9- LECTURE METHOD (İbrahim, Yusuf, Gamze)
Lecture is a valuable part of a teacher's instructional repertoire if it is not used when other methods would be more effective. Düz anlatım, diğer yöntemlerin daha etkili olduğu durumlarda kullanılmazsa, öğretmenin öğretim repertuarının değerli bir parçasıdır. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Eğer sunucu (düz anlatım yapan kişi) bilgili, perceptive, teşvik edici ve güdüleyici ise, düz anlatım düşünmeyi uyarıcı, imgelemeye zorlayıcı, merak ve sorgulama duygusunu geliştirici olabilir. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Düz anlatım yöntemini seçme ölçütleri (criteria is plural, singular: criterion) öğrencilerin gücünün yetebileceği yaşantı çeşitlerini ve beklenen öğrenme çıktılarını içermelidir.Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Çünkü düz anlatım öğretmen-merkezlidir, öğrenci edilgendir ve öğrencilerin dikkat süreleri sınırlıdır. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. Öğrenme tarzı (stili) tercihlerinden dolayı çoğu öğrenci düz anlatımla verileb içeriği kolayca özümseyemeyebilir. Ayrıca, düz anlatımın içeriği çabucak unutulmaktadır. Advantages of lecture method:
Düz anlatımın yararları (iyi yönleri, üstünlükleri)
- Factual material is presented in a direct, logical manner.
- Olgulara dayanan (somut) materyal doğrudan, mantıksal bir sırada sunulur.
- Useful for large groups.
- Büyük gruplar için kullanışlıdır.
Disadvantages of lecture method:
Düz Anlatımın Mahsurları (Kusurları, Çekinceleri)
- Proficient oral skills are necessary.
- Yeterli (mahir) sözlü anlatım becerileri gerektirir.
- Audience is often passive.
- Dinleyiciler genelde edilgendir.
- Learning is difficult to gauge.
- Öğrenmeyi ölçmek zordur.
- Communication is one-way.
- İletişim tek yönlüdür.
- Not appropriate for children below grade 4.
- 4. sınıfın altındaki çocuklara uygun değildir.
**** BE AWARE THAT THE FOLLOWING ("role play") is a technique; not an instructional method as the instr. methods we have seen so far!
12- ROLE-PLAY (Akif Ç., Alper, Adem)
ROL OYNAMA ("ROL YAPMA" daha doğru olur)
Role-play is an excellent technique for building clinical skills in the safety of the small group setting. Rol yapma, küçük gruplarda işlevsel becerilerin oluşturulması için mükemmel bir tekniktir. It is particularly effective for practicing communication skills. Özellikle iletişim becerilerini uygulamada (uygulayarak çalışmada) etkilidir.
Role-plays can be based on previously scripted written scenarios or on a real case that may have been presented to the group. Rol yapma, daha önceden yazılmış senaryolara veya gruba sunulacak gerçek bir vakaya dayanabilir. Clear instructions must to be given regarding the nature of the roles, timing, and specific objectives. Rollerin doğası, zamanlama ve özel hedeflerle ilgili açık, net talimatlar verilmelidir. The role-play may be enacted in groups of two, with one student playing the “physician” and another playing the “patient.” Rol oynama (örneğin) bir öğrencinin "doktor" diğerinin "hasta" rolünü oynadığı ikili gruplarla canlandırabilir (*** tıp ile ilgili bir öğretim sayfasından alınma bir yazı). Role-play can also take place in groups of three, with an observer added to the group. Rol yapma gruba bir gözlemcinin eklenmesiyle birlikte üçer kişilik gruplar halinde de yapılabilir. The observer should be given a checklist to facilitate observation and feedback. Gözlemciye, gözlem ve geri bildirim yapmasını kolaylaştırmak için bir kontrol listesi verilebilir. The role-play should always be followed by a debriefing and an opportunity for self-assessment and feedback. Rol oynama, mutlaka, kendini değerlendirme ve geri bildirim alma fırsatı sağlayan bir bilgi almayla ("debrief") tamamlanmalıdır. (Orijinal cümleyi biraz değiştirdim!). The student in the role-play, the physician, should first be given the opportunity to self-assess by being asked “what went well” and “what would you have liked to have done differently?” Örneğin, doktor rolünü oynayan öğrenciye "Ne iyi gitti? (sence ne(ler) iyiydi?)" , "neyi farklı yapmış olmak isterdin?" soruları sorularak kendini değerlendirme olanağı verilmelidir. Opportunities for a “re-play” may be given if desired. Ideally, students should switch roles so that each one has the opportunity to practice each role. İstenirse, tekrar oynama fırsatı verilebilir. En iyisi, öğrencilerin rolleri değişerek her birinin her rol için alıştırma yapma fırsatı elde etmesidir.
