What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
Learning objects are pretty much what they sound like- objects used for learning. I think it is a very common practice for teachers to gather together learning objects from different sources for instruction. (How many times are teachers told to "beg, borrow, or steal" ideas for their classroom?) It was interesting to think about the possibility of having an more organized system of storing these digital learning objects online for easy access and use. I think that's the main barrier to using LO- taking the time to locate appropriate resources. If you do find that perfect object (video, lecture, interactive, podcast, etc.) it can really help students understand a concept and keep you from "reinventing the wheel" when the resource is already out there.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I do pull learning objects from a variety of sources for my elementary classroom. Some of them are more structured sites- like TeacherTube, Learn360, and Math Interactive. I'm constantly finding resources from other places as well- sometimes just by googling "science interactives" or "fraction videos." Kids love using any learning object that's not in a textbook or practice book, so it's time well-spent searching!
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
The internet really makes the organization of learning objects possible. Many sites (like the ones I've mentioned above) are already putting together some of these resources- but they usually are only focused on one element- like just videos or only podcasts. It seems like this is field where there is a great deal of opporunity for expansion right now.
Thursday, April 21, 2011
Saturday, April 16, 2011
Reflection on Cognitive Flexibility Theory
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
This theory definitely has some similarities to Case Based Learning. I think the main difference I see is that CFT is more concerned with how students actually process and organize the information in the their memories so they can apply it in a variety of ways. I think this is a great idea, but the whole "ill-structured" thing concerns me a little. It seems like it might be easy for there to be gaps in what students are learning if instruction is not planned very clearly.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Like case based learning, I don't see this as an appropriate model for teaching elementary school students on a regular basis because of the less structured nature of this theory. I think elements of this theory could be integrated into other teaching methods for younger students though. It's important to illustrate different examples of how information can be used in the world and have students identify and practice using content and skills in different lights.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Since this theory hinges on having access to examples and resources available to students, several Web 2.0 tools are appropriate for bringing CFT online. Ning (obviously- since we're using it this week) is a great way for students to access online materials and share with each other. Other social networks such as facebook could work as well.
This theory definitely has some similarities to Case Based Learning. I think the main difference I see is that CFT is more concerned with how students actually process and organize the information in the their memories so they can apply it in a variety of ways. I think this is a great idea, but the whole "ill-structured" thing concerns me a little. It seems like it might be easy for there to be gaps in what students are learning if instruction is not planned very clearly.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Like case based learning, I don't see this as an appropriate model for teaching elementary school students on a regular basis because of the less structured nature of this theory. I think elements of this theory could be integrated into other teaching methods for younger students though. It's important to illustrate different examples of how information can be used in the world and have students identify and practice using content and skills in different lights.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Since this theory hinges on having access to examples and resources available to students, several Web 2.0 tools are appropriate for bringing CFT online. Ning (obviously- since we're using it this week) is a great way for students to access online materials and share with each other. Other social networks such as facebook could work as well.
Thursday, April 7, 2011
Reflection on Case Based Learning
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I first heard "Case Based Learning," I immediately thought of law school. (Actually I thought of Legally Blonde- the setting of which was law school.) I see Case Based Learning as a valuable learning method for adult learners in many different occupations- lawyers, doctors, teachers, nurses, plumbers, electricians, etc. Basically, the way most people operate on a day to day basis is case-based. You encounter a situation at work or at home (struggling student, leaky faucet, bumpy rash, etc.) and you use your knowledge from previous situations (cases) to decide the best solution.
A barrier I see is that without at least a certain level of pre-requisite information, case based learning just seems like guess and check. I think, however, that cases paired with other teaching methods could provide a valuable way for learners to apply and practice new skills and knowledge.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I don't really see me formally using case based learning with my elementary school students. For the most part, I think this method is a little too complex for younger students to benefit from it. It might be too difficult to translate knowledge from one case to an entirely different one without a great deal of teacher support.
That being said, I think it is important to include some elements of this type of learning in elementary instruction. Students do need to understand that other people have solved problems in different ways in the past and consider how how those solutions can help them figure out new scenerios. Students should also reflect back on their own cases (past experiments, problem solving strategies, trials and errors) to make decisions about what methods to use in the present.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Online databases are an excellent way to store collections of cases for specific occupations and situations, since these databases are accessible to all and searchable by a variety of factors. I have loved looking through the Knowledge Innovation for Technology in Education (KITE) case database. I had no idea something like this existed and plan on continuing to search this resource when planning technology integration for my classroom. Cases could also be shared using video on sites such as YouTube or Google Video.
