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Example research essay topic: Englewood Cliffs Nj Prentice Cliffs Nj Prentice Hall - 2,155 words

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The Model of Teaching ABSTRACT The different theories of learning currently used by educational researchers is presented in the paper together with the discussion on the merit of each. A model of teaching based on the different principles of the theories is formulated and presented in the paper. Essential principles and applications from the different approaches are culled and fused together giving birth to an eclectic approach on which the newly formulated model is based. The embodiment of the new model of teaching -- - the pragmatic-collaborative model -- - assures equal opportunity for all learners to gain the knowledge they would need amidst this technologically advancing and globally shrinking world In the face of rapidly changing technology, education, more than ever, is facing great challenges and educators must take the right steps to stir the whole educational system into productive and specifically effective educational reforms. One such sector clamoring for urgent, if not imperative innovative changes, is the area of academic instructions. The success of any academic endeavor greatly falls on the soundness and effectiveness of the instructional design utilized for instructions.

An instructional design enables educators to plan and carefully create lessons and instructions that are not only academically effective but also significant and worthwhile from the learners point of view. A suitable and practical instructional program design must always put into considerations the need to focus on a specific learning theory (or a fusion of several) so that the lessons produced are those that resolve learners problems. With the use of a suitable model of teaching, a curriculum designer can negotiate her design task with a semblance of conscious understanding in order to produce a better method that prepares students to become lifelong learners. The model will help visualize the problem, break it down into discrete, manageable units for facility of analysis. A good model arbitrates the designer's intention and the learners problem.

The Different Learning Approaches Academic researchers have identified three primary learning theories: behaviorist, cognitivist and constructivist. These have provided the stimulus and the structure for all the existing teaching models and have functioned as standard in recent researches and debates on teaching methods. Each model constitutes associated concepts more or less organized around a larger conception of what teaching ought to be like, and how it ought to be viewed. When formulating and developing models for teaching one has to take into consideration the different approaches in learning so as to understand and get an over-all view of what comprises them. Thus, establishing a standard for academic instruction that is not just anchored on a fundamental principle but also strengthened by the melding of the various movements in the history of education. The particular model of teaching enthuse by this paper is an integration of different principles espoused by various teaching approaches -- - objectivism, cognitivism, pragmatism, constructivism and interpretivism.

The cogency of these essential ideals is envisioned to work together and fortify the instructional design that will be created based on it. The idea to fuse and meld these principles together is brought about by the need to supply sufficient answers and competent solutions to the needs of the modern learner. The individual approach, even with its capabilities and competence, does not give a complete view of teaching. In short, one must look into the different points of view of learning; rearrange, relate and organize these essential principles into one harmonious whole to be able to come up with a model of teaching that is comprehensive even if sometimes it has to be radical. A point upheld by Paul Monroe more that nine decades ago still hold true -- -practice controlled by principles derived from a partial view alone must be readjusted in close accord with the new truths derived from the ever expanding knowledge of life and of nature (p. 399). Cognitivism, the primary foundation of this model of teaching, was specifically chosen for its applications that are deep into exploring, processing, organizing, and synthesizing content.

This particular model of teaching garnered from constructivist approach Collaborative Learning -- - that which is seriously urged by theory. The cognitive approach focus is on interactive problem solving wherein learners are encouraged to process, store, and retrieve information for use in the quest for the solution while the instructor manages problem solving and structured search activities, especially with group learning strategies. Constructivist approach on the other hand, is focus on finding the solution based on prior knowledge with the assistance of other learners. While the instructor conducts and leads peer interaction and continuity of building on known concepts which encourage students to build on what they already know. The students are encouraged to create their own unique education because learning is base on interaction with others and with any prior knowledge they might have about the topic. The two learning approaches compliments and supplements each others effectiveness and will help generate instructional designs that will cater to the growing needs of modern learners.

The eclectic approach (the fusion of fundamental and essential principles) will help develop a single, universal whole that will give educators a point of view that can guide them in designing instructional programs. The Pragmatic-Collaborative Model The pragmatic-collaborative teaching is a method of academic instruction based on eclectic application of the cognitive and constructivist learning approaches. This scheme to working with modern learners coping with the expeditious environmental changes and technological advancement is based on the individual learners skills, interests and needs. The proposed model of teaching focuses on objective, pragmatic, interactive and interpretative applications geared to lead modern learners into acquiring knowledge by with the mentoring of teachers to help students integrate and contextualize learning, and run classes through participatory management principles.

The essential concepts supported by the model are: 1) Individual Knowledge Acquisition, learners customize their own learning by having a hand on choosing possible ways that can help them stack on and increase whatever prior knowledge they might have at the moment. Each students program reflects the students unique strength and needs; both the learner and the teacher actively participate in the learning process; 2) Collaborative Interaction, partnership with both peers and teachers is an essential component of this model. The stakeholders in the learning process have vested interests in their learning and so must have a clear understanding about their individual roles and how they must act jointly to help each other -- - each one is a co-learner, a coach, a mentor, a peer to one another; 3) Multiple Perspective, there are many ways (multiple perspectives) of structuring the world and its entities and so there must also be diverse and eclectic methods and means of procuring knowledge to understand the situation and environment one finds himself in; 4) Goal of Independence, each student help creates learning or change, encouraged by the teacher, to use appropriate learning strategies. Learners acquisition of knowledge is an active process that occurs within the learner and which he can influence to bring about improvement and success not only dependent on what the teacher presents but also on what the learner does to gain his education; and 5) Comprehensive Assessment, a thorough appraisal of the learners achievement is determined not only through standard evaluation but also through self-evaluation. The evaluation determines the learners growth and re-emphasizes the needs. Development of the Model For the purpose of illustrating the various components of the model here is a sample academic writing class lesson plan on the topic of making a summary report.

