Learning+Model+Camparison

Learning Model Comparative Article By Melissa Mills

The two learning models I picked to compare and contrast are the //role-play// and //schema theory// models. Before I go further with comparing and contrasting, I would like to give some feedback on what the two models are and how they fit with the constructivist-learning environment. What exactly is the constructive learning environment? To get a better understanding of what’s going on here; I’d like to dive into the definition of constructivist learning and how the classroom environment might look. Constructivist learning focuses on the student rather than the teacher. The learner interacts with their environment to gain understanding of its characteristics. The learner constructs his own conceptualizations and finds their own solutions to problems, mastering autonomy and independence. The constructivist classroom presents opportunities for the learners to build on prior knowledge and how to construct new knowledge gained from past experiences. Constructivism also allows the student to become motivated to want to learn because they can relate the learning to past experiences. So what is the //role-play// model and how does it compare/contrast to the constructivist learning idea? The role-play model allows students to learn through web-based or online simulations. They could be games that the students use but would need prior information in order to play the game. Moderators (the teacher) are the resource to service the games that fulfill the pedagogical objective. This can also allow a safe and supportive learning environment for the students. The Fablusi Role-Play Simulation Generator can generate role-play simulations. There are four aspects to the learning design of role-play, which are goal-based learning, role-play, the Web, and face-to-face lectures and tutorials. The role-play model follows constructivism because it is very student centered and allows the student to set goals which could lead to motivation in completing and understanding the content. It allows the student to have more freedom of the work that is completed, focusing more on the student than the teacher. The //schema theory// model is based on prior knowledge and allowing the learner to access that knowledge and apply it to new information the learner is learning. A teacher once described schema to me as the learner having a huge filing cabinet. This is their brain. And when they learn a new concept, the learner will file that knowledge into their filing cabinet (their brain) and can access that knowledge later on when needed. In order for the learner to file the information away and pull the file when needed (remember) the information should relate to past experiences and the learner can express their knowledge through stories or important past experiences. However, schema is more than just a file cabinet and past experiences. Daniel Chandler better describes schema into three types of schema. They are social schemas, textual schemas, and ideological schemas. Social schema is for a familiar event and can be a scenario, or even role-play. Textual schemas or story schema are distinguished through underlying grammar structures like settings or episodes. Ideological schemas are mediating between real world (social) and textual schemas are ideological schemas. They can also be self-schemas that organize knowledge about the learners themselves. This model fits with constructivist learning because; again, it is focusing on what the students’ prior knowledge is on the subject matter. Both of these theories are similar and I feel, fit with my content and classroom environment. I would say that the schema theory is the model that I would like to adopt and implement into my teaching. With teaching music, students are always building new skills and learning how to use those skills to continue improving on the overall goal…making good music.

References:
 * Thanasoulas, D. //Teaching Learning: Constructivist Learning// ** [] **
 *  Chandler, D. (1997) //Schema Theory and the Interpretation of Television Programs// **[]**
 * Ip, A., Linser, R., Jasinski, M. (2002) //The Zen of Being An Effective’Mod’ In Online Role-Play Simulations// ** [|__http://ausweb.scu.edu.au/aw02/papers/refereed/ip/paper.html__] **
 * Ip, A., Linser, R., Jasinski, M. (2001) //Simulated Worlds: Rapid Generation Of Web-Based Role-Play// ** [] **

Comparative Chart for Constructivist Learning Environment


 * || Role Play Model || Schema Model ||
 * Relative “student-centeredness” || Supports student centeredness in a way that motivates the learner to reach a goal and learn how to exercise skills required to successfully reach that goal. || Does support student centeredness because the teacher must know what each student knows. However, each student has a different schema framework, therefore making it difficult to reach each student’s ability. ||
 * Assessment || Using simulation to view what the students understand. The teacher and students can conference via email, private chat rooms, to interact. The closure stage consolidates the experience into concrete learning. || Teachers assess based on what the students’ prior knowledge is. Then based on what the students know, the teacher then evaluates what content to cover, re-teach so that all students acquire the same schema. ||
 * Classroom Activities || Fablusi is a site that allows simulation of learning to work. There are suggestions and activities that the students can do to show their work. || <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Students can show their schema by asking questions, create a mood, or tell stories. ||