|
Instructional
method
|
Directed
method
|
Constructivist
method
|
| Metaphor
|
Acquisition
|
Participation
|
| Philosophy
foundation |
Knowledge
has a separate, real existence of its own outside the human
mind: learning happens when this knowledge is transmitted to
and acquired by learners. |
Human
construct all knowledge in their minds by participating in certain
experience; learning happens when one constructs both mechanisms
for learning and his or her own unique version of the knowledge,
colored by background, experience, and aptitude. |
| Theoretical
Foundation |
Skinner
(Behaviorism)
Information-processing (a branch of cognitive psychology)
Gagne (Provide tools for teacher based on behaviorism and cognitive.) |
Other
branches of cognitive psychology:
Dewey (Grandfather of constructivism)
Vygotsky (Building a scaffold to learning)
Piaget (Cognitive development in children)
Bruner (Learning as discovery) |
| Teacher
roles |
Transmitter
of knowledge; Expert source; director of skills and concept
development through structured experience |
Guide
and facilitator as students generate their own knowledge; collaborative
resource and assistant as students explore topics |
| Student
roles |
Receive
information; demonstrate competence; all students learn same
materials |
Collaborate
with others; develop competence; students may learn different
material |
| Curriculum
characteristics |
Based
on skill and knowledge hierarchies; skills taught one after
the other in set sequence |
Based
on projects that foster both higher-level and lower level skills
concurrently |
| Learning
goals |
Stated
in terms of mastery learning and behavioral competence in a
scope and sequence |
Stated
in terms of growth from where student began and increased ability
to work independently and with others |
| Types
of activities |
Lecture,
demonstration, discussions, student practice, seatwork, testing |
Group
projects, hands-on exploration, product development |
| Assessment
strategies |
Written
tests and development of products matched to objectives; all
tests and products match set criteria; same measures for all
students |
Performance
tests and products such as portfolios; quality measured by rubrics
and checklists; measures may differ among students |
Learning
Theories
and Integration
Models
Q1:
Fruit and fish, which one is good to our health?