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Essay / Research Paper Abstract
A 4 page review of a chapter in Learning Change: One School District Meets Language Across the Curriculum by Nancy B. Lester and Cynthia S. Onore. The learning experiences of two veteran teachers are presented. One takes the constructivist approach and the other the objectivist approach. The author of this paper outlines each and analyzes them for their effectiveness. Bibliography lists 1 source.
Page Count:
4 pages (~225 words per page)
File: AM2_PPknwld3.rtf
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Unformatted sample text from the term paper:
vary according to a number of factors. In Chapter 3 of "Learning Change: One School District Meets Language Across the Curriculum" Lester and Onore introduce two high school
teachers with some forty years of classroom teaching experience between them. These teachers, Mr. Pfeiffer and Mr. Winberry, share the challenge of having to sufficiently prepare their students in
their respective subject areas while using a standardized curriculum. These teachers, however, soon became the target of educational experimentation themselves. This experimentation came with their inclusion in an
in-service program designed to illuminate the ways learning can be either enhanced or inhibited by instructional methodology. In one of the first exercises
in the in-service program teachers were asked to read a particularly difficult passage from Noam Chomskys "Aspects of the Theory of Syntax". They were instructed to just read the
passage without highlighting text, making notes, talking about what they had read, or asking questions. They were then tested on the content of the passage. Obviously this approach
served, and indeed was intended to, block any real learning processes among the teachers. Next, however, the teachers were asked to reread the same text while logging summaries, connections
and questions that arose. As a follow-up they were divided into groups and asked to discuss the reading excerpt with one another. Finally, they were asked to log
not only what they had learned but how they had learned it. In this experiment in learning the veteran teachers Winberry and Pfeiffer
both immediately recognize the relation of the exercise in emphasizing the importance of the structure of language in learning. Pfeiffer, however, is a social studies teacher and Winberry a
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