ORGANIZATION OF LEARNINGS
Füsun AKARSU
Istanbul 2005
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Elements of a System
Basic Concepts in Educational Design
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Development
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Instruction
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Learning
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Individualized learning
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Intervention
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Differentiation
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Change
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Teaching
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Need
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Education
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Experience
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Measuring learning
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Success
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Assessment
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Achievement
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Evaluation
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Learning
John Dewey:
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Experience
Learning by doing
References:
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Dewey, J. (1910). How We Think. Boston: D. C. Heath & Co. Publishers.
Dewey, J. (1974). John Dewey on Education. University of Chicago Press.
Dewey, J. (1981). The Philosophy of John Dewey: The Structure
of Experience. Volume 2: The
Lived Experience. University of Chicago Press.
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Dewey, J. (1982). Experience and Nature. Illionis: Open Court Publishing Company.
Fishman, S. M., McCarthy, L. P., Notes, M., Comments, A. (1998). John Dewey and the challenge of classroom practice.
NewYork, Urbana: Teachers College Press.
Miettinen, R. (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action.
International Journal of Lifelong Education, 19, 54-72.
Smith J.P. & Girod M. (2003). John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and
teacher education. Teaching and Teacher Education, 19,295-307.
Jean Piaget:
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Adaptation
Disequilibrium
Assimilation
Accommodation
Schemas
Structures
Experience
o Physical
o Mental
Four stages of intellectual development
o Sensorimotor Stage
o Pre-operational Stage
o Concrete Operational Stage
o
Formal Operational Stage
References:
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Inhelder, B. &Piaget, J. (1999). The early growth of logic in the child: classification and seriation. London: Routledge.
Piaget, J. (1959). Judgment and reasoning in the child. London: Routledge & K. Paul.
Piaget, J. (1978). The development of thought: equilibration of cognitive structures. Oxford: B. Blackwell.
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Piaget, J. (1999). The Construction of Reality in the Child. London: Routledge.
Piaget, J. & Coltman, D. (1971). Science of education and the psychology of the child. Harlow]: Longman
Piaget, J. & Cook, M. (1955). The child's construction of reality. London: Routledge & Kegan Paul.
Piaget, J. & Cook, M. (1998). The Origins of Intelligence in Children. Madison, Conn.: International Universities Press.
Piaget, J. Gabian, M. (1977). The Moral Judgement of the Child. Harmondsworth: Penguin.
Piaget, J., Piercy, M., Berlin, D. E. (2001). The psychology of intelligence. London: Routledge.
Lev Vygotsky:
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Zone of proximal development
Scaffolding
References:
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Berk, L. E., Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington:
National Association for the Education of Young.
Frawley, W. (1997). Vygotsky and Cognitive Science: Language and the Unification of the Social and Computational
Mind. Harvard University Press.
Kozulin, A. (1990). Vygotsky's psychology: a biography of ideas. New York: Harvester Wheatsheaf.
Lloyd, P. & Fernyhough, C. (1999). Lev Vygotsky: critical assessments. London; New York: Routledge.
Smith, L. Dockrell, J. Tomlinson, P. (1997). Piaget, Vygotsky and beyond: future issues for developmental psychology
and education. London; New York: Routledge.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University Press.
B. F. Skinner:
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Reinforcement
References:
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Skinner, B. F. (1969). The science of learning and the art of teaching. Cambridge, Mass.
Skinner, B. F. (1969). Contingencies of reinforcement: a theoretical analysis. Englewood Cliffs, NJ: Prentice Hall.
Skinner, B. F. (1992). Science and human behavior. New York: Classics of Psychiatry & Behavioral Sciences Press.
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Skinner, B. F. (2003). The technology of teaching. Acton, Mass.: Copley Publish.
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Constructivism
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Mental Action
Active construction of knowledge
References:
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Ertmer, P. A. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design
perspective. Performance Improvement Quarterly, 6 (4), 50.
Fosnot, C. T. (1996). Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Journal of
Educational Research, 39 (3), 5-14.
Hannafin, M. J., Hannafin, K. M., Land, S. M. and Oliver, K. (1997). Grounded practice and the design of constructivist
learning environments. Educational Technology Research and Development, 45 (3), 101-117.
Honebein, P. C., Duffy, T. M. and Fishman, B. J. (1993). Constructivism and the design of learning environments:
context and authentic activities for learning. In T. M. Duffy, J. Lowyck, and D. H. Jonassen (Eds.) Designing
environments for constructive learning, Berlin: Springer-Verlag, 87-108.
Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance
Learning. Educational Technology & Society 3(2).
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The brain is a parallel processor.
Learning engages the entire physiology.