Strengths and Weaknesses:
Güçlü ve Zayıf Yönler:
The role-play method allows learners to practice clinical skills, particularly communication skills. Rol yapma yöntemi öğrencilerin işlevsel beceriler, özellikle iletişim becerileriyle ilgili alıştırma yapmalarına izin verir. The faculty member can directly observe the skills of multiple students during a single session. Öğretmen tek bir oturumda pek çok öğrencinin becerilerini doğrudan gözlemleyebilir. By playing the role of the patient, the student can get a better understanding of the patient’s point of view. Hasta rolünü oynayarak, öğrenci, hastanın bakış açısı hakkında daha iyi bir anlayış edinebilir (hastanın bakış açısını daha iyi anlayabilir(anlayacaktır). The biggest limitation of role-play is the almost universal hesitance of students to role-play. Rol oynamanın en büyük sınırlılığı, evrensel olarak neredeyse tüm öğrencilerde olan rol yapmayla ilgili tereddüttür.
28 Mart 2007
HARF NOTLARInın hesabı ve dersten geçme konusu
Bu konuda sizleri kısaca bilgilendirmek istiyorum.
Okulumuzun standart bir not skalası var:
96 - 100 A
91 - 96 A-
86 - 90 B+
81 - 85 B
76 - 80 B-
71 - 75 C+
66 - 70 C
61 - 65 C- Koşullu başarılı
56 - 60 D+ Koşullu başarılı
51 - 55 D Başarısız
0 - 50 F Başarısız
Bu skalada sınıf ortalamasının 70 civarında olduğu düşünülmüştür. Çan eğrisi olarak adlandırdığınız hesap yapıldığında da ortalamaya C verilir.
Dönem sonu geldiğinde sınıf ortalaması 70 civarındaysa öğretmen yukardaki skalaya göre harfleri belirleyebilir. Genelde de öyle yapılır.
Diğer durumları düşünelim:
Sınıf ortalaması 70'in altındaysa örneğin zor bir derste 50-55 civarındaysa, yukardaki notları uygularsak, herkesin kalması gerekir!!! bunun yerine, çan eğrisi yaparak ve 50-55 civarında alanlara C verilecek şekilde ayarlama (hesap) yapılır.
Veya sınıf ortalaması diyelim ki çok yüksek. Örneğin 85. Çan eğrisi yapmak 85 civarında alanlara C vermek demek olabilir (aslında öğretmen ortalamaya C+ veya B-, B...) verebilir... Ancak C diye düşünürsek o zaman 85-90 gibi yüksek not alanların C alması gerekir ki bu da adaletsizlik olur.
Öğretmen (ya da ben diyelim) her zaman öğrencinin lehine olacak şekilde harfleri ayarlar.
Geçen Mİ-1 ve Mİ-2 dersinde örnek vereyim. Ortalama 70'den yüksekçeydi, standart skalaya göre ortalama not tutturanlara rahatlıkla C verilebilirdi, ancak ben herkese 2 harf fazla vererek aslında örneğin C alması gerekene B-, B alması gerekene A- verdim... Ancak gene de gelip çok düşük vermişsiniz diyenler oldu! Bunun yanlış algılama ve zihinlerde yanlış şemalaştırmadan kaynaklandığını düşünerek sizi bilgilendirmek istedim.
ÇOK ÖNEMLİ BİR KONU DA ŞU: İlk ders, "bu derste kimse kalmaz" derken, derse genelde gelmeyen, ödevleri yapmayan yani gerçekten bir çaba gösterdiğini göremediğim kişiler de geçer demek istemedim. Daha önceki senelerde iyi bir İng temeli almamış olabilirsiniz ama gerçek bir gayret sarfettiğini gördüklerim, dersten geçer...
Filiz Eyüboğlu
Okulumuzun standart bir not skalası var:
96 - 100 A
91 - 96 A-
86 - 90 B+
81 - 85 B
76 - 80 B-
71 - 75 C+
66 - 70 C
61 - 65 C- Koşullu başarılı
56 - 60 D+ Koşullu başarılı
51 - 55 D Başarısız
0 - 50 F Başarısız
Bu skalada sınıf ortalamasının 70 civarında olduğu düşünülmüştür. Çan eğrisi olarak adlandırdığınız hesap yapıldığında da ortalamaya C verilir.
Dönem sonu geldiğinde sınıf ortalaması 70 civarındaysa öğretmen yukardaki skalaya göre harfleri belirleyebilir. Genelde de öyle yapılır.
Diğer durumları düşünelim:
Sınıf ortalaması 70'in altındaysa örneğin zor bir derste 50-55 civarındaysa, yukardaki notları uygularsak, herkesin kalması gerekir!!! bunun yerine, çan eğrisi yaparak ve 50-55 civarında alanlara C verilecek şekilde ayarlama (hesap) yapılır.
