leaders of Cooperative Learning
5. Good Cooperative Learning
6. When Cooperative Learning Should Be Used
7. Limitations of Cooperative Learning
8. Summary on Cooperative Learning

Discovery learning: Figuring Things (Out for Yourself)

1. What Is Discovery Learning?
2. Purposes and Characteristics of Discovery Learning
3. Good Facilitators of Discovery Learning
4. Good Discovery Learning
5. Facilitating Discovery Learning Online
6. When Discovery Learning Should Be Used
7. Limitations of Discovery Learning
8. Summary on Discovery Learning

Constructivist Teaching and learning: Problem Solving under

Teacher Guidance
1. What Is Constructivism?
2. Purposes and Characteristics of Constructivism
3. Good Constructivist Teaching and Learning
4. Good Facilitators of Constructivist Learning
5. When Constructivism Should Be Used
6. Limitations of Constructivism
7. Summary on Constructivism

Direct Instruction: Teaching in the Most Efficient and Effective

Way
1. What Is Direct Instruction?
2. Purpose and Characteristics of Direct Instruction
3. Exam ples of Direct I nstruction Programs
4. Good Direct Instructors
5. Good Direct Instruction
6. When Direct Instruction Should Be Used
7. Limitations of Direct I nstruction
8. Summary on Direct Instruction

Is There a Single Best Instructional Alternative?

Some Final Thoughts

SUMMARY
Cooperative Learning: Teaching Learners to Like and Care for One
Another

a. What is cooperative learning?

instructional procedures whereby learners work ogether in small
groups and are rewarded for their collective accomplishments
b. Purposes and Characteristics
Purpose: To cause students to work together for both the individual
and cornrnon good
Characteristics:
- Heterogeneous (mixed) groups
- Group tasks, usually either mastery or project work
- Rule of behavior is "all for one, one for all" -- members help each
other
- Group reward is shared equally by individual members
c. Some Variations on the Theme of Cooperative Learning
- Student Teams, Achievement Divisions (STAD): involves
teacher presentation, team study, individual quizzes,
determination of team scores, and team reward or recognition.
- Team, Games, Tournament (TGT): follows STAD except that,
instead of an individual quiz being given, the teams compete
against one another.
- Team-Assisted Individualization and Team-Accelerated
Instruction (TAI): means that students do not stay together
academically, but instead learn or move through the material
they are to master at their own pace
- Jigsaw: given an assignment or puzzle to solve
- Cooperative Integrated Reading and Composition (CIRC):
the teacher sets a lesson in some specific area of reading or
composition, for example, identifying the main characters and
ideas in a piece of literature such as Romeo and Juliet.
d. Good leaders of cooperative learning
- Believe in the importance of getting learn ers to work together
for the individual and common good
- Are able to get diverse learn e rs to work cooperatively
- Are competent presenters and use independent study
assignments effectively
- Are especially effective o rg anizers and coordinators of work
- Are especially effective diagnosticians and clinicians, i.e., are
able to identify and help students and teams h aving difficulty
e. Good Cooperative Learning
Preparations
- Prepare the presentation utilizing eleme nts of a "good
presentation"
- Prepare the tea m a ssignment (Table 7.6)
- Prepare students for future engagement in cooperative learning
by explaining effective interpersonal and intera ctive skills
 Delivery
- Make the presentation utilizing elements of a "good presentation"
- Set team goals
- Prepare students for work with their team
- Give the teams the assignment
- Quiz the students
- Recognize team accomplishments
Closure
- Remind students of what they learn e d
- Relate n e w learning t o past or future learning
- Provide opportunity for practical use of information
f. When Cooperative Learning Should Be Used
- Variety in instruction is extremely important
- Remember! Different kinds of educational objectives are best
achieved using different instructional alternatives
- Best utilized when the class needs to develop a sense of
harmony and community building
g. Limitations of Cooperative Learning
- Team members must not simply share answers but, more
importantly, explain how they derived the answers and why they
are correct
- Individual team members be accountable to the team
- Team members must stay on task, since time on task is
consistently related to students' learning
- Individuals must get along with one another

Discovery Learning: Figuring Things Out for Yourself

a. What is discovery learning?

learning that takes place when students are asked to find out or
figure out something for themselves
b. Purposes and Characteristics of Discovery Learning
Purposes:
- To get learners to think for themselves
- To help learners d i scover how knowledge is formulated
- To promote higher-order thinking skills
Characteristics:
- Teacher sets the stage for knowledge discovery
- Teacher rewards exploration and independent thought
- Learners accept the challenge of finding out things for
themselves-discovering knowledge
- Learners' participation and interaction are high
- Learners operate at h igher-order cognitive levels: analysis,
synthesis, evaluation
c. Good Facilitators of Discovery Learning
- Believe in the purpose of discovery learning
- Get learners to find out how knowledge is constructed
- Get learners to develop their higher-order or critical thinking
skills
 - Assigned certain qualities
d. Good Discovery Learning
Preparations
- Determine the g e neral purpose of the lesson
- Determine the specific lesson objectives: identify the concepts,
facts, g e neralizations, rules, or laws to be discovered
- Collect useful resources and materials
- Plan the discovery lesson
- Ensure that learners are ready to use inductive methods
Delivery
- Obtain students' attention via set induction
- Present the challenging or baffling situation
- Utilize questions that will promote discovery
- Ensure that learners know what they are supposed to do
- Monitor and guide student activity and thinking
- Encourage observation, collection and organization,
manipulation, analysis of ideas and data, and so forth
Closure
- Help learn e rs to organize and phrase what they have concluded:
the concepts, facts, generalizations, a n d so forth
- Provide opportunity to use the new knowledge
e. When Discovery Learning Should Be Used
- when it best serves the personal and educational needs of you
and your learners.
- when you have developed the qualities of a good facilitator and
you know and can follow the regimen for good discovery learning
f. Limitations of Discovery Learning
Allow students to make error but then teachers will correct it.
Teacher must closely guide and monitor the result of discovery
learning

