Initially after reading Casada’s article, my first thought was “this will not work for my students”. As discussed in Casada’s article, the “hierarchical thinking model of thinking skills”, I can see many barriers for use and implementation. The Guided Design Process appears to be more directed for the motivated or self-directed learner/student. In reflecting on my Inclusion classes, it would be very difficult to facilitate several small groups within the context of the whole class. When taking into consideration, the time element involved needed for planning, I don’t think that it would really be beneficial in my particular situation. Regular Education Teachers and I do not have an adequate enough time as it is to co-plan together. It seems that with the Guided Design Process, the amount of time to plan and coordinate materials needed would be a hinderance.
If the appropriate selected group is targeted, there are some great benefits to this theory. The theory is grounded in utilizing real world problems to assist students with acquiring higher order thinking skills. This will be key in preparing students for being productive members in the 21st Century. Having students work together in groups promotes collaboration and team building skills. Another advantage is that it is a clearly organized approach to learning. Perhaps, if the unmotivated student would actually engage in this design process, he or she may actually be more inclined to become motivated. This design process may spark their interest and they may develop a more positive attitude towards learning.
Web-based modules could include discussion forums, Elluminate discussions, GoogleDocs, and perhaps even Second Life.
Donia, you bring up some valid points. In theory, many of these theories will work with specific groups of students, but not all. The planning required to implement guided design in a classroom is the challenge. A teacher will also need to create PSI models for those individual students that would/need to work alone. How does a teacher monitor all these groups, when you also have limited assistance in the classroom, due to budget cuts.
ReplyDeleteDonia-I agree when a student has an active role in the design of an activity they want to participate. I teach the material that I have created much better than the material that is in the curriculums that I teach. It is a sense of ownership and pride.
ReplyDeleteDonia - I agree that some courses do not lend themselves to this method quite as easily as other courses. Unfortunately, our students have not been exposed to decision making, and are therefore unskilled in it. Used correctly, this method can help our students to learn necessary decision making skills and help them to develop these skills appropriately.
ReplyDeleteI also agree with you that it is sometimes quite challenging depending on the demographic of the students; curriculum; lack of assistance, etc. Finding the method that works for your students, whether or not it works for other teachers is key. I have used methods in my classes that don't always work for others and vice versa.
Thanks for your post - I enjoyed reading it!!