When I first heard "Case Based Learning," I immediately thought of law school. (Actually I thought of Legally Blonde- the setting of which was law school.) I see Case Based Learning as a valuable learning method for adult learners in many different occupations- lawyers, doctors, teachers, nurses, plumbers, electricians, etc. Basically, the way most people operate on a day to day basis is case-based. You encounter a situation at work or at home (struggling student, leaky faucet, bumpy rash, etc.) and you use your knowledge from previous situations (cases) to decide the best solution.
A barrier I see is that without at least a certain level of pre-requisite information, case based learning just seems like guess and check. I think, however, that cases paired with other teaching methods could provide a valuable way for learners to apply and practice new skills and knowledge.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I don't really see me formally using case based learning with my elementary school students. For the most part, I think this method is a little too complex for younger students to benefit from it. It might be too difficult to translate knowledge from one case to an entirely different one without a great deal of teacher support.
That being said, I think it is important to include some elements of this type of learning in elementary instruction. Students do need to understand that other people have solved problems in different ways in the past and consider how how those solutions can help them figure out new scenerios. Students should also reflect back on their own cases (past experiments, problem solving strategies, trials and errors) to make decisions about what methods to use in the present.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Online databases are an excellent way to store collections of cases for specific occupations and situations, since these databases are accessible to all and searchable by a variety of factors. I have loved looking through the Knowledge Innovation for Technology in Education (KITE) case database. I had no idea something like this existed and plan on continuing to search this resource when planning technology integration for my classroom. Cases could also be shared using video on sites such as YouTube or Google Video.
Wednesday, March 30, 2011
Reflection on MOST Multimedia Environments
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
First of all, can I make a confession? When I saw "MOST Multimedia Environments" on the syllabus and moodle, I did not realize MOST was an acronym and thought we would be learning about what the majority of multimedia environments are like. I caught on pretty quickly though when I read that MOST stands for Multimedia enviornments that Organize and Support Text.
I was excited about this model for several reasons. First of all, it is a departure from the previous models (Guided Design, Anchored Instruction, Goal Based Learning, etc) we've been learning about that, despite their different strengths, weaknesses, and parameters, seem very similar to each other. Secondly, I liked that this model specifically focuses on at-risk learners. In general, I think good teaching and sound learning theories address the entire spectrum of learners, but there are situations in which certain students need extra support and MOST Multimedia Environments provides one method to help reach these learners. And lastly, I could see this method being very applicable to many students that I teach in an elementary classroom- those who are struggling readers, have English as a second language (ESL), have not had a great deal of learning/life experiences outside of school, or who do not have strong vocabularies.
I love the quote from the introduction of the Bransford article that says "literacy is defined as the ability to read, write, speak, listen, compute, think critically, and learn on one's own." My first year teaching was at a school where 95% of the students were ESL. We were constantly encouraged to not only help students improve their reading and writing, but also consider their speaking, listening, and metacognitive skills. By using multimedia to help reach these learners, you can practice many of these skills concurrently.
As with other multimedia models, the barrier here is finding/creating the necessary videos, software and other resources to implement this type of teaching. With those types of instructive multimedia in place, however, I think that all students, those at-risk and not, can benefit from the language building activities using this method.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I do use this method with my students using videos and clips from Learn360, UnitedStreaming, and TeacherTube. Of course, as mentioned in the Bransford article, it is important to make sure learners are actually interacting with the multimedia to be "active" rather than "passive" learners. When we watch a video in class, I am constantly pausing the video every couple of minutes (or even more frequently, depending on the content) so my students can discuss vocabulary, complete graphic organizers, share thoughts with their classmates, and pose and answer questions. Otherwise, multimedia alone just becomes a babysitter and does not necessarily add to the learning process.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I feel like a broken record, because so many Web 2.0 tools and resources are useful for many different models. As I said, TeacherTube, Learn360, and United Streaming are good sources of instructional videos and clips. As Dr. Oliver shared in the lecture, Jumpcut and Muveemix are sites to edit video, and YouTube as a video editing feature as well. ToonDoo and Voki might be useful for retelling stories that were shared on video as well.
First of all, can I make a confession? When I saw "MOST Multimedia Environments" on the syllabus and moodle, I did not realize MOST was an acronym and thought we would be learning about what the majority of multimedia environments are like. I caught on pretty quickly though when I read that MOST stands for Multimedia enviornments that Organize and Support Text.
