Thoughts on STAR Legacy Modules…

     As Schwartz’s article stated, the STAR Legacy Modules is designed to “teach a deep understanding of disciplines, while fostering the skills of problem solving, collaboration, and communication, focusing on problem-based learning, followed by open-ended project based learning.”  This module focuses on creating another inquiry-based learning environment for students.  The learning objectives are closely connected to the subject matter and in order to get to the solution, it requires the navigation through several steps.   I am not sure why, but initially this module seemed more complex to me than the others.

     This module would allow for both in-class and asynchronous activities.  It would work well as outlined in a web-based module as well.  Initially, when reviewing the resources for this week, some of the challenges that came to mind was the ability for some students to activate their prior knowledge, be able to competently generate ideas, and the ability to collect data for research that would be geared towards a purpose.  I think that it is important for the Facilitator to be “strong” as well.  As noted in the article (Schwartz), the Facilitator can pose questions that can direct the learners towards what variables should be represented in the module and keep them focused on the goal of the challenge.  Other challenges may be the ongoing responsibility of raising test scores.  Does this align with the role and accountability efforts of the educators?  As we all know, these challenges are not new to us, as we have posed these questions throughout our blogs throughout the semester.

     I think that students would benefit from this module in an on-line environment.  Additionally, as the examples of the modules provided to us this week, the modules are capable of supporting the issues of differentiation, accommodations, and collaboration.  I think that it is important for the challenge posed to be interesting and students should be able to make connections between the material and the challenge.  Adequate time should be given to complete the module.  The reflection component is equally as important.  As a common theme with the prior theories, teachers would need additional planning time to carefully plan accordingly.  Cases can be embedded with multi-media tools.  Various podcasting tools, Voice Thread, Clipshack, Castpost, JayCut, and collaborative tools can be used, such as Wikis.  There are endless possibilities when enhancing the module with multi-media.  The audio and video can help to reinforce and enhance the content.   

Anchored Instruction

     Anchored instruction reminds me of a quote by Carol Ann Tomlinson…”Learning is a process that never ends.”   As Vandy’s (1) article points out, anchored instruction is similar to problem-based instruction.  This method of instruction also helps students see the need to learn and acquire new information.  This is another instructional strategy where learning becomes a meaningful experience because it is situated in a realistic situation, where students will be posed a problem, exercise problem solving and reasoning skills.  I think that this type of instruction can work with students from diverse backgrounds.  With anchored instruction, it can be made as simple and/or complex as needed.  There are ways to scaffold instruction and simplify as needed.  With that being said, it is important not to lose sight of keeping it meaningful in context.  I think as Vandy’s (3) article pointed out, it is important to monitor the progress and perhaps use means of formative assessment as opposed to summative assessment.  Students could simply be monitored by evidence of on-task behavior, rubrics, or perhaps a peer review.  It is important for teachers to monitor their progress and challenge them at the same time.  This can be a bit difficult trying to manage all students.  The teachers could just manage this by simply providing hints to students as they proceed through the problem. 

     Anchored instruction is yet another great way to integrate knowledge across the curriculum.  I think another barrier could be if the situation or problem posed is not interesting to students.  This could be a hindrance.  It is important for the situation to be as realistic and interesting to the target audience as possible to engage them in this type of instruction.  As educators, aren’t we always trying to design “engaging” lessons for our students? 

    Overall, I think that delivery of an anchored instructional activity within a web-based module could create an enriching and engaging multi-media experience for students.  The possibilities are endless with the use of multi-media, web-based media and other interactive technology.  I would definitely consider using this instructional model, especially in my CMP math class. 

