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Wednesday, March 23, 2011

ornopia, almendras chapter 3

chapter 3
1. Teachers contribute a very big impact to (on) the grades
2. Vygotsky (1978) adds that it states that students (faulty)
3. Instead, (omit comma) of having a teacher who provides
4. Last theory that explains (missing an article)
5. We focused the study to (on) the instructors..
6. the instructors who contributes (subject verb agreement)
7. which give big impact to (on)
8. where in
9. The grades of the students are greatly affected base of the dissimilar of attitudes (check)
10. hese theories mentioned above are possibilities that the performance of the students be affected (check)
11. The conceptual framework explains to the specific points. (confusing)
12. In other words, the different teaching techniques and traits of the different college teachers greatly influence the performance of the students and they get affected which may result the output to the students. (confusing, revise)
13. College Biology Teachers have their own Teaching Techniques and specific traits that greatly affect the performance of the students (which will manifest in their grade) which is their grade. (delete)
14. There are specific teaching techniques stated under each strategies (each strategy)
15. possess some traits that affects (subject verb agreement)
16. These traits are imaginative and insightful for the trait openness, sociable and outgoing for the trait extroversion, upset and moody for the trait neuroticism, accommodating and being friendly for the trait agreeableness and scrupulous and meticulous for the trait Conscientiousness. (confusing)