I was excited about this model for several reasons. First of all, it is a departure from the previous models (Guided Design, Anchored Instruction, Goal Based Learning, etc) we've been learning about that, despite their different strengths, weaknesses, and parameters, seem very similar to each other. Secondly, I liked that this model specifically focuses on at-risk learners. In general, I think good teaching and sound learning theories address the entire spectrum of learners, but there are situations in which certain students need extra support and MOST Multimedia Environments provides one method to help reach these learners. And lastly, I could see this method being very applicable to many students that I teach in an elementary classroom- those who are struggling readers, have English as a second language (ESL), have not had a great deal of learning/life experiences outside of school, or who do not have strong vocabularies.
I love the quote from the introduction of the Bransford article that says "literacy is defined as the ability to read, write, speak, listen, compute, think critically, and learn on one's own." My first year teaching was at a school where 95% of the students were ESL. We were constantly encouraged to not only help students improve their reading and writing, but also consider their speaking, listening, and metacognitive skills. By using multimedia to help reach these learners, you can practice many of these skills concurrently.
As with other multimedia models, the barrier here is finding/creating the necessary videos, software and other resources to implement this type of teaching. With those types of instructive multimedia in place, however, I think that all students, those at-risk and not, can benefit from the language building activities using this method.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I do use this method with my students using videos and clips from Learn360, UnitedStreaming, and TeacherTube. Of course, as mentioned in the Bransford article, it is important to make sure learners are actually interacting with the multimedia to be "active" rather than "passive" learners. When we watch a video in class, I am constantly pausing the video every couple of minutes (or even more frequently, depending on the content) so my students can discuss vocabulary, complete graphic organizers, share thoughts with their classmates, and pose and answer questions. Otherwise, multimedia alone just becomes a babysitter and does not necessarily add to the learning process.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I feel like a broken record, because so many Web 2.0 tools and resources are useful for many different models. As I said, TeacherTube, Learn360, and United Streaming are good sources of instructional videos and clips. As Dr. Oliver shared in the lecture, Jumpcut and Muveemix are sites to edit video, and YouTube as a video editing feature as well. ToonDoo and Voki might be useful for retelling stories that were shared on video as well.
Friday, March 25, 2011
Reflection on the STAR Legacy Model
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
Friday, March 18, 2011
Reflection on Anchored Instruction
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
A lot of the learning theories seem like they're starting to overlap at this point. Anchored Instruction seems like a combination of Goal Based Instruction (since students learn through scenarios) and Guided Design (since students work together to solve a problem or reach a goal.) And in that regard, I see many of the same barriers and benefits as those two models. Anchored Instruction would require a lot of upfront planning and preparation on the part of the instruction, but would result in students really grasping the knowledge or skills since they are applying them to a problem or scenario.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could see this as a valid model for use with elementary students, but wonder about the time and effort that would need to be invested in preparation. With my fourth grade students, I sometimes use videos from www.learn360.com that present students in problem solving scenerios and have my students make predictions about what would happen or explain what they would do in those situations. Some of the videos that I think somewhat follow this method (although if the teacher doesn't stop the video and prompt student discussion, it wouldn't work) are CyberChase and World of Wonders.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
As I mentioned, videos that are already online on streaming educational sites like Learn360, UnitedStreaming, or TeacherTube, have some video scenarios that could be used to set up problems for students to figure out and introduce some information about a subject. In order to let students meet online to plan together, they could use Skype or Elluminate.
Friday, March 4, 2011
Reflection on Goal Based Scenerios
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
Friday, February 25, 2011
Reflection on Situated Cognition and Cognitive Apprenticeship
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I heard the word “apprenticeship” I immediately thought of older students learning specific work skills- such as masonry or web design. After watching the lecture and reading the articles, however, I was surprised to realize how broad these two theories are. Out of all the models we learned about, these two- Situated Cognition and Cognitive Apprenticeships actually seem the closest to the type of teaching I do in fourth grade every day.