Veya sınıf ortalaması diyelim ki çok yüksek. Örneğin 85. Çan eğrisi yapmak 85 civarında alanlara C vermek demek olabilir (aslında öğretmen ortalamaya C+ veya B-, B...) verebilir... Ancak C diye düşünürsek o zaman 85-90 gibi yüksek not alanların C alması gerekir ki bu da adaletsizlik olur.
Öğretmen (ya da ben diyelim) her zaman öğrencinin lehine olacak şekilde harfleri ayarlar.
Geçen Mİ-1 ve Mİ-2 dersinde örnek vereyim. Ortalama 70'den yüksekçeydi, standart skalaya göre ortalama not tutturanlara rahatlıkla C verilebilirdi, ancak ben herkese 2 harf fazla vererek aslında örneğin C alması gerekene B-, B alması gerekene A- verdim... Ancak gene de gelip çok düşük vermişsiniz diyenler oldu! Bunun yanlış algılama ve zihinlerde yanlış şemalaştırmadan kaynaklandığını düşünerek sizi bilgilendirmek istedim.
ÇOK ÖNEMLİ BİR KONU DA ŞU: İlk ders, "bu derste kimse kalmaz" derken, derse genelde gelmeyen, ödevleri yapmayan yani gerçekten bir çaba gösterdiğini göremediğim kişiler de geçer demek istemedim. Daha önceki senelerde iyi bir İng temeli almamış olabilirsiniz ama gerçek bir gayret sarfettiğini gördüklerim, dersten geçer...
Filiz Eyüboğlu
About the Midterm Exam-1
The exam will include the following:
- one or two brief texts to be translated
- multiple choice questions
- True/False questions
So you have to know not only translating a text but also the content of the topics we saw.
*** DO NOT FORGET to bring a dictionary, pencil and ERASER!!!
*** I may not be coming to the class this Thurday because of my son's surgical operation. In such case, I will be putting the Turkish translation of the last week's texts (not done in the classroom) into the blog.
*** If you have any questions send it to filizeyuboglu@gmail.com.
*** One group did not give me their work done in the classroom last week ... Who are they???
- one or two brief texts to be translated
- multiple choice questions
- True/False questions
So you have to know not only translating a text but also the content of the topics we saw.
*** DO NOT FORGET to bring a dictionary, pencil and ERASER!!!
*** I may not be coming to the class this Thurday because of my son's surgical operation. In such case, I will be putting the Turkish translation of the last week's texts (not done in the classroom) into the blog.
*** If you have any questions send it to filizeyuboglu@gmail.com.
*** One group did not give me their work done in the classroom last week ... Who are they???
21 Mart 2007
Texts for the Team Work on March 22
1 & 5 PROJECT-BASED LEARNING
(Havva, Hızır, Ramazan - Mazlum, Salman, Doğan)
In project-based learning, students work in teams to explore real-world
problems and create presentations to share what they have learned.
Compared with learning solely from textbooks, this approach has many
benefits for students, including:
• Deeper knowledge of subject matter
• Increased self-direction and motivation
• Improved research and problem-solving skills.
Project-based learning (PBL) shifts away from the classroom practices of
short, isolated, teacher-centered lessons and instead emphasizes learning
activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.
Many of the skills learned through PBL are those desired by today's employer, including the ability to make planning, work well with others, make thoughtful decisions, take initiative, and solve complex problems.
2 & 6 PROBLEM-BASED LEARNING
(Serpil, Orhan Veli, Gülşah B. - Erhan, M.Akif, İsmail)
PBL is typically done in small discussion groups of students accompanied by a tutor or facilitator. Students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. A realistic problem is presented that often has incomplete information. The students discuss the problems, define what they know, generate hypotheses, derive learning goals and organize further work (such as literature and database research). Results are presented and discussed in the following session. The students then apply the results of their self-directed learning to solve the problem. A PBL cycle concludes with reflections on learning, problem solving, and collaboration.
Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.
3 & 7 AUTHENTIC LEARNING
(Tülay, Sabriye, Özlem - Osman, Musa, Bayram)
Constructivists believe that the most effective way for students to acquire knowledge is to apply information or instruction to assessing and resolving problems that are common to the student's experience. Each new application forces students to either modify existing knowledge concepts or develop new ones. It is critical that learning occurs in its actual settings that are relevant to today's real world problems and to the student's lived experiences. This type of learning is called "Authentic Learning."
The premise of Authentic Learning as an instructional strategy is that the most effective learning takes place when meaning is created from experience. Unlike traditional instruction that rigidly structures and limits the role of students in a classroom, Authentic Learning encourages full participation. It is student-driven and allows for creativity and discovery in and outside the classroom. In Authentic Learning, the teacher is not the only knowledge resource. Other students and teachers, parents and external experts support and assist the learning process.
