G) Reception Learning

RECEPTION LEARNING

“The most important single factor influencing learning is what the learner already knows“ - David Ausubel

Try this first!

Do you learn better with the use of instructional materials such as readings, textbooks, multimedia, and the likes? If yes, why? If no, why not?

SYNOPSIS

Reception learning is one of the distinctive dimensions of learning processes. In reception learning, the teacher will present a certain topic and what the learners will do is dissect and truly understand it. Its paradigm is how a typical classroom teacher-student learning process is and how these writers are explaining to their readers at the very moment.

LEARNING OUTCOMES

After this lesson, the students are expected to:

Learn the purpose and concepts of Reception Learning Theory Develop knowledge, deeper understanding and skills related to the interpretation of the theory Effectively analyze a situation to solve a problem

RECEPTION LEARNING THEORY

One of the core elements of learning processes is Reception Learning. Reception learning takes place in a classroom where a certain subject will be discussed by the teacher in the class and the students will analyze it in order to better grasp the lesson being discussed. David Ausubel proposed Reception Learning (also referred as Expository Learning)

Reception theory offers a method for comprehending media materials by analyzing how audiences interpret these contents. Receiving, or reception in its noun form refers to the process of learning when a teacher, who is knowledgeable in their field, communicates concepts and disciplines to their students. It is a standard procedure in a classroom setting for students to hear ideas from their teachers and then decide how to evaluate them.

Reception can be both meaningful and rote, depending on how the learner processes the information given. Meaningful reception learning will result when the learner takes advantage of all the different ways of learning just for the sake of getting all the ideas they need on the specific topic introduced to them by their teacher. The reception is meaningful when the learner exerts effort to link the acquired knowledge with their existing knowledge. Otherwise, rote reception learning will take place if the learner took no effort in acquiring new knowledge in connection with the idea they have received.

because he believes that it is more effective to introduce ideas to learners by utilizing advanced organizers for them to recall the material delivered.

Meaningful Reception Learning Rote Reception Learning

Incorporates newly-understood knowledge into existing ones No integration of knowledge

Learning the relationships between ideas by experiencing Not learning the relationships between ideas

Learning is enhanced Learning is stagnant

RECEPTION LEARNING THEORY

Who is David Ausubel?

David Ausubel is an American psychologist who has made substantial contributions to cognitive science, educational psychology, and scientific education learning. According to him, the learner's prior knowledge is the most influential factor in learning. He is a fervent believer that the information a student acquires is the weapon in which to navigate the currents of life, and that, if increased, will determine their destiny. David Ausubel introduced Reception Learning (also referred to as Expository Learning) to demonstrate to students the importance of presenting new information and to expose instructors to more advanced organizers to increase student engagement with learning. The concept of blending acquired information into existing cognitive schemas fascinated him. Ausubel said that reception learning is much preferable than discovery learning.

Organize your thoughts

Reflect and discuss how Reception Learning helps in the development of knowledge. Briefly explain your answer.

RECEPTION LEARNING THEORY

Let yourself explore

Watch this video from YouTube entitled “What Is Rote Memory? | Memory Techniques” https://www.youtube.com/watch?v=Krjn8_mao40 from Howcast. Afterwards, answer these questions: 1.Author Barry Reitman narrated a story. What was it about? 2.What did he mention about rote memory? 3.To look at it in a different lens, which scenarios do you think rote DOES work?

sQUIZ your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1. In a strand of HUMSS class, the teacher presented the branch of government. It was explained by the teacher using the concept map. What should students do to understand the lesson? A. Ask your classmate B. Read the Instructional material presented, look for other information, and open the flashcards you create to acquire knowledge C. Only memorize the important details D. Skip the class

___2. In a geography class, Maricar has a hard time finding out the location missing in her problem. What should Maricar use in order for her to make it easy about the topic? A. Ask her classmate about the idea she has B. Create own ideas about the location C. Use maps, flashcards and other postcards that may help her to find the location. D. Create an organizer and list down all of her ideas about the location.

RECEPTION LEARNING THEORY

___3.Arabella is a teacher in Theresian School of Cavite and she finds new ways on how she will teach her students effectively? What can you suggest? A. Used advance organizer when discussing a topic. B. Used a variety of examples in teaching. C. Focus on both similarities and differences D. All of the above

___4. In biology class, Ana was assigned to a group who was not familiar with their assigned topic and she noticed that her group mates only memorized the topic. What should Ana do? A. Ask her classmate to read and use the different instructional material presented and seek more information about their assigned topic. B. Motivate her classmates and enjoy what they have. C. Join them in memorizing the topic D. None of the above.