The main barrier I see with this method is the amount of teacher planning and constant involvement (the “coaching” element) that is required. For these methods to be effective, the instructor must spend a great deal of time preparing for teaching (deciding what levels students are at and where they need to be going, gathering appropriate materials, etc.) and must be available at all times to be modeling and guiding students. Even though this causes a constant time struggle to fit it all in, I think this is what excellent elementary school teachers have been doing forever. Students really benefit from careful planning, appropriate modeling, and directed guidance.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, we use these two models daily in elementary settings. So much of reading and writing instruction is a cognitive apprenticeship, although I never have thought of it as that before. I am constantly modeling how my students should read, write, and the types of questions they should ask themselves and others as part of their learning experience. I meet with my students in small guided reading groups to allow discussion among students about what they are reading so they get to practice those skills. The guided reading groups are also a scaffolding method as well, because students are reading text at a slightly higher reading level than they could on their own. I, the teacher, act as the coach to help them through this more difficult text, and hopefully, by the end of the year, I will have “faded” to the point that that will be their new independent reading level.
Our math program was definitely created using the Situated Cognition theory. It is completely based around word problems that reflect real world situations and has students solve problems according to those parameters. More emphasis is placed on the process of solving the problem and than the actual answer itself. Students are often asked to find situations in their own lives that go along with the math skills we are working on in class.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
It seems like it would be a little more difficult to replicate these two theories online than some of our previous methods. An instructor could use YouTube, TeacherTube, or another video sharing site to post videos of skills and situations being modeled. Subscription programs like SuccessMaker or Prescriptive Learning might provide the “coaching” piece that a teacher would in face-to-face instruction.
Friday, February 18, 2011
Reflection on Problem Based Learning
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I first saw the title for this week's learning theory, I thought, "Did we just do that?!" I was reminded immediately of the Guided Design model because in both situations, students are asked to solve a problems as part of the learning process. The catch, however, with Problem Based Learning, is that students are not taught prerequisite skills or knowledge, but acquire them throughout the problem solving process.
My initial concern with this approach is the time that students would have to spend "re-inventing the wheel" each time they approached a problem. Students at all levels do need practice researching and seeking out information but if a large chunk of their learning time is spent on this with every new problem, that could take any from the time actually spent with the content or solving the problem. Also, since the teacher (or "tutor") doesn't offer real feedback until the end of the process, students might find and use faulty or incorrect information and have to "unlearn" this content later. The Hung, Bailey, and Jonassen article also brings up the issue of Problem Based Learning not providing students with the breadth of the content, just depth in one particular area.
This model does however model the real world because individuals often have to seek out solutions without any guidance. Students would gain practice with cooperating in a group, sharing information, researching, and presenting and defending a solution. I can see how this would result in better student retention and motivation because students are engaged at all steps of this process.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Honestly, I can't see myself doing this very often in an elementary setting. I loved the Guided Design Approach, with the introduction of knowledge and skills first and the problem solving as practice with a set of resources available as help. Problem Based Learning, however, just doesn't seem to have enough structure for younger learners. There would be a LOT of floundering, confusion, and incorrect information to sort through. (I had a very difficult time convincing one of my fourth graders last week that Michelle Obama has NOT posed for Playboy. "But, Mrs. Smith...I was doing research and I read it on the internet! It was in an article!")
I could see using this strategy maybe once or twice a school year after students have had many Guided Design experiences to practice problem solving and research skills. Unfortunately, with all the breadth of information that students are tested on at the end of the year, there is just not enough time to regularly let students solve open-ended problems without more guidance and direction.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Week after week, many of the same programs seem relevant and appropriate, no matter which model we're discussing. Again, Elluminate, Google Docs, Writeboard, and Second Life, Facebook, AIM, and Skype could all be formats for students to meet and share information online. As far as presenting their solutions, students could use programs such as Prezi, Vcasmo, SlideRocket, or Knoodle.
When I first saw the title for this week's learning theory, I thought, "Did we just do that?!" I was reminded immediately of the Guided Design model because in both situations, students are asked to solve a problems as part of the learning process. The catch, however, with Problem Based Learning, is that students are not taught prerequisite skills or knowledge, but acquire them throughout the problem solving process.
My initial concern with this approach is the time that students would have to spend "re-inventing the wheel" each time they approached a problem. Students at all levels do need practice researching and seeking out information but if a large chunk of their learning time is spent on this with every new problem, that could take any from the time actually spent with the content or solving the problem. Also, since the teacher (or "tutor") doesn't offer real feedback until the end of the process, students might find and use faulty or incorrect information and have to "unlearn" this content later. The Hung, Bailey, and Jonassen article also brings up the issue of Problem Based Learning not providing students with the breadth of the content, just depth in one particular area.