SUMMARY/CONNECT PAPER Outline of Task Write a summary / connect paper that must be 3 - 5 pages, double-spaced with 1 -inch margins using any 12 -point size font. The paper must deal with the question of whether there really is a threat concerning the depletion of Global Resources, and, if so, what can you do about it? (YOU CAN USE YOUR OWN TOPIC especially if you are working on something for your other subject. ) Look for four (4) articles discussing this particular issue. Read and evaluate these articles and write a paper summarizing the points, issues, assumptions presented in each article. NOTE: Please provide your teacher with photocopy of your sources. Since we are working on establishing a process for writing a documented paper, each component of this Writing Task is part of the total grade for the final paper.

GUIDELINES INDIVIDUAL WORK COLLABORATIVE WORK Contact your Writers Circle and schedule a round table discussion about the topic before you start writing your paper. Make sure to read before hand all the materials you have culled for this writing task. Then, bring all the necessary materials (i. e. articles you will be analyzing plus any other resources that might come in handy while you are discussing the issue) when you come for your discussion. Pair off with someone from the group and help each other fill out your planning checklist.

You may also discuss how you are going to go about the writing of the paper. Advise and assist each other in matters concerning further research and making the first draft. Write a paper that overviews what the writers say. This type of over-viewing is a common practice in the writing you will be doing in your college career.

Besides asking you to summarize and connect the articles, the paper also requires that you practice some other research-related techniques: paraphrasing, summarizing, quoting, and documenting Probably the most difficult part of this paper will be the connection you make among the articles you chose. These primary connections (themes, points, ideas) will represent what is in the articles, but making the connections is entirely up to you. Although you need to summarize accurately what is in the article, you also need to be insightful in making your connections among the four articles. When working on this paper, remember the writing process methods you learned in English S 001 and then add the ones we discuss in class. Make notes, plan a tentative outline, prepare a first draft, concentrate on revisions, edit and proofread before presenting your paper to your peer group.

Schedule another Writers Circle meeting. Share your experiences while researching and drafting your paper. Pair up with someone (you can either retain the partnership formed for the last WT or you can choose a new partner). Exchange finished writing task output and evaluate each others work according to the evaluation criteria enumerated below.

When evaluating your peers paper, ask the following questions: 1. How insightful, well-developed, and clear are the connections that the writer makes among articles? 2. How well does the paper maintain 3 rd person point of view? 3. How well are sources referenced? Are quotations used well? Are quotations integrated with surrounding text?

Do they function with paraphrases and summaries? (Does the writer use both? ) Are paraphrases coherent and documented correctly? 4. How well is the paper organized: Overall, At paragraph level? From sentence to sentence 5. How clear and concise is the writers style? 6.

How well does the writer control grammar? Usage? Spelling? Make your final revision.

Read the paper carefully and check for errors before turning it to your professor. Make an appointment with the professor for your individual writing consultation. Conclusion The value of a particular model is determined within the context of its use. Like any other instrument, a model assumes a specific scheme which is designed to answer the needs of each stakeholders. Educators should realized that in order to succeed in the twenty first century, students must be equipped with the necessary tools need to be lifelong learners. The educational system should implement programs and curricula that can help them develop the skill indispensable to survive in this modern time.

To become lifelong learners; to continue ones education even after school requires a different approach to teaching and learning. The appropriate model which can be sufficient to answer the call of the time is one that involves students working together toward common goals; teachers serving not as 'experts' but rather as coaches, and facilitators, and sometimes peers to the students to help them and let discover things for themselves. Works Cited Joyce, B. , & Weil, M. , & Calhoun, E. (2003). Models of teaching (7 th ed. ). Englewood Cliffs, NJ: Prentice-Hall. Mine, Michael N. , Jr. (1997).

From Kindergarten to College-Partnerships That Span the Years, Technology & Learning, April issue, pp. 44 - 51. Monroe, Paul. (1915) reprinted in 1969. A brief course in the history of education. New York: The Macmillan Co. Ormrod, J. (1995). Educational psychology: Principles and applications.

Englewood Cliffs, NJ: Prentice-Hall. Parham, Charles, (1996). Interacting with the Past, Technology & Learning, February issue, pp. 8 - 11. Roller, Edwards, and Havriluk, M. D. , Edwards, Jack, & Havriluk, Mary Anne (1997) Integrating Educational Technology into Teaching, Merrill, Upper Saddle River, NJ. Rosenshine, B. (1986).

Synthesis of research on explicit teaching, Educational Leadership, April issue, pp. 60 - 69.


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Research essay sample on Englewood Cliffs Nj Prentice Cliffs Nj Prentice Hall

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