4 & 8 EXPERIENTIAL LEARNING
(Canan, Fethi, Eren)
Experiential learning is the process of actively engaging students in an experience that will have benefits and consequences. Students make discoveries and experiment with knowledge themselves instead of hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories or ways of thinking (Kraft & Sakofs, 1988). Students may also relate existing knowledge and theory to their experience to better understand the existing theory or modify it.
Experiential education differs from much traditional education in that teachers first immerse students in action and then ask them to reflect on the experience.
In traditional education, teachers set the knowledge to be learnt (including analysis and synthesis) before students. They hope students will subsequently find ways to apply the knowledge.
Experiential learning is related to the constructivist learning theory.
9- LECTURE METHOD
(İbrahim, Yusuf, Gamze)
Lecture is a valuable part of a teacher's instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten.
Advantages of lecture method:
- Factual material is presented in a direct, logical manner.
- Useful for large groups.
Disadvantages of lecture method:
- Proficient oral skills are necessary.
- Audience is often passive.
- Learning is difficult to gauge.
- Communication is one-way.
- Not appropriate for children below grade 4.
**** BE AWARE THAT THE FOLLOWING ("role play") is a technique; not an instructional method as the instr. methods we have seen so far!
12 ROLE-PLAY (Akif Ç., Alper, Adem)
Role-play is an excellent technique for building clinical skills in the safety of the small group setting. It is particularly effective for practicing communication skills. Role-plays can be based on previously scripted written scenarios or on a real case that may have been presented to the group. Clear instructions must to be given regarding the nature of the roles, timing, and specific objectives. The role-play may be enacted in groups of two, with one student playing the “physician” and another playing the “patient.” Role-play can also take place in groups of three, with an observer added to the group. The observer should be given a checklist to facilitate observation and feedback. The role-play should always be followed by a debriefing and an opportunity for self-assessment and feedback. The student in the role-play, the physician, should first be given the opportunity to self-assess by being asked “what went well” and “what would you have liked to have done differently?” Opportunities for a “re-play” may be given if desired. Ideally, students should switch roles so that each one has the opportunity to practice each role.
Strengths and Weaknesses:
The role-play method allows learners to practice clinical skills, particularly communication skills. The faculty member can directly observe the skills of multiple students during a single session. By playing the role of the patient, the student can get a better understanding of the patient’s point of view. The biggest limitation of role-play is the almost universal hesitance of students to role-play.
LECTURE METHOD
Advantages
The "good" lecture
• permits dissemination of unpublished or not readily available material.
• allows the instructor to precisely determine the aims, content, organization, pace and direction of a presentation. In contrast, more student-centered methods, e.g, discussions or laboratories, require the instructor to deal with unanticipated student ideas, questions and comments.
• can be used to arouse interest in a subject.
• can complement and clarify text material.
• complements certain individual learning preferences. Some students depend upon the structure provided by highly teacher-centered methods.
• allows for the gradual development of complex or difficult concepts and theories.
• permits the greatest amount of material to be presented to a group in the least amount of time.
Disadvantages
However, the lecture also
• places students in a passive rather than an active role. Passivity can hinder learning and students' attention may be lost.
• encourages one-way communication; therefore, the lecturer must make a conscious effort to become aware of student problems and student understanding of content.
• requires a considerable amount of unguided student time outside of the classroom to achieve understanding and long-term retention of content. In contrast, interactive methods (discussion, problem-solving sessions) allow the instructor to influence students when they are actively working with the material.
• requires the instructor to have or to learn effective writing, speaking and modeling skills.
• places the responsibility of organizing and synthesizing content upon the lecturer.
AUTHENTIC LEARNING
By definition, the term authentic learning means learning that uses real-world problems and projects and that allow students to explore and discuss these problems in ways that are relevant to them.
Goal
The goal of instruction in the Authentic Learning model is not just that students know the facts, but that they also be able to interpret, process, and apply them. The students' goals in Authentic Learning are to be able to:
1. Assemble prior knowledge from diverse sources appropriate to the problem at hand.
2. Create tools that reflect the wisdom of the culture in which they are used as well as the insights and experiences of individuals.
3. Articulate their own understanding of a problem.
4. Assess, construct an understanding and deal with complex problems within the world in which they live.
5. Research and investigate natural realistic phenomenas.
6. Understand the relationship between human beings and their environment.
(Havva, Hızır, Ramazan - Mazlum, Salman, Doğan)
In project-based learning, students work in teams to explore real-world
problems and create presentations to share what they have learned.
Compared with learning solely from textbooks, this approach has many
benefits for students, including:
• Deeper knowledge of subject matter
• Increased self-direction and motivation
• Improved research and problem-solving skills.