The search for meaning is innate.
The search for meaning occurs through "patterning."
Emotions are critical to patterning.
Every brain simultaneously perceives and creates
parts and wholes.
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Learning involves both focused attention and
peripheral perception.
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Learning always involves a conscious
and an unconscious process.
We have two types of memory: a spatial
memory system and a rote learning
system.
The brain understands and remembers
best when facts and skills are
embedded in natural spatial memory.
Learning is enhanced by challenge;
inhibited by threat and fear.
Each brain is unique.
Principles for Brain Based Learning
References:
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Davis, A. (2004). The Credentials of Brain-Based Learning. Journal of philosophy of education, 38, (1), 21.
Jensen, E. (1998). Brain-Based Learning: A Reality Check. Educational Leadership, 57, 76.
Jenson, E. (2000). Brain-based Learning. Revised Ed. San Diego: The Brain Store.
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Lawson, J. R. (2001). Brain-based learning: The brain is the seat of all learning. Encyclopedia of Educational
Technology.
Politano, C. Paquin, J. (2000). Brain-based learning with class. Winnipeg: Portage & Main Press.
Weiss, R. P. (July, 2000). Brain-Based Learning: The Wave of Brain. Training & Development, 20-24.
Butz, T. S. (1998). Effects of brain-based learning activities in the classroom. Gratz College
Organization of Learnings
Learnings
Learning Milieux
Assessment
Bloom’s Taxonomy
Three Domains of Learning
There is more than one type of learning. A committee of colleges, led by Benjamin
Bloom, identified three domains of educational activities:
1. Cognitive Domain : Mental skills (Knowledge)
Cognitive
Domain
2. Affective Domain: Growth in feelings or
emotional areas (Attitude)
Affective
Domain
Psychomotor
Domain
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3. Psychomotor Domain: Manual or physical skills (Skills)
Since the work was produced by higher education, the words tend to be a little
bigger than we normally use. Domains can be thought of as categories. Trainers
often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This
taxonomy of learning behaviors can be thought of as "the goals of the training
process." That is, after the training session, the learner should have acquires new
skills, knowledge, and/or attitudes.
The committee also produced an elaborate compilation for the cognitive and
affective domains, but none for the psychomotor domain. Their explanation for this
oversight was that they have little experience in teaching manual skills within the
college level (I guess they never thought to check with their sports or drama
department).
This compilation divides the three domains into subdivisions, starting from the
simplest behavior to the most complex. The divisions outlined are not absolutes and
there are other systems or hierarchies that have been devised in the educational
and training world. However, Bloom's taxonomy is easily understood and is probably
the most widely applied one in use today.
Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. There are
six major categories, which are listed in order below, starting from the simplest
behavior to the most complex. The categories can be thought of as degrees of
difficulties. That is, the first one must be mastered before the next one can take
place.
I.
Knowledge
II.
Intellectual Skills and Abilities
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1.
Comprehension
2.
Application
3.
Analysis
4.
Synthesis
5.
Evaluation
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Category
Knowledge: Recall
data or information.
Example and Key Words
Examples: Recite a policy. Quote prices from memory to a
customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels,
lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, states, arranges, memorizes, orders,
relates, repeats.
Comprehension:
Understand the
meaning, translation,
interpolation, and
interpretation of
instructions and
problems. State a
problem in one's own
words.
Examples: Rewrites the principles of test writing. Explain
in one’s own words the steps for performing a complex
task. Translates an equation into a computer spreadsheet.
Application: Use a
concept in a new
situation or
unprompted use of an
abstraction. Applies
what was learned in
the classroom into
novel situations in the
work place.
Examples: Use a manual to calculate an employee’s vacation
time. Apply laws of statistics to evaluate the reliability of
a written test.
Analysis: Separates
material or concepts
into component parts
so that its
organizational
structure may be
understood.
Distinguishes
between facts and
inferences.
Examples: Troubleshoot a piece of equipment by using
logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department and
selects the required tasks for training.
Synthesis: Builds a
structure or pattern
from diverse
elements. Put parts
together to form a
whole, with emphasis
on creating a new
Examples: Write a company operations or process manual.
Design a machine to perform a specific task. Integrates
training from several sources to solve a problem. Revises
and process to improve the outcome.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes,
gives examples, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates,
predicts, prepares, produces, relates, shows, solves, uses.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates.
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Key Words: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
References:
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Bloom, B. S. (1956). Cognitive domain. Sl]: Longman.
Bloom, B. S. (1956). Taxonomy of educational objectives : the classification of educational goals / by a committee of
college and university examiners. New York : David McKay.