___5. Ausubel proposed his expository teaching model to encourage meaningful rather than rote reception learning. What is the best example showing this expository method of teaching? A. Teacher Tania focuses on the information only and disseminates the ideas without explaining. B. Teacher Vonn presents students with the subject matter rules and provides examples that illustrate the rules. C. Teacher Diane makes a 10-item quiz to familiarize the student about her topic. D. Teacher Kurt shows an application of information but with a brief explanation only because the student will discover more about the topic on what their idea and past information about their topic.

___6. Bernadette, a student in their class, was present as the teacher shared a lesson with them. The teacher described mitochondria by presenting a matrix. What advice can you offer to Bernadette to help her learn the lesson? A. Read it aloud while studying, look for reliable sources and write the important information into a notebook to help her in understanding the lesson. B. Focusing ONLY to the Matrix C. Read only but without understanding D. Don’t give her advice

___7. Teacher Mark is a fresh graduate and a new faculty to Waynesville Academy where Reception Learning is being adapted. What teaching style should he use in order to adapt to the school environment? A. Just read the lesson without visuals and presentation. B. Let the student discover the information needed. C. Use Visual aids and Instructional materials in discussing the subject. D. Let the student find out what the lesson is for today through an activity Page | 76

RECEPTION LEARNING THEORY

REFERENCES

___8. Miss Ara believed that Discovery Learning is effective when introducing new ideas to learners by utilizing advanced organizers for them to recall the material delivered. A. Agree B. Disagree C. Somewhat Agree D. Somewhat Disagree

___9. Althea, a student from First Section is very hands-on in her studies. She always puts visuals in her notes for her to easily understand the lesson and when she has exams, she always makes flashcards for her to memorize and comprehend the meaning of each terminology needed in her subject. What Learning style/theory is being utilized? A. Discovery Learning B. Reception Learning C. Social Learning Theory D. Others: _______________

___10. In Section Narra, there is a debate happening about Reception and Discovery Learning. A student argues that It was Bruner who proposed the Reception Theory. A. True B. False

Mcleod, S. (2021). David Ausubel’s Expository Method of Teaching. https://teachersupport.info/expository-method-of-teaching/

Obilade, T. T. (2015, March 3). The Use of Meaningful Reception Learning in Lesson on Classification. Virginia Tech. https://vtechworks.lib.vt.edu/handle/10919/51588#:%7E:text=Meaningful%20Reception%2 0Learning%20is%20a,cognitive%20information%20in%20the%20learners.

Tomei, L. (2004). Learning Theories - A Primer Exercise. http://faculty.rmu.edu/~tomei/ed711psy/c_ausub.htm#:~:text=According%20to%20Ausubel %2C%20people%20acquire,He%20stresses%20MEANINGFUL%20VERBAL%20LEARNI NG.

DISCOVERY LEARNING

“Learners are encouraged to discover facts and relationships for themselves" - Jerome Bruner

Try this first!

In the picture below, state what comes to your mind when you see the image. After that, start to discover and explore the ideas you may know about the image. Explain in 2-3 sentences.

SYNOPSIS

Discovery Learning was introduced by Jerome Bruner and is a method of Inquiry-Based Instruction. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination, and creativity, and search for new information to discover facts, correlations, and new truths. Learning does not equal absorbing what was said or read, but actively seeking answers and solutions

LEARNING OUTCOMES

After this lesson, the students are expected to:

Learn the purpose and key concepts of Discovery Learning Reflect on past experiences and use creativity to learn Develop active seeking of answers and solutions

DISCOVERY LEARNING THEORY

Discovery learning is an active, hands-on learning style developed by Jerome Bruner in the 1960s. Bruner stressed that we should "learn by doing." Students interact with the environment by exploring and manipulating objects, engaging in questions and disputes, and conducting experiments. Confident in problem solving and comfortable working with existing knowledge. Discovery learning recognizes that every student has background knowledge that can potentially be applied to the topic at hand, rather than the student being an empty container for teachers to cram their knowledge into.

Discovery learning is a constructivist theory. It is based on the idea that students build their own understanding and knowledge of the world by experiencing things and reflecting on those experiences.

It was inspired by the notion that children gain comprehension and knowledge of the world via doing things and reflecting on them. Instead of passively gaining information or teachers "spoon-feeding" the students, this technique involves their active participation. As they interact with their surroundings, students are encouraged to think, ask questions, hypothesize, speculate, collaborate, and engage with others. According to Discovery Learning, all students possess prior knowledge that may be applicable to the present topic. Discovery Learning will assist ESL kids in addition to those with behavioral or developmental challenges.

The teacher must put discovery learning guiding principles such as problem-solving, learner management, integrating connecting, information analysis, and failure & feedback into practice to make learning effective and engaging for the students.

Who is Jerome Bruner?