Project-based learning (PBL) shifts away from the classroom practices of
short, isolated, teacher-centered lessons and instead emphasizes learning
activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.
Many of the skills learned through PBL are those desired by today's employer, including the ability to make planning, work well with others, make thoughtful decisions, take initiative, and solve complex problems.
2 & 6 PROBLEM-BASED LEARNING
(Serpil, Orhan Veli, Gülşah B. - Erhan, M.Akif, İsmail)
PBL is typically done in small discussion groups of students accompanied by a tutor or facilitator. Students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. A realistic problem is presented that often has incomplete information. The students discuss the problems, define what they know, generate hypotheses, derive learning goals and organize further work (such as literature and database research). Results are presented and discussed in the following session. The students then apply the results of their self-directed learning to solve the problem. A PBL cycle concludes with reflections on learning, problem solving, and collaboration.
Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.
3 & 7 AUTHENTIC LEARNING
(Tülay, Sabriye, Özlem - Osman, Musa, Bayram)
Constructivists believe that the most effective way for students to acquire knowledge is to apply information or instruction to assessing and resolving problems that are common to the student's experience. Each new application forces students to either modify existing knowledge concepts or develop new ones. It is critical that learning occurs in its actual settings that are relevant to today's real world problems and to the student's lived experiences. This type of learning is called "Authentic Learning."
The premise of Authentic Learning as an instructional strategy is that the most effective learning takes place when meaning is created from experience. Unlike traditional instruction that rigidly structures and limits the role of students in a classroom, Authentic Learning encourages full participation. It is student-driven and allows for creativity and discovery in and outside the classroom. In Authentic Learning, the teacher is not the only knowledge resource. Other students and teachers, parents and external experts support and assist the learning process.
4 & 8 EXPERIENTIAL LEARNING
(Canan, Fethi, Eren)
Experiential learning is the process of actively engaging students in an experience that will have benefits and consequences. Students make discoveries and experiment with knowledge themselves instead of hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories or ways of thinking (Kraft & Sakofs, 1988). Students may also relate existing knowledge and theory to their experience to better understand the existing theory or modify it.
Experiential education differs from much traditional education in that teachers first immerse students in action and then ask them to reflect on the experience.
In traditional education, teachers set the knowledge to be learnt (including analysis and synthesis) before students. They hope students will subsequently find ways to apply the knowledge.
Experiential learning is related to the constructivist learning theory.
9- LECTURE METHOD
(İbrahim, Yusuf, Gamze)
Lecture is a valuable part of a teacher's instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten.
Advantages of lecture method:
- Factual material is presented in a direct, logical manner.
- Useful for large groups.
Disadvantages of lecture method:
- Proficient oral skills are necessary.
- Audience is often passive.
- Learning is difficult to gauge.
- Communication is one-way.
- Not appropriate for children below grade 4.
**** BE AWARE THAT THE FOLLOWING ("role play") is a technique; not an instructional method as the instr. methods we have seen so far!
12 ROLE-PLAY (Akif Ç., Alper, Adem)
Role-play is an excellent technique for building clinical skills in the safety of the small group setting. It is particularly effective for practicing communication skills. Role-plays can be based on previously scripted written scenarios or on a real case that may have been presented to the group. Clear instructions must to be given regarding the nature of the roles, timing, and specific objectives. The role-play may be enacted in groups of two, with one student playing the “physician” and another playing the “patient.” Role-play can also take place in groups of three, with an observer added to the group. The observer should be given a checklist to facilitate observation and feedback. The role-play should always be followed by a debriefing and an opportunity for self-assessment and feedback. The student in the role-play, the physician, should first be given the opportunity to self-assess by being asked “what went well” and “what would you have liked to have done differently?” Opportunities for a “re-play” may be given if desired. Ideally, students should switch roles so that each one has the opportunity to practice each role.
Strengths and Weaknesses:
The role-play method allows learners to practice clinical skills, particularly communication skills. The faculty member can directly observe the skills of multiple students during a single session. By playing the role of the patient, the student can get a better understanding of the patient’s point of view. The biggest limitation of role-play is the almost universal hesitance of students to role-play.
LECTURE METHOD
Advantages
The "good" lecture
• permits dissemination of unpublished or not readily available material.
• allows the instructor to precisely determine the aims, content, organization, pace and direction of a presentation. In contrast, more student-centered methods, e.g, discussions or laboratories, require the instructor to deal with unanticipated student ideas, questions and comments.
• can be used to arouse interest in a subject.
• can complement and clarify text material.
• complements certain individual learning preferences. Some students depend upon the structure provided by highly teacher-centered methods.
• allows for the gradual development of complex or difficult concepts and theories.
• permits the greatest amount of material to be presented to a group in the least amount of time.
Disadvantages
However, the lecture also
• places students in a passive rather than an active role. Passivity can hinder learning and students' attention may be lost.
