Ch. 6 case study

Case 2: Mr. Dunkin and Mr. Richards, teachers at the same school, are debating in the teacher’s lounge about who provides the best type of organization for the students’ learning. Mr. Dunkin lectures and assigns reading and chapter problems Mondays through Thursdays. On Fridays he gives a short answer exam. In Mr. Richards’ class the students never know what will take place on any given day until they arrive in class and look at a detailed outline of the hour’s activities on the chalkboard. His class engages in mix of role-plays, lecture, videos, group projects and demonstrations. Mr. Richards occasionally gives surprise quizzes and his unit tests can include true/false, multiple choice, short answer, or essay.

4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective. Well I actually think that Mr. Richards has a better instruction for his students just because he engages the students and has a detailed outline of the activities for that day on the caulk board. I feel if you present the entire week schedule to the students it is likely they will have forgotten it by Friday.

5. How would you expect the students’ learning outcomes to differ depending on which teacher they had? Every student learns in a different way, in this situation the students would not "learn" different information. One class would know yes the great depression was caused by bad economy just as the other class would have learned. However they learned it in different ways, one teacher lectures, the other engages and invites the students to be involved in the learning. The involved students are more likely to use higher order thinking and make connects where as the lectured students are less likely to have that occurrence.