CHAPTER III
STUDYING FRAMEWORKS
Theoretical Framework
Teachers contribute a very big impact to the grades of the students, base on their own behavior and teaching techniques. In this chapter, we will trace the impact of the different kinds of teaching strategies of some teachers and the behavior to the performance of the students, most specifically to their grades. Students get affected by their studies because of the diverse teaching techniques and behaviors from their instructors. To support this, there are different theories under teaching techniques and behavior of the teachers.
One of the theories that explains teaching technique is Experiential Learning Theory of Kolb (1984) that states that learning is a process through which the information and knowledge of the students originates from alterations of the actual occurrence and experience. The knowledge and learning of the student is somehow caused by the mixture of understanding and transforming experience. Kolb adds that knowledge is continuously acquired because of both personal and environmental experiences. Classrooms are places where students learn the lessons but this learning is not sufficient on their part so it is important that students must go out from the four corners of their classrooms and face more information and ideas through actual and real discussion(Kolb, 1984).
Another theory that explains teaching techniques is Problem-Based Learning Theory of Vygotsky (1978) that says, “Learning is motivated by stimulating, challenging, open-ended problems with no one “right” answer.” Vygotsky (1978) adds that it states that students work as self-directed, dynamic detective investigators and problem-solvers in small cooperative groups usually composed of five members each group. Instead, of having a teacher who provides facts and then tests students’ ability to recall these facts through memorization, Problem-Based Learning Theory attempts to get students to apply knowledge to new situations. Students are asked to face with related and difficult problems and requested to investigate and discover meaningful solutions(Vygotsky, 1978).
Last theory that explains teaching techniques is Direct Instruction Theory by Engelmann (1964). The theory is a universal term for the precise and definite teaching of a skill-set using lectures or demonstrations of the material, rather than investigatory type such as inquiry-based learning. It is a theory of education, which postulates that the most efficient way to teach is by clear, specific and direct instructions. Typically, Engelmann (1964) adds that it includes certain explanation of the ability or issue about the subject that to be taught and may or may not contain a chance for the involvement of the student or individual attempt (Engelmann, 1964).
Aside from the theories that explain teaching technique that affects the performance of the learners, the Trait Theory of Personality tells about the behavior of the teacher that influence the grades of the students pioneered by Allport (1936). This theory is the main method in studying traits most specifically to the human personality. Indication of this theory has been growing over the past 50 years, beginning with the research of D. W. Fiske (1949) and later expanded upon by other researchers including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa (1987). Trait theorists are mainly concerned in the number of traits that had shown, which can be described as regular patterns of behavior, thought, and feeling. (Allport, 1936)
In addition to the trait theory, it is now what they call Big Five Theory. This five-factor model of personality stands for five core traits that relate to form human personality.
The theoretical framework, which is the figure 1, explains this way. We focused the study to the instructors who contributes learnings to the students. However, these instructors possess their own teaching techniques, which give big impact to the students’ performance and theories were mentioned above that explain teaching technique. Moreover, a theory, Trait theory, which tells the different personality of the instructors, that can influence the performance of the students.
Conceptual Framework
The conceptual framework that is the Figure 2, explains the deep meaning of the teaching technique of the college teachers and the specific traits and that is, Traits Theory. These two variables (teaching technique and trait) are significant variables where in the overall performance of the students is based on. The following concepts of teaching techniques and traits of the teachers will be discussed;
Experiential learning concentrates on the process for learning for the person. An example of experiential learning is going to a field trip and learning through watching, examination of interaction with the environment, as opposed to listening to the instructors discussing lessons from the book. As a result, a student makes innovation and experimentation with knowledge directly, rather of listening or understanding about experiences of other students(Kolb, 1984).
Direct Instruction is a familiar method in teaching, depending the precise lesson plans and lectures. Certain direct instruction is generally part of another method, athletic coaching. Critics disagree that direct instruction is useless but canned teaching with little room for the personalization of lesson plans. To these critics, schools that require direct instruction are restraining their best teachers and presenting a support to their worst ones. This disagreement fails to deliver the truth and reality that high-quality teachers will be effective with any lesson plans, including direct instruction(Engelmann, 1964).
The proponents of Problem-Based Learning believe that, as a strategy, Problem-Based Learning develops critical thinking and creative skills to the students. It also improves the problem-solving skills of the students. Upon improving the problem-solving skills, it increases the motivation of each student to answer any problem they encounter and it helps students learn to transfer knowledge to new situations and become more independent (Vygotsky, 1978).
From the different teaching techniques, let us take a glance at the behavior of the instructors. The trait approach to personality is one of the major theoretical areas in the study of personality. The trait theory suggests that individual personalities are made up of different character. This five-factor model of personality represents five basic traits that form human personality, which is their individual behavior, and personality.
There are two variables why the students in the class have different performances and grades. That is also because of the different instructors that possess different teaching techniques and behaviors during discussion. The grades of the students are greatly affected base of the dissimilar of attitudes and teaching strategies where students feel comfortable or uneasy to this kind of phenomenon.
These theories mentioned above are possibilities that the performance of the students be affected because of the different teaching techniques and behaviors of their instructors during every class in molding the knowledge of the students.
The conceptual framework explains to the specific points. College teachers where we are focusing on are important persons to the performance of the students. However, these college teachers have their own and unique teaching techniques like, experiential learning, direct instruction and problem-based/inquiry learning. In addition to this, college teachers possess human personality traits where students get affected. These students depend on the traits of the teachers. In other words, the different teaching techniques and traits of the different college teachers greatly influence the performance of the students and they get affected which may result the output to the students.
Operational Framework
Figure 2 which is the operational framework explains that specifically, College Biology Teachers have their own Teaching Techniques and specific traits that greatly affect the performance of the students which is their grade.
There are specific teaching techniques stated under each strategies that a biology teacher may perform. The first teaching technique is the Experiential Learning. It is all about the teaching method where the students must go out from the four corners of their classrooms and face more information and ideas through actual and real discussion Kolb (1984). In other words, Field trips and Laboratory Experiments is the precise teaching technique for this method.
The Direct Instruction is a teaching technique where skill-set using lectures or a demonstration of the material is involved (Engelmann, 1964). Classroom Lecture is more specific for this teaching technique of a biology teacher.
The Problem-Based/Inquiry Learning is also a teaching technique that students work as self-directed, dynamic detective investigators and problem-solvers in small cooperative groups usually composed of five members each group (Vygotsky, 1978). The best suit of this teaching technique is the problem-solving.
Aside from the teaching techniques, the college biology teachers possess some traits that affects the grades of the students, the trait of the teachers tell about their behavior that influence the grades of the students (Allport, 1936). These traits are imaginative and insightful for the trait openness, sociable and outgoing for the trait extroversion, upset and moody for the trait neuroticism, accommodating and being friendly for the trait agreeableness and scrupulous and meticulous for the trait Conscientiousness. The following specific traits mentioned are precisely mentioned under the five core traits which are the Openness, Extroversion, Neuroticism, Agreeableness and Conscientiousness.

1 Comments:

Blogger signifiersignified said...

score: 40/50

5:52 PM

 

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