This model does however model the real world because individuals often have to seek out solutions without any guidance. Students would gain practice with cooperating in a group, sharing information, researching, and presenting and defending a solution. I can see how this would result in better student retention and motivation because students are engaged at all steps of this process.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Honestly, I can't see myself doing this very often in an elementary setting. I loved the Guided Design Approach, with the introduction of knowledge and skills first and the problem solving as practice with a set of resources available as help. Problem Based Learning, however, just doesn't seem to have enough structure for younger learners. There would be a LOT of floundering, confusion, and incorrect information to sort through. (I had a very difficult time convincing one of my fourth graders last week that Michelle Obama has NOT posed for Playboy. "But, Mrs. Smith...I was doing research and I read it on the internet! It was in an article!")
I could see using this strategy maybe once or twice a school year after students have had many Guided Design experiences to practice problem solving and research skills. Unfortunately, with all the breadth of information that students are tested on at the end of the year, there is just not enough time to regularly let students solve open-ended problems without more guidance and direction.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Week after week, many of the same programs seem relevant and appropriate, no matter which model we're discussing. Again, Elluminate, Google Docs, Writeboard, and Second Life, Facebook, AIM, and Skype could all be formats for students to meet and share information online. As far as presenting their solutions, students could use programs such as Prezi, Vcasmo, SlideRocket, or Knoodle.
Friday, February 11, 2011
Reflection on Cooperative Learning
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
This is a model that I know my way around. There is a big push for this in elementary classrooms and it's an approach I use each and every day. My students' desks are (almost always- I'll get to this later) arranged in groups of 4-5 so they can work together throughout their lessons.
As mentioned in the Johnson, Johnson, and Smith article, the first barrier to this method is that many students do not know how to cooperate in a group and must explicitly be taught these skills before being expected to work on additional content in a group setting. This arguably, though it is not included in NC Standard Course of Study, may be one of the most important skill sets we teach children today, since whatever field they go into, they are probably going to be working in a group or team at some point.
Students who overcome this barrier, however, are able to take their learning to a deeper level than they would working independently or relying just on teacher feedback. In a traditional classroom, only one student at a time gets to speak, and they have to be confident enough in their knowledge to speak up over the whole room. In cooperative learning, students are constantly engaged in their learning by talking with their classmates-analyzing and experimenting with the content. Cooperative learning is especially beneficial for students who are shy, easily distracted during traditional lecture, or need learning support from a group.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, I use this strategy 180 days of the school year. My students discuss questions, ideas, and problems throughout the day and I often use "Think, Pair, Share" to allow students to process information before I call on someone to share with the whole class. They work on group projects and evaluate their final project as well as their
Like anything, however, too much of a good thing can sometimes have negative effects. After having their desks arranged in cooperative groups (rearranged every few weeks to give students new classmates to work with, a different view of the room, and a fresh chance to practice their cooperative learning group set-up) all year long, I could tell by February, that some of my kids needed a little space.
Different students seem to need breaks from this approach for different reasons. In his lecture, Dr.Oliver noted that higher level students sometimes do not benefit as much from cooperative learning. For some of these students, cooperative learner is a great way for them to lead or help share their knowledge; for others, it's a lesson in frustration- feeling like they're held back by a group. For students who are struggling, group learning helps them stay engaged and practice their knowledge and skills, but they also have the additional mental stress of being a good teammate. All students, no matter how sweet and cooperative they are, get a little frustrated with their classmates after being stuck in a trailer with 25 of them over 100+ days.
So, we have breaks. Right now, my students' desks are arranged in rows. They still are right next to one or two students and can work with a partner if necessary and we have literacy center time where they work in groups.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I see many of the same tools that were discussed last week for the Problem Solving approach to be applicable to this model: Elluminate, Google Docs, Writeboard, and Second Life. Additional programs that allow students to discuss and share information like Facebook, AIM, and Skype could be useful as well.
This is a model that I know my way around. There is a big push for this in elementary classrooms and it's an approach I use each and every day. My students' desks are (almost always- I'll get to this later) arranged in groups of 4-5 so they can work together throughout their lessons.
As mentioned in the Johnson, Johnson, and Smith article, the first barrier to this method is that many students do not know how to cooperate in a group and must explicitly be taught these skills before being expected to work on additional content in a group setting. This arguably, though it is not included in NC Standard Course of Study, may be one of the most important skill sets we teach children today, since whatever field they go into, they are probably going to be working in a group or team at some point.
