1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
Theories in education is innovative but the way it is being taught such as the classroom being teacher centered with lectures, textbook reading, and discussions remain persistent; mostly because this system, although outdated, is easy. In other words it doesn't pose a challenge on an already burnt out teacher.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
In project based learning the student is completing a task that is more real world than standard learning which usually involves a teacher, a textbook, a chalkboard, and a worksheet. Instead, the student has to investigate a concept which involves inquiry and investigation (Thomas 2000). For instance, in the classroom I am observing which is a Physical Science class combined with Algebra I, the students have to investigate their "First Car" which involves comparing 2 cars and determining which would benefit them more. The benefit is seen by graphing the cost vs. the gas mileage by determining the y-slope intercept. After the students determine which car would be the best for their buck, their car goes through some physical and chemical changes in a few accidents. It is quite interesting and there is more to the project than I've stated. In the end they know the importance of Algebra and Science in everyday life and will not question: "Why do I need to know this?" In other words, "learning is taken one step further" the students have learned how to take their knowledge to the next level and how it will be applied in the real world (Thomas 2000).
Some benefits include increased scores on critical thinking test which is followed closely by increased confidence in self (Shepard 1998). Another benefit cited by the reading included students not having to rely on memorized facts but instead using "flexible" thought that included the students being able to use a kind of math which used "exploration and thought" (Boaler, 1997, p. 63). A third benefit for the student is being able to recognize and define problems followed by reasoning and support for their arguments
(Stepien, Gallagher, & Workman, 1993).
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Another approach is problem-based learning as compared to project based learning. In this learning activity, students work together in small groups to address and solve a problem. The problem does not have a set solution but engages imagination which could result in several or various solutions; as would any problem in a corporate or medical world career where a small group would be solving a problem. In this situation the teacher is merely a mentor or advicer the keep students on track.
In the long run, students who take part in problem based learning DO score better in the medical field on clinical problem solving (Vernon & Blake, 1993; Albanese & Mitchell, 1993). Doctors and other medical personnel are handed problems on a regular basis that included unconventional problem solving since the human body is complicated and for the most part - unconventional. Likewise, teachers excel better when they understand problem-solving strategies. Students do not have the same type of learning skills, which require the teacher to understand and pin point what kind of learner each student is if they want their success rate to be high as compared to teacher who grew up with traditional learning and then pass that traditional learning onto their own students (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Learning by design requires the student to produce an artifact based on their understanding and use of knowledge. The more complicated the project, the more collaboration that needs to take place. This approach is asking the students to take a specific role in production of their product. For instance, if it were a science based design the students would need to literally become scientist to complete the project. The project most definitely requires many prototypes before a final design is finished.
One benefit in the article included students learning about a body system, the lungs, on a higher level. The students actually understood the biological functions of all the different parts. The benefit of building systems such as the lungs gives the students a better understanding of the function by giving the student a more hand-on approach (Kolodner, 2000). Another benefit includes "strong, evidence of progress" in science-related concepts in both higher and lower scoring students (Fortus, 2000). I believe the more beneficall and important aspect of this research was finding that students were more motivated (Fortus, 2000). I find it the most important aspect because motivation is what changes scores. All students are capable on one level or another; finding the motivation to catch that level is another challenge all together.
5. What are the differences between the three approaches?
Project based learning is long term student investigation. I was able to participate in project based learning at Barrackville Elementary as a substitute teacher. Students learned about recycling throughout the entire year. Which meant learning in the classroom, creating a toy using recycled materials from home, visiting the Beckly recycling center, and finally taking the knowledge and applying recycling in many facets.
Poblem based learning divides students into small groups in which they are given a problem to solve. The problem is not systematic in which the teacher already knows the solution. Students are able to use their imagination to create endless solutions as long as they can logically support their answers.
Learning by Design has the students engineering a product that allows the student to go one step futher into learning. It literally turns the student into an engineer which allows the students hands on knowledge into every facet of their project.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
I cannot empathsize the fact that motivation is the most important benefit. As stated before - students want to learn and are capable. Capturing motivation and giving students the drive to learn is the challenge. If one of these strategies can do that, then half of the challenge is won.
Related Source:
This project was developed in a university physics class but I can also see it implemented in a high school. I like the fact that on top of PBL, there is also a use of iPads; which also helps non-English learners.
