Absorb Activity and Theoretical Teaching Model Research Paper

Needs Assessment

Inquiry into pedagogical theory suggests that all persons have unique strategies that they apply to the acquisition and processing of material (Boss, Krauss, & Conery, 2008). However, contrary to the assumptions set by the pedagogical theory, teacher-centered curriculum remains the dominant mode of instruction in many learning institutions.

The theoretical teaching model propagates the arbitrary determination of lesson plans and learning materials on strict guidelines outlined in school syllabuses, with little regard for alternative instructional strategies that emphasize learner satisfaction in terms of understanding and adopting new concepts (Driscoll 2005). Driscoll (2005) was emphatic that “theoretical teaching model undermines interaction among students in the one hand and interaction between teachers and students on the other, in solving mathematical problems in class” (p.391).

As such, project-based learning provides room for teachers to develop interactive learning strategies for students so as to bolster clear understanding of varied approaches to the comprehension of skills and concepts. For example, when focusing on mathematics, the project-based instructional approach has to be practical to ensure that all the students are able to clearly follow up and understand the concepts being taught although this is not usually the case (Boss, Krauss, & Conery, 2008). This research paper assesses the needs of students undergoing project-based learning program with respect to the implications of absorb activities as instruments of instructions.

Information gathering will be centered on a sample population and the results will subsequently be recorded and reported using a Microsoft word document. The population sample for data collection and processing will designed to present the views of students from my class as the primary source. Data collection will be based on voluntary participation by my fellow learners in two focus groups of the absorb activity under investigation – readings.

The first focus group will comprise learners portraying positive responses to reading as an absorb activity while the second focus group will comprise learners experiencing difficulties to readings. End of term test scores obtained from participants will provide an insight into the general direction and magnitude of either positive or negative attitudes towards readings as an absorb strategy. Both face-to-face interviews and questionnaire surveys will be conducted to optimize participation of the learners and to take to account multiplicity of views as well.

With regards to reporting, determination of significant differences between the two main focus groups will be attained by applying a design that will allow the drawing of repeated measures to track variations. A.05 alpha level will be applied so as to minimize probability errors that are of type II in nature. The data from the test scores will then be analyzed using descriptive statistics such as mean, standard deviation, percentages, and frequencies. The assessment needs will uphold the participation of all the interested groups comprising my fellow students and my instructor through continuous consultations and consensus building.

Absorb Activity

The inspiration of learners and articulation of concepts are the primary motivations that inform the use of absorb activities in project-based learning processes. This instruction focuses on readings as the absorb activity in play through which learners will be expected to optimize their understanding of the concepts at hand. According to Horton (2012) “readings include activities for which the learner reads from online or paper documents, such as textbooks, research papers, or technical manuals” (p. 52).

After instructor outlines the pre-requisite knowledge, learners will proceed to seek further understanding of the topic at hand by searching for information from a list of online resources, documents, textbooks, and technical papers that will be recommended by the instructor. This instructional strategy is in line with the assertion by Driscoll (2005) that the schema learning theory spells out the reasons why the acquisition of prerequisite knowledge facilitates the ability of learners to absorb new information.

Learners will then be taken through class discussions, illustrations, debates, and confirmations so as to evaluate their understanding of the underlying concept in the informational materials they read from the recommended academic resources. This will be in line with the schemata theory proposes the use of interactive teaching techniques such as illustrations, discussions, demonstrations, role assignments, songs, and play with the objective of eliminating any likelihood of learners experiencing cultural or personal conflicts in the process of assimilating schemata that is biased against their long held values suppositions or beliefs (Driscoll 2005).

This phase of the instruction strategy will be followed by verbal question-answer tasks, impromptu tests, and continuous assessment tests on the specific topics that the students were asked to read. The results of these tests will provide insights into the experiences of the students with readings as an absorb activity. Learners that achieve high test scores will demonstrate positive reaction to reading as an absorb activity while learners with low test scores will demonstrate negative reaction towards reading as an absorb activity.

The process will be repeated through the rest of the topics assigned to the syllabus of the term and then the students will be subjected to the final end of term exam. The results of the end term exams will be combined with the results of the continuous assessment tests to determine the final scores of for the students on the subject. These scores will be categorized appropriately and then analyzed according to the provisions of the needs assessment. The outcome will show how effective readings can be as an absorb activity.

References

Boss, S., Krauss, J, & Conery, L. (2008). Reinventing project-based learning: Your field guide to real-world projects in the digital age. New York: International Society for Technology in Education.

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.