Students who overcome this barrier, however, are able to take their learning to a deeper level than they would working independently or relying just on teacher feedback. In a traditional classroom, only one student at a time gets to speak, and they have to be confident enough in their knowledge to speak up over the whole room. In cooperative learning, students are constantly engaged in their learning by talking with their classmates-analyzing and experimenting with the content. Cooperative learning is especially beneficial for students who are shy, easily distracted during traditional lecture, or need learning support from a group.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, I use this strategy 180 days of the school year. My students discuss questions, ideas, and problems throughout the day and I often use "Think, Pair, Share" to allow students to process information before I call on someone to share with the whole class. They work on group projects and evaluate their final project as well as their
Like anything, however, too much of a good thing can sometimes have negative effects. After having their desks arranged in cooperative groups (rearranged every few weeks to give students new classmates to work with, a different view of the room, and a fresh chance to practice their cooperative learning group set-up) all year long, I could tell by February, that some of my kids needed a little space.
Different students seem to need breaks from this approach for different reasons. In his lecture, Dr.Oliver noted that higher level students sometimes do not benefit as much from cooperative learning. For some of these students, cooperative learner is a great way for them to lead or help share their knowledge; for others, it's a lesson in frustration- feeling like they're held back by a group. For students who are struggling, group learning helps them stay engaged and practice their knowledge and skills, but they also have the additional mental stress of being a good teammate. All students, no matter how sweet and cooperative they are, get a little frustrated with their classmates after being stuck in a trailer with 25 of them over 100+ days.
So, we have breaks. Right now, my students' desks are arranged in rows. They still are right next to one or two students and can work with a partner if necessary and we have literacy center time where they work in groups.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I see many of the same tools that were discussed last week for the Problem Solving approach to be applicable to this model: Elluminate, Google Docs, Writeboard, and Second Life. Additional programs that allow students to discuss and share information like Facebook, AIM, and Skype could be useful as well.
Thursday, February 3, 2011
Reflection on Guided Design
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
As, with PSI, my first thought was "Hey, that's we're doing!" In this course, we gather pre-requisite knowledge through readings and lectures and then work in small groups to solve a real world problem (how to create effective instruction online) by applying what we've learned. We'll get present our results (our modules) and receive feedback from our professor. There's definitely some parallels at least.
As far as advantages and disadvantages, I think that Paul Wilson found the best analogy in his research- that group work can either be a "monster or a miracle." For many, group problem solving helps student engage in their learning, work towards a goal, and retain information better. (I have seen this "miracle" in my classroom many times!) Working in groups can also be frustrating, time consuming, and distracting at times. In elementary school, this "monster" sounds more like five groups of five children fussing over who gets to use the materials, whose turn is first, or whose sitting on whose notebook, while with adult learners the conflicts may be more about division of time or resources. Wait, it's pretty much the same thing. : )
More than once, I've heard a school leader say that the common complaint about employers today is not that the students can't read or do math, it's that they don't know how to work and solve problems together. I don't know the source of this data, but I could see how it could be true. If students learn through guided design, I think they would be much more prepared for many different workplaces.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I use elements of guided instruction on a regular basis in my classroom. Since I teach elementary age students, self-instruction is not a big piece of the learning process. Most of the pre-requestie knowledge is introduced and taught in a whole group or small group teacher guided setting. My students do however work together in small cooperative groups every single school day. Sometimes, their activities are more structured and do not include the problem solving compenent of the guided design approach, but include assigned roles within their group- like manager, note-taker, discussion leader, etc. Other times, such as today in science when my students used circuit building materials to work as a group to make a bulb light up or in math when their groups created word problems using fractions, those little fourth graders were definitely using critical thinking skills to work together to transfer their knowledge to solve a real problem.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
It seems a little trickier to plan guided design online than the past two theories, but it's very obviously possible, since many of the group projects I've worked on over my online graduate classes have been coordinated and completed across the virtual world. Elluminate, as we all know, is a great way to communicate with group members synchronously with audio, text, document sharing, and/or video. Tools such as Google Docs or Writeboard allow those working together to easily share work that can be edited by different team members. For those who want a little bit more of that interactive element, a program such as Second Life might be a way for group members to "meet" in a setting that they could discuss and plan solutions.
References:
Casada, M. E., & DeShazer, J. A. (1995). Teaching professionalism, design, and communications to Engineering freshmen. In Proceedings of the American Society for Engineering Education, Biological and Agricultural Engineering Division (pp. 1381-1385). Anaheim, CA.
Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges 3(1).
Wilson, P. N. (2004). Mutual gains from team learning: A guided design classroom exercise. Cardon Research Papers in Agricultural and Resource Economics (No. 2004-07). Tucson, AZ: University of Arizona.