Cited Sources:
Barron, D. B., & Darling-Hammond, D. L. (2008). Teaching for meaningful learning. San Francisco: Jossey-Bass, a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
The Texas Education Agency. (Producer) (2011). Project based learning & ipad integration [Web]. Retrieved from http://www.youtube.com/watch?v=rm64SiTjwPA
Theories in education is innovative but the way it is being taught such as the classroom being teacher centered with lectures, textbook reading, and discussions remain persistent; mostly because this system, although outdated, is easy. In other words it doesn't pose a challenge on an already burnt out teacher.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
In project based learning the student is completing a task that is more real world than standard learning which usually involves a teacher, a textbook, a chalkboard, and a worksheet. Instead, the student has to investigate a concept which involves inquiry and investigation (Thomas 2000). For instance, in the classroom I am observing which is a Physical Science class combined with Algebra I, the students have to investigate their "First Car" which involves comparing 2 cars and determining which would benefit them more. The benefit is seen by graphing the cost vs. the gas mileage by determining the y-slope intercept. After the students determine which car would be the best for their buck, their car goes through some physical and chemical changes in a few accidents. It is quite interesting and there is more to the project than I've stated. In the end they know the importance of Algebra and Science in everyday life and will not question: "Why do I need to know this?" In other words, "learning is taken one step further" the students have learned how to take their knowledge to the next level and how it will be applied in the real world (Thomas 2000).
Some benefits include increased scores on critical thinking test which is followed closely by increased confidence in self (Shepard 1998). Another benefit cited by the reading included students not having to rely on memorized facts but instead using "flexible" thought that included the students being able to use a kind of math which used "exploration and thought" (Boaler, 1997, p. 63). A third benefit for the student is being able to recognize and define problems followed by reasoning and support for their arguments
(Stepien, Gallagher, & Workman, 1993).
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Another approach is problem-based learning as compared to project based learning. In this learning activity, students work together in small groups to address and solve a problem. The problem does not have a set solution but engages imagination which could result in several or various solutions; as would any problem in a corporate or medical world career where a small group would be solving a problem. In this situation the teacher is merely a mentor or advicer the keep students on track.
In the long run, students who take part in problem based learning DO score better in the medical field on clinical problem solving (Vernon & Blake, 1993; Albanese & Mitchell, 1993). Doctors and other medical personnel are handed problems on a regular basis that included unconventional problem solving since the human body is complicated and for the most part - unconventional. Likewise, teachers excel better when they understand problem-solving strategies. Students do not have the same type of learning skills, which require the teacher to understand and pin point what kind of learner each student is if they want their success rate to be high as compared to teacher who grew up with traditional learning and then pass that traditional learning onto their own students (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Learning by design requires the student to produce an artifact based on their understanding and use of knowledge. The more complicated the project, the more collaboration that needs to take place. This approach is asking the students to take a specific role in production of their product. For instance, if it were a science based design the students would need to literally become scientist to complete the project. The project most definitely requires many prototypes before a final design is finished.
One benefit in the article included students learning about a body system, the lungs, on a higher level. The students actually understood the biological functions of all the different parts. The benefit of building systems such as the lungs gives the students a better understanding of the function by giving the student a more hand-on approach (Kolodner, 2000). Another benefit includes "strong, evidence of progress" in science-related concepts in both higher and lower scoring students (Fortus, 2000). I believe the more beneficall and important aspect of this research was finding that students were more motivated (Fortus, 2000). I find it the most important aspect because motivation is what changes scores. All students are capable on one level or another; finding the motivation to catch that level is another challenge all together.
5. What are the differences between the three approaches?
Project based learning is long term student investigation. I was able to participate in project based learning at Barrackville Elementary as a substitute teacher. Students learned about recycling throughout the entire year. Which meant learning in the classroom, creating a toy using recycled materials from home, visiting the Beckly recycling center, and finally taking the knowledge and applying recycling in many facets.
Poblem based learning divides students into small groups in which they are given a problem to solve. The problem is not systematic in which the teacher already knows the solution. Students are able to use their imagination to create endless solutions as long as they can logically support their answers.
Learning by Design has the students engineering a product that allows the student to go one step futher into learning. It literally turns the student into an engineer which allows the students hands on knowledge into every facet of their project.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
I cannot empathsize the fact that motivation is the most important benefit. As stated before - students want to learn and are capable. Capturing motivation and giving students the drive to learn is the challenge. If one of these strategies can do that, then half of the challenge is won.
Related Source:
(The Texas Education Agency, 2011)
This project was developed in a university physics class but I can also see it implemented in a high school. I like the fact that on top of PBL, there is also a use of iPads; which also helps non-English learners.
Cited Sources:
Barron, D. B., & Darling-Hammond, D. L. (2008). Teaching for meaningful learning. San Francisco: Jossey-Bass, a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
The Texas Education Agency. (Producer) (2011). Project based learning & ipad integration [Web]. Retrieved from http://www.youtube.com/watch?v=rm64SiTjwPA
1 comment:
Great video! It's so important to recognize the importance of motivation in learning!
Total 5/5
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