• encourages one-way communication; therefore, the lecturer must make a conscious effort to become aware of student problems and student understanding of content.
• requires a considerable amount of unguided student time outside of the classroom to achieve understanding and long-term retention of content. In contrast, interactive methods (discussion, problem-solving sessions) allow the instructor to influence students when they are actively working with the material.
• requires the instructor to have or to learn effective writing, speaking and modeling skills.
• places the responsibility of organizing and synthesizing content upon the lecturer.
AUTHENTIC LEARNING
By definition, the term authentic learning means learning that uses real-world problems and projects and that allow students to explore and discuss these problems in ways that are relevant to them.
Goal
The goal of instruction in the Authentic Learning model is not just that students know the facts, but that they also be able to interpret, process, and apply them. The students' goals in Authentic Learning are to be able to:
1. Assemble prior knowledge from diverse sources appropriate to the problem at hand.
2. Create tools that reflect the wisdom of the culture in which they are used as well as the insights and experiences of individuals.
3. Articulate their own understanding of a problem.
4. Assess, construct an understanding and deal with complex problems within the world in which they live.
5. Research and investigate natural realistic phenomenas.
6. Understand the relationship between human beings and their environment.
15 Mart 2007
Homework-4
Due date: March 22, 2007
Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Discovery Learning
Jerome Bruner was influential in defining Discovery Learning. It uses cognitive psychology as a base. Discovery learning is "an approach to instruction through which students interact with their environment-by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments" (Ormrod, 1995, p. 442) The idea is that students are more likely to remember concepts they discover on their own. Teachers have found that discovery learning is most successful when students have prerequisite knowledge and undergo some structured experiences. (Roblyer, Edwards, and Havriluk, 1997, p 68).Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Ausubel’s Expository Learning
Optional text to be translated.
Ausubel’s Expository Learning
Ausubel's theory is concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school setting.
A major instructional mechanism proposed by Ausubel is the use of advance
organizers: "These organizers are introduced in advance of learning itself, and are
different from overviews and summaries which simply emphasize key ideas. In
order to enhance meaningful learning Ausubel believed that it was important to
have students preview information to be learned. Teachers could do this by
providing a brief introduction about the way that information that is going to be
presented is structured. An example of this might beopening a lesson with a
statement that provides an overview of what will be taught. In presenting outlines of
information, teachers can help students see the big picture to be learned.
http://vanguard.phys.udiaho.edu/mod/models/ausubel/index.html
Principles of Expository Learning
1. The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity.
2. Instructional materials should attempt to integrate new material with previously presented information.
Ausubel’s Expository Learning
Ausubel's theory is concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school setting.
A major instructional mechanism proposed by Ausubel is the use of advance
organizers: "These organizers are introduced in advance of learning itself, and are
different from overviews and summaries which simply emphasize key ideas. In
order to enhance meaningful learning Ausubel believed that it was important to
have students preview information to be learned. Teachers could do this by
providing a brief introduction about the way that information that is going to be
presented is structured. An example of this might beopening a lesson with a
statement that provides an overview of what will be taught. In presenting outlines of
information, teachers can help students see the big picture to be learned.
http://vanguard.phys.udiaho.edu/mod/models/ausubel/index.html
Principles of Expository Learning
1. The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity.
2. Instructional materials should attempt to integrate new material with previously presented information.
TBD Gençlik Kolu - Toplantı
TBD (Türkiye Bilişim Derneği) - www.tbd.org.tr
TBD –GENÇ OLUŞUMU bir öğrenci örgütlenmesidir. Üniversitelerin ilgili bölümlerindeki öğrencilerin bir araya gelerek, gelecek planlamaları, mezun olduktan sonra aralarına karısacakları Bilişim Dünyasının ön çalışmasını hedefler. TBD Yönetimi içindeki sorumlu kişilerin yönlendirmesiyle ama gençliğin sorunlarını, taleplerini dikkate alan, çözüm için, yine iş(profesyoneller) dünyası ile iletişim kuran ve TBD’ye bağlı bir alt örgüttür.
16 Mart Cuma günü saat 18:00 de TBD İstanbul Şubesi merkezinde ilk toplantı yapılacaktır. Aktif çalışablecek, bilişime gönül veren öğrencileri bu toplantıya bekliyorlar. Böylelikle TBG-GENÇ OLUŞUMU'nun omurgası kurulmaya başlanacaktır.
TBD –GENÇ OLUŞUMU bir öğrenci örgütlenmesidir. Üniversitelerin ilgili bölümlerindeki öğrencilerin bir araya gelerek, gelecek planlamaları, mezun olduktan sonra aralarına karısacakları Bilişim Dünyasının ön çalışmasını hedefler. TBD Yönetimi içindeki sorumlu kişilerin yönlendirmesiyle ama gençliğin sorunlarını, taleplerini dikkate alan, çözüm için, yine iş(profesyoneller) dünyası ile iletişim kuran ve TBD’ye bağlı bir alt örgüttür.