As, with PSI, my first thought was "Hey, that's we're doing!" In this course, we gather pre-requisite knowledge through readings and lectures and then work in small groups to solve a real world problem (how to create effective instruction online) by applying what we've learned. We'll get present our results (our modules) and receive feedback from our professor. There's definitely some parallels at least.
As far as advantages and disadvantages, I think that Paul Wilson found the best analogy in his research- that group work can either be a "monster or a miracle." For many, group problem solving helps student engage in their learning, work towards a goal, and retain information better. (I have seen this "miracle" in my classroom many times!) Working in groups can also be frustrating, time consuming, and distracting at times. In elementary school, this "monster" sounds more like five groups of five children fussing over who gets to use the materials, whose turn is first, or whose sitting on whose notebook, while with adult learners the conflicts may be more about division of time or resources. Wait, it's pretty much the same thing. : )
More than once, I've heard a school leader say that the common complaint about employers today is not that the students can't read or do math, it's that they don't know how to work and solve problems together. I don't know the source of this data, but I could see how it could be true. If students learn through guided design, I think they would be much more prepared for many different workplaces.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I use elements of guided instruction on a regular basis in my classroom. Since I teach elementary age students, self-instruction is not a big piece of the learning process. Most of the pre-requestie knowledge is introduced and taught in a whole group or small group teacher guided setting. My students do however work together in small cooperative groups every single school day. Sometimes, their activities are more structured and do not include the problem solving compenent of the guided design approach, but include assigned roles within their group- like manager, note-taker, discussion leader, etc. Other times, such as today in science when my students used circuit building materials to work as a group to make a bulb light up or in math when their groups created word problems using fractions, those little fourth graders were definitely using critical thinking skills to work together to transfer their knowledge to solve a real problem.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
It seems a little trickier to plan guided design online than the past two theories, but it's very obviously possible, since many of the group projects I've worked on over my online graduate classes have been coordinated and completed across the virtual world. Elluminate, as we all know, is a great way to communicate with group members synchronously with audio, text, document sharing, and/or video. Tools such as Google Docs or Writeboard allow those working together to easily share work that can be edited by different team members. For those who want a little bit more of that interactive element, a program such as Second Life might be a way for group members to "meet" in a setting that they could discuss and plan solutions.
References:
Casada, M. E., & DeShazer, J. A. (1995). Teaching professionalism, design, and communications to Engineering freshmen. In Proceedings of the American Society for Engineering Education, Biological and Agricultural Engineering Division (pp. 1381-1385). Anaheim, CA.
Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges 3(1).
Wilson, P. N. (2004). Mutual gains from team learning: A guided design classroom exercise. Cardon Research Papers in Agricultural and Resource Economics (No. 2004-07). Tucson, AZ: University of Arizona.
Thursday, January 27, 2011
Reflection on Audio-Tutorial Approach
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
My first thought about the Audio-Tutorial Approach was that it is a thing of the past. It just seems so antiquated to sit in study carrel and listen to instructions while looking through a workbook or trying an experiment. I think this approach made a lot of sense before camcorders and video screen capture software was widely available, but now that videos can be produced and shared so quickly and inexpensively, it doesn't make much sense to just have audio recordings.
I think the main barrier to the use of this method in today's world would be maintaining attention of learners with just audio and whatever visuals are packaged with it. For better or worse, we've become a very ADD society, and most learners are going to be more engaged with video. (Even our class lectures are accompanied by slides and sometimes include movement on the screen.) A challenge for the instructor would be the upfront time for preparing the audio recordings and corresponding materials.
One benefit of this method over the Personalized System of Instruction, however, is the weekly interactions with other classmates. If a student is able to stay on track with the audio recordings during the Independent Study Sessions (ISS), then the Small Assembly Sessions (SAS) would be a great way to process the new information by talking about it with classmates and the student assistant.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Although I don't prepare audio instruction for my elementary school students, they do listen to recorded readings while they read along with books and poems to help improve their reading fluency. Students also record themselves reading on iPods and listen to themselves as they read through the text again. The audio competent is there, but not exactly the tutorial piece.
I did find the research in the Kozma, Belle, and Williams article about using the AT method with elementary students on spelling and word pattern skills to be interesting, since they found AT approach to be more successful than the traditional teaching. I still think in this day and time though (over 30 years after the article was written), the audiovisual approach would trump just audio.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Podcasts are a natural way to support audio-tutorial learning with current technology. There still would be a large time investment for an instructor to create audio for an entire course, but podcasts can be easily shared with students in various locations. I think screen-capture programs like Jing and CamStudio can also allow audio to easily be supplemented with video or other visuals.