Goal-Based Learning Scenarios

     This is another “learn by doing” approach.  My initial reaction to the Goal Based Learning (GBL) theory is that it resembles the problem based learning theory.  Both are unlike the traditional approach to instruction.  Students are given open ended, real-world problems to solve.  Learning teams are an integral part of this theory as well.  Roles are assigned and resources are provided.  In Schank’s article, he pointed out that elementary students strive to please the teacher and this age group learns because they are motivated to do so.  As we evolve into adult learners, the dynamics change a bit.  In GBL, goals are identified, questions are produced, and questions are addressed.  As Hsu discusses further in his article, the learner is given a realistic mission and is driven by the motivational interests or powers of the cases/problems.  Team work is encouraged, an end goal is in mind, and students can be flexible to select their own strategies to meet that end goal. 

     One barrier that comes to mind is that in order for GBL to be implemented successfully, whether teacher-led or computer-led is that the learner must be motivated to tackle the end goal.  I would think that this would involve a great deal of planning to ensure that all learners were on board.  If it were computer-led, there would need to be the appropriate technology infrastructure to support this.  I can easily relate to that one barrier.  A component of this perspective of learning is that it builds upon prior knowledge.  I can see that as being a barrier for some learners. 

     Once again, I think GBL can be very beneficial to learners.  There is nothing like the experiencing the simulations as it would present itself in the real world.  As Nowakowski’s article points, out if the learners are afforded the genuine experience of applying their skills, they are more unlikely to forget what they have learned.  Real world tasks essentially prepare our students to become resourceful and prepare them for the real-world in which someday they will have to function in.  I can see where this theory would also build their confidence for future learning and/or endeavors. 

Situated Cognition & Cognitive Apprenticeships...More Collaborative Instructional Models

    

     My initial reaction to situated cognition and cognitive apprenticeships is that it reminded of Problem-Based Learning. The basic steps in both theories are rooted in collaboration and resemble one another.  Higher order thinking skills are modeled and students take on definitive roles.  As Collin’s article points out, it fosters cooperative problem solving.  Computer based modeling can be cost-effective as well.  It is important for learning activities to be appropriately sequenced in order for this model to be effective.  Cognitive Apprenticeship is ideal for writing, reading, and particularly math.  Again, this reminds me of our CMP math curriculum in middle school.  Herrington’s article points out that there are definitely clear educational advantages.  Among those advantages include, promoting critical reflection, involves making predictions, hypothesizing, and experimenting to come up with a solution to a problem.  Students take on an instrumental approach to solving these problems.  This is simulated in real life application of knowledge in the work environment, such as the business course example listed in the text.  Like problem based learning, I do see somewhat of a barrier with much younger students.  It can be more difficult for them to overcome the challenge of being socially responsible and ready to interact and collaborate among group members.  This is where the facilitator who ideally “fades out” needs to be strong and model appropriate collaborative skills in the beginning.  Again, I think ideally this theory is best with older, more mature learners.  Some students may not possess the reasoning skills to exercise higher order thinking skills needed.  Coaching and scaffolding is crucial for this model to be effective.  In terms of a web-based situated learning/apprenticeship environment, scaffolding may be a bit of a challenge.  There are certainly various on-line tools that can be used for the integration of this model.  Tools can include VoiceThread, Screencasting tools, Voki, NetMessaging and Elluminate. 

     According to NCDPI, we are moving towards adopting new national core standards for the NCSCOS.  It appears that in the very near future, the traditional multiple choice EOG’s/EOC’s will be substituted to reflect more open-ended questions.  As we are moving towards the implementation of the new standards and curriculum, more group based collaborative instructional models will be our focus. If implemented and executed appropriately, I think that it can have great educational benefits for the students.  What is a better way of learning, than learning through doing in real-life applications? 