Jerome Bruner (1961), an American psychologist, believes that students construct their own knowledge by arranging and classifying facts using a coding system. According to Bruner, "excellent teachers will organize classes that assist students to discover the connections between different pieces of information. He argued that finding a coding system rather than being taught it is the most effective method for learning it.

The Spiral Curriculum

Principles of Discovery Learning Theory

Problem Solving

A curriculum that repeatedly covers the same subjects is referred to as a spiral curriculum. Because of the spiral curriculum idea, Bruner (1960) thought that a child is capable of understanding difficult knowledge regardless of age. This requires setting up the content such that challenging subjects can be introduced at a fundamental level before being reviewed at a higher level. As a result, subjects would be introduced at increasingly difficult levels. The goal of teaching children in this manner should be to develop their capacity for independent problem-solving.

1. Instructors should encourage and urge students to seek solutions by combining previously learned and new information and simplifying knowledge. This will aid in the development of the pupils' problem-solving abilities. 2. Learner Management Instructors should allow students to work independently or collaboratively and at their own speed. This principle is all about making pupils feel at ease and encouraging them to take charge of their learning. 3. Integrating and Connecting Instructors should teach students how to blend existing knowledge with new information and encourage them to apply what they've learned in the classroom to real-world situations. Familiar scenarios serve as the foundation for further information, motivating students to expand their knowledge and create something new.

4. Information Analysis and Interpretation Rather than memorizing the correct answer, students learn to analyze and interpret their collected information.

5. Failure and Feedback We do not always learn when we get the correct answers. It can also happen due to failure. The goal of discovery learning is not to find the perfect final result but to discover new things along the way. It is also the instructor's obligation to provide feedback, as learning is incomplete without it.

DISCOVERY LEARNING THEORY

Organize your thoughts

Test your knowledge by answering the following questions.

1. 2. 3.

How would you describe Discovery Learning? Compare and contrast the Reception Learning and Discovery Learning How can you engage yourself in Discovery Learning in the online class environment?

Let Yourself Explore

In the Discovery learning theory, students are encouraged to create knowledge, use their intuition, imagination, and creativity, and seek out new information. In this activity, create an argument or express an argumentative perspective on one of the following topics: Mandatory vaccination of Covid19, Medical Marijuana, Racial and Gender discrimination, the war against drugs, and social media use. Let yourself explore ideas, facts, new information, and good stand in your chosen topic.

QUIZ your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1. "Good job in creating a video presentation about the assigned topic in your group. However you need to improve your communication skills because there are grammatically incorrect and dead air in the video presentation. Also, instead of using high angle shots, use an eye level camera angle." This situation falls under _____. A. Integrating and connecting B. Analysis and Interpretation C. Failure and Feedback D. Problem Solving

___2. In Discovery learning theory, it believes that students should be______ A. Learning by doing B. Learning by having fun C. Learning by watching D. Learning by writing and reading.

___3. The following are the principles in Discovery learning except A. Problem solving B. Failure and Feedback C. Guiding by knowledge D. Information Analysis

___4. Which among the following situations below best describes and shows the role of students in a Discovery learning environment? A. Lei answers the problem of the assigned topic to her and keeps asking about the next procedure. B. During the science class, Kurt skips the class and does his own work without the consent of the teacher. C. Kyle discussed to her teacher the ideas he gets in his assigned topic because of his past experience and with the use of new information. D. Angela gathers research with the use of books and graphic materials made by her classmates.

___5. Ms. Clarissa is a new teacher at the St. Thomas Academy. In the laboratory class, she believes that the Discovery learning theory is the most effective approach to instruction. Which of the following should Ms. Clarissa undertake to guarantee a successful Discovery Learning experience for her students? A. Give them materials and ignore them the whole class. B. Ask them to create Instructional materials for them to be easy on their assigned topic in a laboratory class. Page | 82

DISCOVERY LEARNING THEORY

C. Group the class and create a video presentation about the procedure of the experiment. D. Give the students an assigned topic in experiment class and let them explore and find new information about their assigned topic with a little guidance from the instructor.

___6. Which of the following is NOT recommended as a teaching strategy in Discovery Learning? A. Teach tolerance and resilience. B. Help students learn through their strengths. C. Teach students specific to generalized information about a certain topic. D. Teach collaboration as a value and skillset.

___7. Which among the following situations below does NOT show the role of a student in a Discovery Learning environment? A. During the Cooking class, They’re given a task to cook spaghetti. A student keeps on asking questions about what will be the next thing that they’ll do after cooking the pasta. B. The student does his own homework about practical research without asking for any help. C. Each student presents their own observations from the science experiment they did a while ago.