16 Mart Cuma günü saat 18:00 de TBD İstanbul Şubesi merkezinde ilk toplantı yapılacaktır. Aktif çalışablecek, bilişime gönül veren öğrencileri bu toplantıya bekliyorlar. Böylelikle TBG-GENÇ OLUŞUMU'nun omurgası kurulmaya başlanacaktır.
09 Mart 2007
Homework-3
What is student-centered instruction?
The main idea behind the student-centered instruction is that learning is most meaningful when topics are relevant to the students’ lives, needs, and interests and when the students themselves are actively engaged in creating, understanding, and connecting to knowledge (McCombs and Whistler 1997).
Students will have a higher motivation to learn when they feel they have a real stake in their own learning. Instead of the teacher being the sole, infallible source of information, then, the teacher shares control of the classroom and students are allowed to explore, experiment, and discover on their own. The students are not just memorizing information, but they are allowed to work with and use the information alone or with peers. Their diverse thoughts and perspectives are a necessary input to every class. The students are given choices and are included in the decision-making processes of the classroom. The focus in these classrooms is on options, rather than uniformity (Papalia 1996). Essentially, "learners are treated as co-creators in the learning process, as individuals with ideas and issues that deserve attention and consideration" (McCombs and Whistler 1997).
The main idea behind the student-centered instruction is that learning is most meaningful when topics are relevant to the students’ lives, needs, and interests and when the students themselves are actively engaged in creating, understanding, and connecting to knowledge (McCombs and Whistler 1997).
Students will have a higher motivation to learn when they feel they have a real stake in their own learning. Instead of the teacher being the sole, infallible source of information, then, the teacher shares control of the classroom and students are allowed to explore, experiment, and discover on their own. The students are not just memorizing information, but they are allowed to work with and use the information alone or with peers. Their diverse thoughts and perspectives are a necessary input to every class. The students are given choices and are included in the decision-making processes of the classroom. The focus in these classrooms is on options, rather than uniformity (Papalia 1996). Essentially, "learners are treated as co-creators in the learning process, as individuals with ideas and issues that deserve attention and consideration" (McCombs and Whistler 1997).
Instructional Methods (Text translated in the classroom on March 8)
Instructional methods are ways that instruction is presented to the students. These fall into two categories: teacher-centered approaches and student-centered approaches.
There is not one “best” approach to instruction. Some goals are better suited to teacher-centered approaches while others clearly need student-centered approaches (Shuell,1996).
In a traditional teacher-centered classroom setting which is based on the behaviorist approach, the teacher is always viewed as the content expert and source for all of the answers. In such a setting, the student passively waits for the teacher to give directions and information, views the teacher as the one who has all of the answers.
Teacher-centered instruction has been criticized as ineffective and grounded in behaviorism (Marshall, 1992), however this is not the case if delivered effectively.
Student-centered instruction ==> Homework-3
The names of some student-centered instructional methods are listed below. These are based on constructivist learning theory as well.
•Discovery learning
•Cooperative learning
•Problem-based learning
•Project-based learning
•Experiential learning
There is not one “best” approach to instruction. Some goals are better suited to teacher-centered approaches while others clearly need student-centered approaches (Shuell,1996).
In a traditional teacher-centered classroom setting which is based on the behaviorist approach, the teacher is always viewed as the content expert and source for all of the answers. In such a setting, the student passively waits for the teacher to give directions and information, views the teacher as the one who has all of the answers.
Teacher-centered instruction has been criticized as ineffective and grounded in behaviorism (Marshall, 1992), however this is not the case if delivered effectively.
Student-centered instruction ==> Homework-3
The names of some student-centered instructional methods are listed below. These are based on constructivist learning theory as well.
•Discovery learning
•Cooperative learning
•Problem-based learning
•Project-based learning
•Experiential learning
01 Mart 2007
Optional Text
Translating the text below is optional. But I recommend you to do so.
Operant Conditioning
Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlovian conditioning.
Operant conditioning was first extensively studied by Edward L. Thorndike (1874-1949), who observed the behavior of cats trying to escape from home-made puzzle boxes.When first constrained in the boxes, the cats took a long time to escape. With experience, ineffective responses occurred less frequently and successful responses occurred more frequently, enabling the cats to escape in less time over successive trials. In his Law of Effect, Thorndike theorized that successful responses, those producing satisfying consequences, were "stamped in" by the experience and thus occurred more frequently. Unsuccessful responses, those producing annoying consequences, were stamped out and subsequently occurred less frequently. In short, some consequences strengthened behavior and some consequences weakened behavior. B.F. Skinner (1904-1990) built upon Thorndike's ideas to construct a more detailed theory of operant conditioning based on reinforcement, punishment, and extinction.