Thoughts on Problem Based Learning- Week 6

     I think that Problem Based Learning can be very beneficial.  It appears that it is most beneficial in professional and secondary education, however it is being widely used in K-12 education.  It provides a social interactive experience, which in turn can result in a rich learning experience like no other.  It encourages students to take responsibility for their own learning and adjust the learning to fit their own learning styles.  This year our school district adopted a new math curriculum, called CMP.  It is based on the foundation of project based learning.  Students are placed in groups, assigned roles, and given real-world open ended problems to solve.  A vast amount of our students have struggled with this curriculum.  They have struggled with their refined roles as group members, struggled with collaboration, and many do not have the higher order thinking skills to solve these "open-ended" problems.  They cannot grasp the concept that there is more than one "correct" way to solve the problem.  They are so conditioned to receiving explict and direct instruction that they have had a difficult time coping. 

     Other barriers mentioned in the readings this week include having to focus too much on "teaching to the test", roles need to be clearly defined when working in groups, the Teacher needs to be a strong facilitator as opposed to just a transmitter of information/learning, and the Facilitator needs to be strong to empower and encourage students to work together collaboratively.  I think as Hung's article points out, PBL promotes good problem solving skills and if the barriers can be overcome, PBL fosters better retention of knowledge overa  longer period of time.  Also, students are more likely to become self-directed learners.  We are taught the importance of connecting text to real-world situtaions, so PBL definitely applies.  I think that it is important that the Facilitator explain things in the ways that students can easily grasp.  This could serve as one way to modify and adjust based on the learning needs of the students.  As discussed in Ryan and Koschman's articles, I think that technology can strengthen PBL.  In an effort to align PBL with web-based instruction, some tools that can be used could include Digoo, GoogleDocs, Writeboard, Wikis, Blogs, and Elluminate.  Any of these tools can be used to collaborate in an on-line environment. 

Cooperative Learning Thoughts...Week 5

     All three readings for this week supports that cooperative learning is focused both on enhancing individual learning and group learning.  The purpose is for groups to learn from each other while trying to accomplish a shared learning goal.  Cooperative learning should be a multi-faceted, fluid and interactive experience. 

     I found several important points made in Haller’s article.  He pointed out that individuals should be grouped heterogeneous in ability.  He also noted that differences in participants, such as their prior knowledge and background are important when grouping students together.  In order for cooperative learning to be effective and successful, I think it has to be “fine-tuned”, per se’.  Haller’s article discussed the interactional problems that may arise and the social dynamics to consider when grouping students in teaching sequences.  The Instructor has to have an active role in order for cooperative learning to be successful.  The Instructor should encourage students to be flexible, educate the students on the various problems that may arise within their group and provide strategies that promote team work.  I liked the strategy that Haller’s article pointed out to give students a voice within their group.  Reporting problems anonymously, by simply writing down the concern on a piece of paper and handing it to the Instructor.  This saves “face”, with hopes of the Instructor being able to rectify the problem.

     Johnson made a good analogy in his article about team work.  He referenced that “sports players are seen as individuals, not viewed for their team work.”  I had not thought of it in this aspect.  Johnson’s article also discussed several theories that are intertwined within the cooperative learning process.  He also made note that engagement is “key” and students need to have the social skills to function effectively within their group.  Often, I find that students have to be taught these necessary social skills on a daily basis.  We can’t assume that they come to us “knowing how to act.” 

     I found Millis’ article to be very helpful. It provides some good strategies for enhancing and managing cooperative learning activities. 

     I think, if executed appropriately, cooperative learning has many benefits.  Cooperative learning can empower students to assume ownership of their own learning as well as others.  One thing that I have found is that It can boost self-confidence in the struggling learner.  I began to reflect on my own experiences with cooperative learning, both as an adult learner as well as cooperative learning activities that I have organized in my class.  After reading this week’s articles, I have been able to reflect on the barriers and challenges that I have experienced in my personal and professional life.  I strongly believe that the benefits outweigh the barriers to its use.  It just requires additional time for planning and careful monitoring of the situation.  Of course, web based tools that could be used could include any that provided a course of collaboration such as Moodle, Word Press, Elluminate, and social media.  Although group work can be beneficial in an on-line learning environment, it can be more challenging than face to face opportunities.

Guided Design Process

     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 21^st 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.