Graded Discussion 2

by Eveta Somersall - Saturday, 29 October 2016, 2:35 PM

Discuss the relevance of discovery learning to ICT mediated instruction.
According to J. S. Bruner, discovery learning is a method of inquiry-based
instruction; discovery learning believes that it is best for learners to discover facts
and relationships for themselves. Constructivist learning theorists John Dewey,
Jean Piaget and Lev Vygotsky inform that discovery learning encourages students
to become active participants in the learning process by exploring concepts and
answering questions through experience. (Heather Coffey).
It is said the discovery learning is an extremely important one. Further, it is
believed that by exploring and problem solving students are able to create,
integrate and acquire knowledge. Instead of sitting in a classroom drinking in
information from the teacher, students gain skills by becoming actively involved in
activities that motivate them to take risk. With such characteristics through
discovery learning students have change the role of students and teachers, a
change that some teachers are not too keen to embrace. (Hooks, 1994).
According to EDTK 2030 (2016) mediated instruction in relation to the use of
Information Communication Technology Tools in the classroom are to provide
learning in a variety of areas of the curriculum. In an effort to arrive at this
objective, the teacher is expected to teach from theory base, so as to arrive at the
possible learning outcome for the children.
Bicknell-Holmes & Hoffman, (2000) purports that discovery learning is based on the
principle that students are to capitalize on their existing knowledge and skills which
will help them to create and acquire new found knowledge. (Heather Coffey).
Below is the link for the lesson plan:
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/l
esson_plans/partsPlant.jsp

Details of the Lesson, strategy, assessment and proof of discovery learning.

Class:
Topic:
Objectives:

Kindergarten
Parts of a Plant
At the end of the lesson students will be able to:
Name parts of a plant
Identify parts of a plant
Classify leaves according to colour, shape and size

Strategy:
different

Todays lesson will commence with you tube presentation on the

parts of a plant. A real plant (in pot) will be placed in the classroom. Students will
view the video and at the end will be allowed to stick the labels to the various parts
of the plant. Students will explain the importance of the various parts of the plant.
Competency Task: Students will be placed in groups and asked to classify a
variety of leaves according to colour, shape and size. This exercise will be used to
assist the students develop their critical thinking skills.
Assessment:
Teacher will use open ended questions to evaluate the children.
Name the different parts of the plant. Where can we find the root of the plant? Do
all leaves look alike? Point to the green leaf.
Evidence of Discovery Learning: During the lesson students were able to
understand that plants have different parts and they were able to recall information
base on their prior knowledge that plants are essential to our environment.

Reference:
Bicknell-Holmes. T.& Hoffman, P.S. (2000). Elicit, Engage, Experience, and
Explore:
Discovery Learning in Library Instruction. Retrieved October 29th October 2016
from
http://www.learnnc.org/lp/pages/5352
Bruner, J.S. (1961). The act of discovery. Harvard educational review. Retrieved
October 29th 2016, from https://www.learning-theories.com/discovery-learningbruner.html
Castronova, Joyce A (2002). Discovery Learning for the 21st Century: What is it and
how does it to traditional learning in effectiveness in the 21st Century? Retrieved
October 29th compare 2016 from
http://s3.amazonaws.com/academia.edu.documents/36670086/1282044031.pdf?
AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1477729174&Signature=idZ8
A4hrMhrd2rIWulaNqLcvYp8%3D&response-content-disposition=inline%3B
%20filename%3DDiscovery_Learning_for_the_21st_Century.pdf
Coffey, Heather (n.d.). Discovery Learning History and its use in the classroom.
Retrieved October 29th 2016 from http://www.learnnc.org/lp/pages/5352
UWI Open Campus. (2016). Learning theories that guide ICT mediated learning.
Retrieved from EDTK2030 Information Communication
Technology: http://201610.tle.courses.open.uwi.edu/pluginfile.php/27428/mod_resou
rce/content/2/EDTK2030Unit %202Learning%20Theories%20that%20guide
%20ICT.pdf

