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Hello and welcome to my wikispace. My name is Mr. Lamb and I am excited that you are going to check out my wikispace. I am just finishing up my masters degree at EWU. I am a certified secondary science teacher. I spent the last school year doing my student teaching at North Central High School, the same high school I attended. I am now teaching at the Spokane Juvenile Detention Center. It can be challenging, yet very rewarding. Before going into the teaching profession I had a career in law enforcement. I worked in all aspects of law enforcement, prison, jail, streets, and juvenile. I am excited to begin my career as an educator. I am looking forward to both the challenges and the rewards of teaching.

I have a love for football, especially the seahawks. I have season tickets to hawks and during football season I live and die by them!!!! [|Seahawks]


 * Instructional Model**

**What Is Discovery Learning?** Discovery learning is a technique designed to increase student engagement in learning through discovery. There are three main pedagogical aims. 1. Promote “deep” learning 2. Promote meta-cognitive skills, such as problem solving, creativity, and critical thinking 3. Promote student engagement Discovery learning encourages students to design their own experiments based on their previous knowledge gained through life experiences. By incorporating previous life experiences, students are able to build an understanding at a higher level than when the necessary information is just presented by a teacher or an expository learning environment.

In research on scientific discovery learning, it has been found that in order for discovery of learning to be successful, learners need to posses a number of discovery skills, including hypothesis generation, experiment design, prediction, and data analysis. In addition, regulative skills like planning and monitoring are needed for successful discovery learning. Apart from being supportive for learning about the domain at hand, these skills are usually also seen as a learning goal in itself, as they are needed in a complex information society. Lack of these skills can result in ineffective discovery behavior, like designing inconclusive experiments, confirmation bias and drawing incorrect conclusions from data. In its turn, ineffective discovery behavior does not contribute to creating new knowledge in the mind of the learner.
 * How Does Discovery Learning Work?**

-Supports active engagement -Promotes curiosity -Development of life long skills -Personalize the learning experience -Build on learners prior knowledge -Develops problem solving and critical thinking skills
 * Advantages Of Discover Learning**

Jong, T. de, & Joolingen, W.R. van (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-202.
 * Refrences**

Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(7), 277-320.

Lasswell's Model
 * Analyzing & Evaluating Media**

Harold Lasswell, a political scientist, developed a much quoted formulation of the main elements of communication: "Who says what in which channel to whom with what effect."2 This summation of the communications process has been widely quoted since the 1940s. The point in Lasswell's comment is that **there must be an "effect" if communication takes place**. If we have communicated, we've "motivated" or produced an effect. It's also interesting to note that Lasswell's version of the communication process mentions four parts — who, what, channel, whom. Three of the four parallel parts mentioned by Aristotle — speaker (who), subject (what), person addressed (whom). Only channel has been added. Most modern-day theorists discuss the four parts of the communication process, but use different terms to designate them.

Lasswell, H. (1943). "The Structure and Function of Communication in Society," The Communication of Ideas, editor, Lyman Bryson (New York: Institute for Religious and Social Studies, Jewish Theological Seminary of America, 1948) p. 37.
 * Refrences**

Lee, D. (1993). Developing effective communications. //University of Missouri Extension//. Retrieved from: extension.missouri.edu/publications/DisplayPub. aspx?P=CM109