Bloom, B. S., Hastings, J. T., Madaus, G. F. (1971). Handbook on the formative and summative evaluation of student
learning. New York;[Maidenhead]: McGraw-Hill.
Bloom, B. S., Krathwohl, D. R., Masia, B. B. (1984). Taxonomy of educational objectives: the classification of
educational goals. New York: Longman.
Affective Domain
This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five
major categories listed the simplest behavior to the most complex:
Category
Example and Key Words
Receiving Phenomena:
Awareness, willingness to
hear, selected attention.
Examples: Listen to others with respect. Listen for and
remember the name of newly introduced people.
Responding to Phenomena:
Active participation on the
part of the learners. Attends
and reacts to a particular
phenomenon. Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts, models, etc.
in order to fully understand them. Know the safety rules
and practices them.
Key Words: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects,
replies, uses.
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices,
presents, reads, recites, reports, selects, tells, writes.
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Valuing: The worth or value a
person attaches to a
particular object,
phenomenon, or behavior. This
ranges from simple
acceptance to the more
complex state of
commitment. Valuing is based
on the internalization of a set
of specified values, while
clues to these values are
expressed in the learner’s
overt behavior and are often
identifiable.
Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve
problems. Proposes a plan to social improvement and follows
through with commitment. Informs management on matters
that one feels strongly about.
Organization: Organizes
values into priorities by
contrasting different values,
resolving conflicts between
them, and creating an unique
value system. The emphasis
is on comparing, relating, and
synthesizing values.
Examples: Recognizes the need for balance between
freedom and responsible behavior. Accepts responsibility
for oneís behavior. Explains the role of systematic planning
in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to meet
the needs of the organization, family, and self.
Internalizing values
(characterization): Has a
value system that controls
their behavior. The behavior
is pervasive, consistent,
predictable, and most
importantly, characteristic of
the learner. Instructional
objectives are concerned with
the student's general
Examples: Shows self-reliance when working
independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on
a daily basis. Revises judgments and changes behavior in
light of new evidence. Values people for what they are, not
how they look.
Key Words: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works.
Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes.
Key Words: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes, qualifies,
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patterns of adjustment
(personal, social, emotional).
questions, revises, serves, solves, verifies.
Psychomotor Domain
The psychomotor domain includes physical movement, coordination, and use of the
motor-skill areas. Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in execution. The
seven major categories listed the simplest behavior to the most complex:
Category
Perception: The ability to use
sensory cues to guide motor
activity. This ranges from
sensory stimulation, through
cue selection, to translation.
Example and Key Words
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell and taste
of food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It
includes mental, physical, and
emotional sets. These three
sets are dispositions that
predetermine a person’s
response to different
situations (sometimes called
mindsets).
Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one’s abilities and
limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor is
closely related with the "Responding to phenomena"
subdivision of the Affective domain.
Guided Response: The early
Examples: Performs a mathematical equation as
Key Words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.
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stages in learning a complex
skill that includes imitation and
trial and error. Adequacy of
performance is achieved by
practicing.
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
Mechanism: This is the
intermediate stage in learning a
complex skill. Learned
responses have become
habitual and the movements can
be performed with some
confidence and proficiency.
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Complex Overt Response: The
skillful performance of motor
acts that involve complex
movement patterns. Proficiency
is indicated by a quick,
accurate, and highly
coordinated performance,
requiring a minimum of
energy. This category includes
performing without hesitation,
and automatic
performance. For example,
players are often utter sounds
of satisfaction or expletives as
soon as they hit a tennis ball or
throw a football, because they
can tell by the feel of the act
what the result will produce.
Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.
Adaptation: Skills are well
developed and the individual
can modify movement patterns
to fit special requirements.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of
the learners. Perform a task with a machine that it was
not originally intended to do (machine is not damaged and
Key Words: copies, traces, follows, react, reproduce,
responds
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
NOTE: The Key Words are the same as Mechanism, but
will have adverbs or adjectives that indicate that the
performance is quicker, better, more accurate, etc.
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there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Origination: Creating new
movement patterns to fit a
particular situation or specific
problem. Learning outcomes
emphasize creativity based
upon highly developed skills.
Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates.
Applying Bloom’s Taxonomy
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Knowledge
Useful Verbs
Sample Question Stems
tell
list
describe
relate
locate
write
find
state
name
What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...?
Potential activities and products
Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of
information you can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Comprehension
Useful Verbs
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Sample Question Stems
Potential activities and products
Can you write in your own
Cut out or draw pictures to show a
words...?
particular event.
Can you write a brief outline...? Illustrate what you think the main
What do you think could of idea was.
happened next...?
Make a cartoon strip showing the
Who do you think...?
sequence of events.