Graded Discussion 3

by Eveta Somersall - Saturday, 5 November 2016, 10:38 PM

Critical Thinking Skills with ICT Mediated Instructions
Children are challenged on a day to day basis with lots and lots of opportunities to
decipher problems and to work independently to explore the globe. To some extent
these challenges might just require their physical strength and their social skills to
comprehend how things around them work. These challenges often appear too
small, but to the children they offer great opportunities to put into practice their
critical thinking skills (Bright Horizons Family Solutions). Information technology has
afforded students the opportunity to learn and develop their critical thinking skills at
a much faster rate.
Critical Thinking Skills in Categorization and Classification
Students are expected to use their critical thinking skills in categorization and
classification. In this area students are to apply the knowledge gain from their
interaction with objects they were asked to categorize and classify. This task
involves the use of ones critical thinking skills where they must group the items in
their correct categories in order to accomplish the given assignment.
Categorization and Classification skill development with ICT
According to Unit 6 EDTK 2030 the Information Communication and Technology
tools provide the students with the skills to comprehend their task and to work out
the logistics thus allowing them to complete the task that they were assigned to
accomplish. In addition, it is common knowledge as well as that of researchers
Information and Communication Technology provide students the opportunity to
work at their own velocity. (EDTK 2030 Unit 6)
Activity using Information Communication and Technology for Categorizing
and Classifying Skills
Kindergartners will be given the opportunity to learn how to classify and categorize
leaves. Small leaves, large leaves, brown leaves and green leaves. Teacher displays
a large and a small leaf and elicits from the students what they are. Teacher waits
for the students to respond. Students are expected to say the leaves are big and
small. The students will be informed that there are different types of leaves in our
environment. At this juncture the children will view a you tube video using ICT
tools - laptop and projector. This video will show different types of leaves and how
they are classified and categorized.
At the end of the video and to develop the students higher thinking skills each child
will be given some different types of leaves (big, small, green and brown). They will
be asked to classify and categorize them. Teacher observes the students as they
work complimenting them for categorizing and classifying the leaves correctly
(excellent job). Students will them be given a picture of a leaf to colour for seat
work.
References:
Bright Horizons Family Solutions (n.d). Developing Critical Thinking Skills in Children.

Retrieved on 5th November, 2016 from http://www.brighthorizons.com/familyresources/e- family-news/2014-developing-criticalthinking-skills-in-children

EDTK 2030 Information and Communication Technology in Education. Assistive
Technologies
in Education Retrieved on 5th November, 2016
from http://201610.tle.courses.open.uwi.edu/course/view.php?id=78

Graded Discussion #4
Explain the Relationship between Impairment, Disability and Handicap
According to Sheena Carter, the words impairment, disability and handicap are often used or put
in place of each other. However, they have different meaning and the differences in meaning are
important for understanding the effects of neurological injury on development.
Impairment is described as any loss or abnormality of psychological, physiological or anatomical
structure or function (Sheena Carter).
The (ADA) Americans with Disabilities Act has defined a person with a disability as one who
has a physical or mental impairment that substantially limits one or more major life activity. The
ADA has further indicated that it is unlawful to discriminate against a person with disability
(ADA). Unit 6 has informed that disability is the way in which impairment impacts an
individual in their particular environment (EDTK 2030, Unit 6: 2016)
On the other hand, handicap is defined as a condition by which part of ones body or mind has
been permanently damaged or does not work normally (Cambridge Dictionary).
Making reference to a plausible human example

Bevon fell from his mothers arm when he was a baby and as a result he suffered injury to his
lower back which has caused him to have problems moving his legs, hence he is confined to a
wheel chair.

References:
EDTK 2030. Information and Communication Technology in Education (2016). Unit 6:
Assistive Technologies in Education. [Essential Reading].UWI Open Campus
Carter, Sheena L. Ph.D (n.d.). Impairment, Disability and Handicap. Retrieved on 1st December,
2016 from http://www.pediatrics.emory.edu/divisions/neonatology/dpc/Impairment%20MX.html
Cambridge Dictionary (n.d.). Retrieved on 1st December, 2016 from
http://dictionary.cambridge.org/dictionary/english/handicap
National Networking Information, Guidance and Training on the Americans with Disabilities
Act-ADA. Retrieved on 1st December, 2016 from https://adata.org/faq/what-definitiondisability-under-ada