Operant Conditioning
Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlovian conditioning.
Operant conditioning was first extensively studied by Edward L. Thorndike (1874-1949), who observed the behavior of cats trying to escape from home-made puzzle boxes.When first constrained in the boxes, the cats took a long time to escape. With experience, ineffective responses occurred less frequently and successful responses occurred more frequently, enabling the cats to escape in less time over successive trials. In his Law of Effect, Thorndike theorized that successful responses, those producing satisfying consequences, were "stamped in" by the experience and thus occurred more frequently. Unsuccessful responses, those producing annoying consequences, were stamped out and subsequently occurred less frequently. In short, some consequences strengthened behavior and some consequences weakened behavior. B.F. Skinner (1904-1990) built upon Thorndike's ideas to construct a more detailed theory of operant conditioning based on reinforcement, punishment, and extinction.
Today's Text
Instructional Technology and Learning Theories
Today, there are many exciting developments taking place in instructional technology.
For one thing, we see new developments related to the applications of learning theories. Theoretical perspectives of learning and their implications for instruction were founded on the works of Edward L. Thorndike and B. F. Skinner, researchers who took a behavioral approach to learning. However, beginning in the 1960’s and 1970’s, cognitive theories of learning, such as the information perspective, began to hold sway. Today, constructivism is the focus of much research.
The basic concept of this theoretical perpective is that knowledge cannot be transmitted to learners; rather, they must construct knowledge for themselves, usually within a social context. Although instructional technology remains linked in many people’s minds to its behavioral roots, it is safe to say that the great majority of instructional technologists today accept the cognitive view, and the constructivist perspective where much of the current research and development of the field is taking place. Although the application of the constructivist perspective to the
practice of designing, implementing, and evaluating instruction is not always clear, there seems to be a shift today from a more teacher-centered perspective to a more learner-centered perspective.
Today, there are many exciting developments taking place in instructional technology.
For one thing, we see new developments related to the applications of learning theories. Theoretical perspectives of learning and their implications for instruction were founded on the works of Edward L. Thorndike and B. F. Skinner, researchers who took a behavioral approach to learning. However, beginning in the 1960’s and 1970’s, cognitive theories of learning, such as the information perspective, began to hold sway. Today, constructivism is the focus of much research.
The basic concept of this theoretical perpective is that knowledge cannot be transmitted to learners; rather, they must construct knowledge for themselves, usually within a social context. Although instructional technology remains linked in many people’s minds to its behavioral roots, it is safe to say that the great majority of instructional technologists today accept the cognitive view, and the constructivist perspective where much of the current research and development of the field is taking place. Although the application of the constructivist perspective to the
practice of designing, implementing, and evaluating instruction is not always clear, there seems to be a shift today from a more teacher-centered perspective to a more learner-centered perspective.
Homework-2
Due date: March 8, 2007
What is learning?
Learning is a relatively permanent change in behaviour as the result of an experience.
Behavourism
The school of pyschology which seeks to explain animal and human behavior entirely in terms of observable and measurable responses to environmental stimuli (Lefrancois, 1995). The first name we should know among Behavourist scientists is Pavlov.
Pavlov's Experiment
The external stimulus was a bell that rang when food was being presented to the dog. Eventually the dog salivated at the sound of the bell alone. This is called classical conditioning. In 1903, Pavlov published his results in a paper called 'The Experimental Psychology and Psychopathology of Animals‘.
Cognitive Approach
As its name implies, the cognitive approach deals with mental processes like memory and problem solving. By emphasizing mental processes, it places itself in opposition to behaviorism, which largely ignores mental processes.
Constructivist Approach
Please complete this part yourselves. That is, find out a text of one or two paragraphs explaining the constructivist approach and translate it to Turkish.
What is learning?
Learning is a relatively permanent change in behaviour as the result of an experience.
Behavourism
The school of pyschology which seeks to explain animal and human behavior entirely in terms of observable and measurable responses to environmental stimuli (Lefrancois, 1995). The first name we should know among Behavourist scientists is Pavlov.
Pavlov's Experiment
The external stimulus was a bell that rang when food was being presented to the dog. Eventually the dog salivated at the sound of the bell alone. This is called classical conditioning. In 1903, Pavlov published his results in a paper called 'The Experimental Psychology and Psychopathology of Animals‘.
Cognitive Approach
As its name implies, the cognitive approach deals with mental processes like memory and problem solving. By emphasizing mental processes, it places itself in opposition to behaviorism, which largely ignores mental processes.
Constructivist Approach
Please complete this part yourselves. That is, find out a text of one or two paragraphs explaining the constructivist approach and translate it to Turkish.
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