Sources:
Kozma, R.B., Belle, L.W. and Williams, G.W. (1978) Instructional Techniques in Higher Education. Educational Technology Publications, New Jersey.
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). Research on audio-tutorial instruction: A meta-analysis of comparative studies. Research in Higher Education, 11(4), 321-341.
My first thought about the Audio-Tutorial Approach was that it is a thing of the past. It just seems so antiquated to sit in study carrel and listen to instructions while looking through a workbook or trying an experiment. I think this approach made a lot of sense before camcorders and video screen capture software was widely available, but now that videos can be produced and shared so quickly and inexpensively, it doesn't make much sense to just have audio recordings.
I think the main barrier to the use of this method in today's world would be maintaining attention of learners with just audio and whatever visuals are packaged with it. For better or worse, we've become a very ADD society, and most learners are going to be more engaged with video. (Even our class lectures are accompanied by slides and sometimes include movement on the screen.) A challenge for the instructor would be the upfront time for preparing the audio recordings and corresponding materials.
One benefit of this method over the Personalized System of Instruction, however, is the weekly interactions with other classmates. If a student is able to stay on track with the audio recordings during the Independent Study Sessions (ISS), then the Small Assembly Sessions (SAS) would be a great way to process the new information by talking about it with classmates and the student assistant.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Although I don't prepare audio instruction for my elementary school students, they do listen to recorded readings while they read along with books and poems to help improve their reading fluency. Students also record themselves reading on iPods and listen to themselves as they read through the text again. The audio competent is there, but not exactly the tutorial piece.
I did find the research in the Kozma, Belle, and Williams article about using the AT method with elementary students on spelling and word pattern skills to be interesting, since they found AT approach to be more successful than the traditional teaching. I still think in this day and time though (over 30 years after the article was written), the audiovisual approach would trump just audio.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Podcasts are a natural way to support audio-tutorial learning with current technology. There still would be a large time investment for an instructor to create audio for an entire course, but podcasts can be easily shared with students in various locations. I think screen-capture programs like Jing and CamStudio can also allow audio to easily be supplemented with video or other visuals.
Sources:
Kozma, R.B., Belle, L.W. and Williams, G.W. (1978) Instructional Techniques in Higher Education. Educational Technology Publications, New Jersey.
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). Research on audio-tutorial instruction: A meta-analysis of comparative studies. Research in Higher Education, 11(4), 321-341.
Thursday, January 20, 2011
Reflection on Keller Plan/PSI Model
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
My first thought when learning about the Keller Plan/PSI model was "Oh, that's basically what my online classes have been." After reading more, I see there are some differences. Although my online classes through NC State have mostly been comprised of asychorous elements, such as taped lectures and online readings and activities, the courses have still been guided by a weekly schedule. Whether other students and myself have mastered objectives or not, most classes are going to be rolling on to new concepts each week.
As mentioned in the Davis/Ragsdell article, advantages to the PSI model include being able to reach students outside the usual barriers of time and physical space of a classroom setting. It allows students to work at their own pace without being held back or accelerated at an inappropriate time. The main barrier I see to this type of learning, however, is that it requires a highly motivated and independent student.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Last semester, I took a course called "Design and Evaluation of Instructional Materials." Our main course project was to create an online course for our current students. I teach fourth grade and created a course on map reading with 5 sessions (or modules) that each built upon each other. In retrospect, this project mostly followed the Keller Plan because it was very objective-driven with assessments at the end of each module, requiring mastery before moving to the next module. Students could move through the course at their own pace.
As was mentioned in the lecture, however, this approach does have to be modified to meet the needs of younger learners, such as the ones I was (and still am) teaching. Many of the students had to be closely monitored while working on the computer to make sure they were staying focused on the learning objectives. I think in order to make the PSI plan work for younger learners, the modules need to be very interactive and include various forms of multimedia (videos, games, etc.) to keep students engaged.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I think the most obvious modification to make the Keller Plan work in a online setting is to create quizzes to test for mastery using a program such as Quizstar. Programs like this can be set to provide immediate feedback similar to how a students assistant or proctor would in a physical setting. Another tool that is useful for younger learners is Voki which can be used to narrate reading passages to help keep less motivated students engaged.
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