What was the main idea...? Write and perform a play based on
Who was the key character...? the story.
Can you distinguish between...? Retell the story in your words.
What differences exist
Paint a picture of some aspect you
between...?
like.
Can you provide an example of Write a summary report of an event.
what you mean...?
Prepare a flow chart to illustrate the
Can you provide a definition sequence of events.
for...?
Make a colouring book.
Application
Useful Verbs
Sample Question Stems Potential activities and products
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solve
show
use
illustrate
construct
complete
examine
classify
Do you know another Construct a model to demonstrate
instance where...?
how it will work.
Could this have happened Make a diorama to illustrate an
in...?
important event.
Can you group by
Make a scrapbook about the areas
characteristics such of study.
as...?
Make a paper-mache map to include
What factors would you relevant information about an event.
change if...?
Take a collection of photographs to
Can you apply the
demonstrate a particular point.
method used to some Make up a puzzle game suing the
experience of your
ideas from the study area.
own...?
Make a clay model of an item in the
What questions would material.
you ask of...?
Design a market strategy for your
From the information product using a known strategy as a
given, can you develop a model.
set of instructions
Dress a doll in national costume.
about...?
Paint a mural using the same
Would this information materials.
be useful if you had a ...? Write a textbook about... for
others.
Analysis
Useful Verbs
Sample Question Stems
Potential activities and products
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analyse
distinguish
examine
compare
contrast
investigate
categorise
identify
explain
separate
advertise
Which events could have
happened...?
I ... happened, what might
the ending have been?
How was this similar to...?
What was the underlying
theme of...?
What do you see as other
possible outcomes?
Why did ... changes occur?
Can you compare your ...
with that presented in...?
Can you explain what must
have happened when...?
How is ... similar to ...?
What are some of the
problems of...?
Can you distinguish
between...?
What were some of the
motives behind...?
What was the turning
point in the game?
What was the problem
with...?
Design a questionnaire to gather
information.
Write a commercial to sell a new
product.
Conduct an investigation to produce
information to support a view.
Make a flow chart to show the
critical stages.
Construct a graph to illustrate
selected information.
Make a jigsaw puzzle.
Make a family tree showing
relationships.
Put on a play about the study area.
Write a biography of the study
person.
Prepare a report about the area of
study.
Arrange a party. Make all the
arrangements and record the steps
needed.
Review a work of art in terms of
form, colour and texture.
Synthesis
Useful Verbs
create
invent
compose
Sample Question Stems
Potential activities and products
Can you design a ... to ...?
Invent a machine to do a specific task.
Why not compose a song about...? Design a building to house your study.
Can you see a possible solution Create a new product. Give it a name
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predict
plan
construct
design
imagine
propose
devise
formulate
to...?
If you had access to all resources
how would you deal with...?
Why don't you devise your own
way to deal with...?
What would happen if...?
How many ways can you...?
Can you create new and unusual
uses for...?
Can you write a new recipe for a
tasty dish?
can you develop a proposal which
would...
and plan a marketing campaign.
Write about your feelings in relation
to...
Write a TV show, play, puppet show,
role play, song or pantomime about...?
Design a record, book, or magazine
cover for...?
Make up a new language code and write
material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to
a known melody.
Evaluation
Useful Verbs
Sample Question Stems
judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritise
determine
Is there a better solution to...
Judge the value of...
Can you defend your position
about...?
Do you think ... is a good or a bad
thing?
How would you have handled...?
What changes to ... would you
recommend?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...?
Potential activities and products
Prepare a list of criteria to judge a ...
show. Indicate priority and ratings.
Conduct a debate about an issue of
special interest.
Make a booklet about 5 rules you see as
important. Convince others.
Form a panel to discuss views, eg
"Learning at School."
Write a letter to ... advising on changes
needed at...
Write a half yearly report.
Prepare a case to present your view
about...
BLOOM'S TAXONOMY:
Sample Questions
 Knowledge
o
o
remembering;
memorizing;
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o
o
o

recognizing;
recalling identification and
recall of information
 Who, what, when, where, how ...?
 Describe
 vh
Comprehension
o
o
o
o
interpreting;
translating from one medium to another;
describing in one's own words;
organization and selection of facts and ideas
 Retell...
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Application
o
o
o
problem solving;
applying information to produce some result;
use of facts, rules and principles
 How is...an example of...?
 How is...related to...?
 Why is...significant?
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hjg
Analysis
o
o
o
o
subdividing something to show how it is put together;
finding the underlying structure of a communication;
identifying motives;
separation of a whole into component parts
 What are the parts or features of...?
 Classify...according to...
 Outline/diagram...
