Learning+Model+Comparison

After presentation the process recycles by taking the feedback from the presentation to drive further inquiry into the previous question and create new questions. || After presentation the process recycles by taking the feedback from the presentation to drive further inquiry into the previous question and create new questions. ||
 * ~ == TEAM CORNER TABLE'S LEARNING MODEL COMPARISON == ||
 * ===Model=== || ====Discovery Learning==== || ====Authoring Cycle==== ||
 * || [[image:voorhees:discoverylearningmodel.jpg width="390" height="237" align="center" caption="Discovery Learning Model "]] || [[image:voorhees:sUCK_IT_PETE-1.jpg]] ||
 * ===Definition=== || Refers to various instructional design models that engages students in learning through discover. Usually the pedagogical aims are threefold: (1) Promote "deep" learning, (2) Promote meta-cognitive skills (develop problem-solving skills, creativity, etc.), (3) Promotes student engagement. || Starting with inquiry, which leads to research, presentation and communication.
 * ===Definition=== || Refers to various instructional design models that engages students in learning through discover. Usually the pedagogical aims are threefold: (1) Promote "deep" learning, (2) Promote meta-cognitive skills (develop problem-solving skills, creativity, etc.), (3) Promotes student engagement. || Starting with inquiry, which leads to research, presentation and communication.
 * ===Teacher's Role for Discovery Learning=== || To develop instruction that builds off students' previous experience and allows them to use critical thinking skills in obtaining new information and skills. ||
 * ===Teacher's Role for Authoring Cycle=== || Starting with inquiry, which leads to research, presentation and communication.
 * = ===relative Student===

Centeredness
||  Students are becoming actively engaged in their learning process, creating curiosity and answers based on their previous experiences. || Students rely on each other for further inquiry and to direct the scope what they are studying. ||
 * ===Ease of Use=== || Very easy to use,based on people drawing from their own life experiences that they can create questions and answers that are unique to each individual. || The authoring cycle is easy to use as long as students continue to keep looking for the in depth answers that are the key to higher learning. ||
 * ===21st Century===

Fluency
|| active engagment life long learners life experiences experiment and discovery independence builds on prior knowledge record of procedures and discoveries mistakes are a valued way of learning || collaboration peer to peer assessment reflection creativity public speaking ||
 * ===Assessment=== || Teachers and students work cooperatively to determine if the student's answers based on past experience would result in a educational positive outcome || - Learning logs, presentations and authors revision portfolios are all options that can be used in this model to give feedback to the students. Student peer feedback is a key component of assessment with authoring cycles. ||

Article: In the Authoring Cycle presented by Kathy Short, student learning is based on inquiry research and communication between students through small group communication and presentation. In addition to writing, students will engage in meaningful discussion and listening in order to learn from different perspectives. It is these new perspectives that reflection takes place and leads to new actions or possible innovations. Students will be assessed on the basis of learning logs, presentations, and reflection portfolios. In this model of learning, a student is never “finished.” There is no end to the authoring cycle, rather it is just the beginning of a new circular process. The authoring process can best be described as an exercise in life-long learning; it is continuous.

In comparison to the Authoring Cycle, “Discovery Learning” is quite similar. Discovery Learning is based upon the exchange of ideas among students highlighting their abilities to explain and exhibit their findings. This is an empowering process, which is the basis of Constructivist learning. The principles of exploration of a topic, explanation of said topic, and the exhibition/synthesis of the learning that has taken place play a key role in the learning. Again, this is very similar in the underlying principles of the Authoring Cycle.

The only prevalent difference is that Authoring Cycle is a continuous process throughout, and Discovery Learning seems to have an endpoint before the cycle restarts itself. The Authoring Cycle also has the initial steps of presentation, which is done/planned alone. Discovery Learning is more collaborative from the beginning.