___8. If you will be a teacher someday and you were asked to apply the discovery learning in your classroom. What Class Activity will you utilize for your students to engage in discovery learning? A. Scientific Experiment B. Discussing the lesson C. Storytelling

___9. During a Quizbee, the students were asked “Who proposed the Discovery Learning Theory?” A. Albert Bandura B. James Bruner C. Jerome Bruner D. David Ausubel

___10. Which of the following is the disadvantage of Discovery Learning? A. Promotes Autonomy and Independence B. It has practical constraints and may result in insufficient instruction. C. Fosters collaboration with students and works as a team in discovering new knowledge

REFERENCES

Clay, E. (2018, April 23). Discovery Learning Method. Inventionland Education. https://inventionlandeducation.com/discovery-learning-method

Coffey, Heather (n.d.) Retrieved from Discovery Learning Theories website on June 22, 2010 http://www.learnnc.org/lp/pages/5352?ref=search

Discovery Learning Method. (2018, April 23). Retrieved May 19, 2022, from https://inventionlandeducation.com/discovery-learning-method

Pappas, C. (2021, May 12). Instructional design models and theories: The discovery learning model. Retrieved May 19, 2022, from https://elearningindustry.com/discoverylearning-model#:~:text=Discovery%20Learning%20 was%20introduced%20by,facts%2C%20correlations%20and%20new%20truths.

CONSTRUCTIVIST LEARNING THEORY STORY

Guide Question: As a math teacher, how did your teaching strategies evolve throughout time?

CHAPTER 7: CONSTRUCTIVIST LEARNING THEORY STORY Teacher Nataliaʻs POV

“Ahhhh-hhaaaaaa” I yawned and stretched my painful back. I am a fool for believing those who said that checking studentʻs requirements becomes easier as years go by. What a myth! My back pain and awful eyesight are testaments of this claim.

My class ended earlier than the rest of my co-teachers. I shoved the paperworks away and stood up to get a refill of my favorite green tea with honey, ginger and lemon citron. I reached for my mug on the shelf as I waited for the water to boil and snickered when my eyes landed on a particular one. It was a mug given to me by my student five years ago that says, tapusin mo ang trabaho mo bago ka niya tapusin. He preached that to himself everytime he reviewed for my long summative exams, and gave me that mug to manifest the same motivation. That never fails to make me laugh.

Knock knock. I turned my head towards the door as I stirred my tea, and saw three of my students with a recorder and a notebook. “Good afternoon po…” says the girl who knocked, “May I excuse Maʻam Natalia for a moment?” My co-teachers immediately went back to work and I walked toward the door with a brimming smile and a fragrant tea. They respectfully greeted me and thanked me for attending to them. One of them asked if I could spare them five minutes to answer the question, as a math teacher, how did your teaching strategies evolve throughout time? I took a sip from my mug as I waited for them to press the ʻrecordʻ button.

CONSTRUCTIVIST LEARNING THEORY STORY

“I inherited my love for teaching from my mother who's also a teacher, and my interest in anything related to numbers and figures pushed me to strive for a math major. In my years of teaching, I ascertained valuable lessons I can utilize for my professional advancement and growth as an educator. I remember my starting years in teaching where I know I have so much to learn for my students to acquire the necessary skills and knowledge from me since some of them find math as an arduous subject. During those days, since starting, the strategies I incorporated are a teacher-centered approach where I provided all the knowledge and information to my students. I thought they might learn easily in that way. My students are passive recipients, hence as a teacher, I was the one who has the control and mostly directs what they should do.”

“I write long computations on the board. I provided formulas and examples and explained to them each set of problems. Afterwards, I would present some problems for them to solve on the board. I required them to memorize the formula in every math equation and would require them to recite it in front. I also gave a short quiz after. Ergo, I admit that my way of teaching during those times was mainly based on the textbooks and no other references where they could utilize their prowess in arithmetic."

“Just like how life progresses, our world is becoming more competitive as well. I do realize that what I have been doing and have done before is not enough for my students to absorb what I am teaching or discussing. I gradually grasp that even though I am doing my best for my students for them to wrap their minds around, I still feel that they are inadequate in terms of understanding and I can see directly to them that they don’t appreciate the topic we are talking through, they even unconsciously see the value of arithmetic. However, that feeling of inadequacy I felt as an Educator was altered when I let my students learn by themselves, first and foremost based on their experiential knowledge. I sometimes make an effort to have a game just to test their knowledge if they tremendously perceive the worth and usefulness of Mathematics in everyday life. I am happy seeing them now that aside from them enjoying my way of teaching or teaching strategy, I also

distinguish and identify that they are precisely learning.” I smile at them as a sign that I am finished sharing my views.

One of them clicked the off button to end our interview. Before they went out, we did a little chit-chat–they said that they were amazed by what I went through throughout my teaching career, the dedication, the sacrifices, and the experiments that I did just for my students. While I was happily mesmerizing my experience on our faculty and once the interview ended, I went back with what I was working on.