Learning Design Styles
Schools were originally set up to handle a society in which it was imbedded in a society of farms and factories (Reinventing Schools). Today only about twenty percent of employed population now works in these areas (RS). Schools not only have to deal with career changes in our population, they also have to deal with the mixture of ethnicities and cultures of students. Teachers in schools today are faced with the challenge of teaching students that come from different backgrounds and ethnic groups. Teachers are also faced with the challenge of making learning meaningful to each student. Since society has changed dramatically since the origins of schools were set up, this means that the curriculum, today, has to be changed as well to meet the needs of all children. In our current society, children need to develop skills required to work with information, whether it is to analyze, generate new, store, or retrieve (RS). Teachers realize and believe that student's needs need to change, but are caught up in a system where every minute of our day is set up and accounted for leaving little or no time for anything else. We as educators need to better understand and analyze different learning designs such as
The intergraded approach involves "teaching information skills in the context of the subject area curriculum and classroom learning" (Norton & Wiburg, 2003, p. The Problem-Solving Design is another means to develop life-long learners. These models would also help with classroom management and student motivation. Each student is unique and therefore learns differently. Authentic activities are designed to develop emerging content knowledge. Our jobs as teachers, is to ensure that we are reaching each student in our class by using different designs and methods of teaching. These communities include diverse learners, cooperative, collaborative, democratic, and virtual. Printed symbols that go along with written text such as graphs, visual images, or music has a large effect on how fully students have the ability to understand at the connotative level (Norton & Wiburg, 2003). The need to see where technology can impede these models of learning desired is necessary to allow the integration into the classroom. In years past, information gathering was going to the library and searching for information in books and periodicals. With either approach chosen, identifying a reason one seeks to use the information is more important than the problem. One path is inductive reasoning, which is established when observations through simulations lead to generalizations, for example, if students during a geography lesson were to play Where in the World is Carmen Sandiago, where they are exposed to clues about certain places and then have to decide the correct country to city to search based on the information given. Students are given the opportunity to not only learn basic facts, but also how to use and apply those facts in their everyday lives. The model allows students to not only communicate in writing and reading, but also orally which is such an important communication skill.
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Acceptance Essays