Constructivist Teaching and Learning: Problem Solving under

Teacher Guidance

a. What is constructivism?
a way of teaching and learning that intends to maximize student
understanding.
b. Purposes and Characteristics of Contructivism
Purpose: To enable students to acquire information in ways that it is
most readily understood and usable.
Characteristics:
- Active learning in groups
- Authentic and s ituated learning
- Bridging
- Scaffolding
- Reflection
- Resolution
c. Good Constructivist Teaching and Learning
Preparations
 - Determine the purpose of the lesson
- D escribe how the purpose will be attained
- D ecide how grouping will be used
- Decide how to link new learning to old
- Collect useful resource materials
- Decide how reflection will occur
Delivery
- Ensure g roups are pursuing lesson goals and interacting
humanely with others
- Ensure learners a re together and contributing
Closure
- Determine what learners now understand and the extent to
which the und erstanding is new or different in some way
d. Good Facilitators of Constructivist Learning
- Believe that your j ob is to ensure that learners acquire
information in ways that make it readily understood and usable
- Believe that this can best be accomplished using constructivist
principles
e. When Constructivism Should Be Used
When you want to ensure that your students understand something
well and can call upon it for later use
f. Limitations of Constructivism
- It would be difficult for novices to learn how to do something if
they do not have the needed prior knowledge. make sure
students have a prior knowledge about particular subject
- It also might be questionable to engage kids in a constructivist
activity if they do not have the ability to work well with others, or
the teacher has difficulty handling commotion Make sure both
parties want to participate

Direct Instruction: Teaching in the Most Efficient and Effective

Way

a. What is Direct Instruction?

a variation on the theme of teacher presentations in that it is
teacher-dominated and directed
b. Purpose and Characteristics of Direct Instruction
Purpose: To directly cause students to learn academic content or
skills
Characteristics:
- Teacher provides strong di rection
- Orientation is very academic
- Concern is for ach ievement; h igh expectation that students can
will learn
- Student accountability, cooperation demanded
- Students made to feel psychologically safe
- Student behavior is controlled
c. Examples of Direct Instruction Program
Notes:
 ______ = Based upon studies of what teachers do in the classroom
______ = Based upon putting into practice what is known about
learning
- Basic Practice Model: It follows four steps: lesson introduction,
lesson development, guided or structured practice of what is to
be learned, and independent practice.
- Explicit Teaching: it has six phases of instructional activity:
review and check homework, present new content/skills, guide
student practice, provide feedback and correctives, move to
independent practice, and conduct weekly and monthly reviews
- Active Teaching: It has five instructional phases: opening,
development, independent work, homework, and continued
review.
- The Mastery Teaching Program: has three major phases:
input, where the teacher provides children with knowledge or
skill through lecture or another means of presentation;
modeling, where the teacher shows an example of what is
expected as the end product of their work; and checking for
understanding, where the teacher determines if the children
"got it."
- The Direct Instructional System for Teaching and Learning
(DISTAR)
d. Good Direct Instructor
- Enthusiastic
- Warm, accepting
- Humorous
- Supportive
- Encouraging
- Businesslike
- Adaptable-flexible
- Knowledgeable
- Holders of high expectations for student success
e. Good Direct Instruction
Preparation
Research on effective teaching hardly addresses what teachers do
to prepare. We might assume they do the same things they would
do when preparing a good presentation
Delivery
- Collect, review homework
- Review earlier, related information
- Communicate to learners what they are to know and be a ble to
do
- Present an overview or orientation of how the lesson will be
conducted
- Present information/skill to be learned
- Proceed in small steps
- Maintain a quick pace
- Use many illustrations, examples
- Encourage involvement of all stud ents
 - Ask many qu estions to check for understanding
- Repeat a n d elaborate on major points to notice, remember
- Provide tea c her-guided whole-class practice
- Provide fee d back and reteach to eliminate misunderstandings
- Ensure that stud ents c a n practice with at least 80 percent
accuracy
- Provide independent practice
- Let students know the work will be examined
- Monitor the work to keep students involved and to eliminate
errors
- Continue practice until learners are confident and their responses
are both rapid and accurate
Closure
- Assign short, regular, related homework
- Establish when this information or skill will next be reviewed
f. When Direct Instruction Should Be Used
- when the hoped-for result is to improve achievement in basic
skills as measured by tests.
- when the content to be learned is well structured, clear, and
unambiguous
- when the target material is arranged in a hierarchical or
sequential manner