 How does...compare/contrast with...?
 What evidence can you list for...?

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kj
df
Synthesis
o
o
creating a unique, original product that may be in verbal form or may be
a physical object;
combination of ideas to form a new whole
 What would you predict/infer from...?
 What ideas can you add to...?
 How would you create/design a new...?
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Evaluation
o
o
o
What might happen if you combined...?
What solutions would you suggest for...?
jh
making value decisions about issues;
resolving controversies or differences of opinion;
development of opinions, judgements or decisions
 Do you agree...?
 What do you think about...?
 What is the most important...?
 Place the following in order of priority...
 How would you decide about...?
 What criteria would you use to assess...?
References:
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Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational
objectives: Handbook I: Cognitive domain. New York: David McKay.
Learning Milieux
20
Table I. Organization of Learnings
Name of the Group:
Learnings
Activities
Materials
Measurement
Instruments
Place
Time (mnts)
Table II. Evaluation of Organization of Learnings
21
The name of the group that is being evaluated:
CONTENT
1
Prior learnings have been considered.
2
Learnings/objectives are clearly specified.
3
Learnings are related to the curriculum content.
4
Learnings are related to each other.
5
Activities are in line with the objectives.
6
Activities are well organized.
7
Transitions between activities and objectives
and between other activities are well planned.
8
The material chosen are in line with the
activities.
9
The measurement instruments measure the
objectives.
10
The physical milieux are appropriate for
learning.
11
Time to actualize learning is adequate.
12
The lesson has an effective ending.
13
Feedback is recevived.
Strongly
Agree
5
4
3
2
Strongly
Agree
APPLICATION
1
Advance organizers are effective
2
Well planned
3
Interesting
4
Participation of the group members are well
balanced
5
Well integrated, coherent
6
Dynamic/active
7
Clear and easy to understand
8
Runs smoothly
9
Appropriate for the target group
10
5
Strongly
Disagree
1
Strongly
Disagree
4
3
2
1
Fun
Table III. Instructional Techniques
22
Teaching Oriented
Traditional Demonstration Class
Lecture
Discussion
Story Telling
Video
Presentation
Programmed
Simulation
Tutoring
Drill and
Practice
Learning Oriented
Role Playing Projects
Independent
Study
Peer
Library
Learning
Learning
Search
Centers
Excursions Inquiry
Individualized
Learning
Cooperative Discovery
Learning
Drama
Problembased
Learning
Games and
Play
References:
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http://www.meb.gov.tr
Johanna, K. L. (2002). Curriculum and instructional methods for the elementary and middle school. Upper Saddle River,
N.J. : Merrill/Prentice Hall.
Tomlinson, C. A. (2005). The differentiated classroom : responding to the needs of all learners. Upper Saddle River, NJ :
Pearson/Merrill Prentice Hall.
Schneider, E. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign
language. Dyslexia, 6(1), 72.
Tate, M. L. (2003). Worksheets don’t grow dendrites: 20 instructional syrategies that engage the brain. California:
Corwin Press, Inc.
Alvarado, A. E. (2003). Inquiry-based learning using everyday objects: Hands on instructional strategies that promote
active learning in grade 3-8. California: Corwin Press, Inc.
Assessment


Measurement
Measures /Scales
23
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o Validity
o Reliability
Measuring Learnings
Process: Portfolio
Product: Proficiency
References:
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Airasian, P. W. (2000). The theory and practice of portfolio and performance assessment. Journal of Teacher Education,
51, 398.
Losardo, A. (2001). Alternative approaches to assessing young children. Baltimore : Paul H. Brookes Pub. Co.
Earl, L. M. (2003). Assessment as learning : using classroom assessment to maximize student learning. Thousand
Oaks, Calif. : Corwin Press.
Purpura, J. E. (2004). Assessing grammar. Cambridge ; New York : Cambridge University Press.
Read, J. (2000). Assessing vocabulary. Cambridge, U.K. : Cambridge University Press.
O'Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners : Practical approaches for
teachers. Reading, Mass. : Addison-Wesley Pub. Co.
Taylor, C. T. & Nolen, S. B. (2005). Classroom assessment : supporting teaching and learning in real classrooms. Upper
Saddle River, N.J. : Pearson/Merrill/Prentice Hall.
REFERENCES FOR FURTHER INFORMATION:


Airasian, P. W. (2000). The theory and practice of portfolio and performance assessment. Journal of Teacher Education,
51, 398.
Alvarado, A. E. (2003). Inquiry-based learning using everyday objects: Hands on instructional strategies that promote
active learning in grade 3-8. California: Corwin Press, Inc.
24
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Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
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