Learning+Model+Comparison

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**Learning Model Comparison** Learning models give meaning and theoretical answers to the way human beings learn/construct their knowledge, as well as, give teachers an approach to helping students learn content. These models are based around four schools of thought: cognitivism, constructivism, behaviorism, and humanism. In the following article we focus on two learning theories in the constructivism realm: Discovery Learning and Problem Based Learning (PBL). Both learning models have benefits and weaknesses as any theory would. However, the models are used across many different disciplines and can be applied to many different types of lessons, but the focus still needs to remain on the desired outcome of the learning objective. The following information, table, and graphics will compare our two learning models. The table was created to give a clear comparison between the two different models, where we focused on five different criteria: goal, benefits to teachers, benefits to students, ease of use, student centeredness, and assessment. The graphics are meant to help give a visual representation of the learning models, in order to develop a better understanding. As you will see, both models have many similarities and differences. According to the National Educational Technology Standards for students (NETS), critical thinking, problem solving, and decision making are all critical-thinking skills that students need to develop. Students should be conducting research, managing projects, solving problems, and making informed decisions using various digital tools and resources. This NETS standard applies directly to the Problem-Based Learning Model. In this NETS standard students identify and define authentic problems and significant questions for investigation; plan and manage activities to develop a solution or complete a project; collect and analyze data to identify solutions and make informed decisions; and use multiple processes and diverse perspectives to explore alternative solutions (Solomon & Schrum, 2007). The concept behind Problem-Based Learning first starts with a well developed plan by the teacher in which a real world problem is generated. Then students must analyze this problem, utilize their prior knowledge, identify what else must be learned, develop a plan for creating a solution to the problem, and finally come to some type of answer or conclusion. The idea behind Problem-Based Learning is that students have a sense that they may pursue many different angles to arrive at their solution, and that there is no correct way of obtaining a solution or no one absolute correct solution. In this model the teacher’s responsibility is to act as a facilitator and let the students take control and direction over the learning/problem taking place (White, 1997). When talking about the Discovery Model, one might see some very similar concepts to that of Problem-Based Learning. Once again in this model the teacher acts as a facilitator and encourages students to formulate their own ideas and answers to material (Martin, 2000). By letting students utilize their background knowledge and slowly giving them guided facts and questions to answer, the teacher allows the student to use his/her own creativity and problem-solving skills to generate personal ideas and responses (Colston). Unlike PBL, Discovery Learning Model is more focused on the student connecting a learning problem to his/her own experience and then using the student’s knowledge as a basis to build instruction and guide the students learning. As you will see in the following table, there are many characteristics that would make either learning model an acceptable approach to teaching students. For our learning space we will be adopting the Problem-Solving Learning Model, in which we will try to combine some form of Business and Mathematics into our learning space. We like the idea that this model can be used in collaborative groups and that students are allowed some creativity in how they go about internalizing and solving the problem. Plus, the fact that students can have multiple answers to one certain problem. Our learning space is going to focus on some unit or lesson on Business Mathematics.

· Active engagement · Real-world situations · Develops analytical skills · Deeper understanding of material · Opportunities for collaboration · Helps develop lifelong thinking skills · More than one way to get the answer · Use their strengths and creative · Social interaction · Find their own strengths and weaknesses · Allows for peer teaching · Crucial Job Skill · Can be a form of hands on learning || · Active engagement · Fosters curiosity · Helps develop lifelong learning skills · Makes learning personal · Motivating · Builds on background knowledge · Builds creativity and problem solving skills · Opportunities for collaboration · Learning through exploration || · Teacher acts as a facilitator · More in-depth answers · Puts emphasis on the student || · Motivates students · Active engagement · Teacher acts as a facilitators · Reinforces background knowledge · Works well with experiments, controversies, deep questioning, and when students can manipulate objects or interact with their environment || o Difficult to give up control o May be tricky to assess thought process o A well developed plan is crucial to good lessons · Students o Requires students to use thinking skills and background knowledge o Students might become frustrated o Can build off of other students knowledge and skills || · Teachers o Difficult to give up control o May be tricky to assess thought process o A well developed plan is crucial to good lessons · Students o Requires students to use thinking skills and background knowledge o Students might become frustrated o Can build off of other students knowledge and skills || · Teacher acts as a guide through the learning process · Students may work in groups to solve problems · Encourages students to take charge of their learning || · Students develop their own ideas and questions about the material · Learning is done through guided discussions, questions, and inquiry of the students · Teacher is only a guide to the end result, not the answers in between · Encourages students to take charge of their learning || · Requires a deeper assessment than most written tests. · Can be used to do summative assessments and formative assessment for improvement. · Assessing students’ level of problem-solving skills requires strong knowledge, communication, and understanding of each student. || · Works well with formative assessment · Requires a deeper assessment than most written tests. · Assessment and feedback is going to be different for every student, but the lesson objective should be assessed using various methods. · Well developed open-ended questions to allow for students personal interpretation ||
 * Criteria || Problem-Based Model || Discovery Model ||
 * Goal || Learning starts when students are presented with a real-world problem and students are encouraged to dive into the problem and construct his/her own individual understanding and find an answer to that problem. By presenting students with a problem they then become the investigators and are required to use their background knowledge and critical thinking skills to arrive at a solution. || The major purpose of using discovery is to have students actively involved in their own learning and problem solving, through a learning situation where the principal objective is independently discovered by the learner. By actively doing and discovering facts or concepts, the learner will remember and have a better understanding of what they discovered on their own. ||
 * Benefits to Students || · Uses background knowledge
 * Benefits to Teachers || · Forces students to show and retain their knowledge
 * Ease of Use || · Teachers
 * Student Centeredness || · Students are in control of their own learning and pace
 * Assessment || · Is conducted by students demonstrating their results/solutions, and being able to share the process taken to arrive at those results.

=Bibliography= Colston, R. (n.d.). //Discovery Learning.// Retrieved June 25, 2010, from http://www.learning-theories.com/discovery-learning-bruner.html Laboratory, N. C. (2004). //Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students.// Retrieved 26 2010, June, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm Martin, K. (2000). //Alternative Modes of Teaching and Learning.// Retrieved June 25, 2009, from http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html Solomon, G., & Schrum, L. (2007). //Web 2.0 New Tools, New Schools.// Eugene, OR: ISTE. The University of Queensland. (2010). //Problem-Based Learning//. Retrieved June 27, 2010, from http://www.uq.edu.au/hanginthere/selfDirect/selfDirect09.html White, H. B. (1997). //Dan Tries Problem-Based Learning: A Case Study.// Retrieved June 26, 2010, from http://www.udel.edu/pbl/dancase3.html