RSA # 4

RSA # 4- DID Model for Instruction

Michelle Anderson
Concordia University

October, 2014

In accordance with our class readings and information about the Instructional Design Model the Tennyson (2010) article supports transforming traditional instruction with a more problem-solving approach. The (DID) model envisions the entire lesson from start to finish giving prescribed steps how students will achieve daily goals Lever, Duffy & McDonald (2011). The (ISD) model represents a lesson model that can adapt as the performance needs update themselves. This model takes in to account the fact that the facilitator is an expert in the field and can change the learning environment to fit the needs of the students.

In a third grade classroom I can see the benefits of both models. The (DID) model gives students structure and a finished product to view as the goal to reach by the end of the unit. The (DID) model lays out performance descriptors that should not be altered as the unit progresses.  This model sets up the instructional strategies to use and allows the teacher a solid framework to work from as the unit continues. The contrary model sets up instructional strategies with flexibility to alter, as needed according the population of students at hand.

       The (DID) model over other popular models includes an aspect that is crucial in the success of the lesson and that is it includes Bloom’s Taxonomy when planning instruction. Students at a third grade level are ready for more rigorous instruction. Lessons should challenge them to analyze and foster deep understanding of a subject matter. Keeping Bloom’s Taxonomy in mind when planning assures objectives are clear and that the learning strategies meet the level of learning the teacher has chose. The model also ensures valuable feedback to the students at the end of the lesson. Students should receive feedback as well as create their own assessment of the lesson and their level of learning.

Lever, Duffy & McDonald. (2011) The Teaching and Learning with Technology (4th   Edition). Boston: Pearson Education, Inc.

Ryder. M. Instructional Design Models and Methods. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

Tennyson. R. (2010). A problem-solving  approach to management of instructional systems design.  Department of Educational Psychology Minneapolis. 30, 3-12.

RSA # 3

RSA # 3

Resource Based Learning: Classroom Design

Michelle Anderson

Concordia University

Resource based learning is pedagogy designed around a student-centered design. Students in a resource based setting are in control of the resources they will use to complete a task, assignment or subject of study. This pedagogy is not a new idea in education, rather one that has changed over time. Technology allows for students to have multiple choices in research, rather than in the previous years when text resources were all that were available.

Students today, can work on a RBL activity that allows them to use text, video, computer interactive sites, teleconferencing and more. RBL allows teachers in any setting to address the diverse group of learners’ most traditional classrooms have.  The challenges with this learning pedagogy Brown (2011) call for the educator or facilitator to be a design specialist in developing subject knowledge before choosing the avaiable resources for students. Polly (2011) suggests that after the curriculum map is created, teachers should share effective instructional resources that are aligned to both the state standards and the essential questions that they have created on a wiki or in some other sharing resource. It seems imperative to direct students to resources that are to the utmost value to their learning of the given subject. With the rapid rate of resources becoming available the teacher needs to provide continuous improvements to the list of resources being offered.

In a third grade classroom a teacher can use this method for many subject areas especially science and social studies. If a third grade class were to research Native American history, students would be given a question to investigate and could be given different text, digital and audio resources to solve the essential question. A student in this situation might have the choice of watching a pre-selected you tube video on Sitting Bull, or a informational text article, encyclopedia, internet website, audio recording, or iMovie. All of these options give students an opportunity to direct their own learning through choice. This method allows students to synthesize, analyze, interpret and evaluate information independently.

References

Brown, S. & Knight, P (1994) Assessing Learners in Higher Education, London: Kogan Page.

Brown, S.  S., & Smith, (Eds.).  (1996).  Resource-based Learning. London. Oxford Center for Staff Development.

Perry. B. ( 2012) Information Learning and Resources. Retrieved from

http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx

Polly D. ( 2011). Teachers’ learning while constructing technology-based learning.

 British Journal of Educational Technology, 42, 950–961.

RSA # 2

  

Inquiry Based Learning: Web-Based

Michelle Anderson

Concordia University

September 13, 2014

          Inquiry based learning pedagogy along with technology come together in the most useful way to reach students with deep understanding of subject matter. According to, The Impact of a Principle-based Pedagogical Design on Inquiry-based Learning in a Seamless Learning Environment by Kong. The text agrees with our class resource video, Chumrau (2012), that this method of teaching demands for a paradigm shift in education. Teachers will need to start examining better ways to present information and allow the learning to be student center. Children will use digital means to develop reasoning for questions they are asked to answer. Digital classrooms are on the rise and inquiry based questions lead students to the primary resources they will need to discover, explore and problem solve.

According to Mäeots’ (2014) study, Enhancing Students’ Transformative Inquiry Processes in a Web-Based Learning Environment, this renewed pedagogy is apart of the future for Europe’s science teaching practices. The shift being from a deductive process to a more inquiry based method. This is the same strong voice most American classroom teachers are speaking as well. This idea is supported by various online opinions showing that the method of inquiry based learning opens new problem-solving doors for students. It allows students to effectively learn, with statements of claims and evidence.

            These research-based articles along with related articles, highlight the importance of inquiry-based learning along with useful ideas for organizing workstations and learning centers to facilitate this type of learning environment. These ideas are something that educators can take back to their classes and implement immediately. The overall idea from all research leads to a class that is researching, inquiring, reading, creating, writing, designing, sharing, and preparing claims for evidence of their learning.

            In my own classroom environment I find this method as a very useful tool in delivering quality instruction.  In science, many days I begin a unit with an essential question. In math, I may begin a lesson by asking students to answer, “How are perimeter and area related and how are they different?” These type of questions allow students to examine their thinking deeply, and I have found students to be more engaged when using inquiry based learning strategies than ever before.

References

Chumrau, B. (2012).Finding Inspiration and Liberation through Inquiry Based Education. Retrieved from  https://www.youtube.com/atTEDxMCPSTeachers.

Douglas. P (2014). Inquiry Based Leering, The Case for Touch Typing. Retrieved from http://inquiry-based.com/blog.

Kong, S. C., & Song, Y. (2014). The Impact of a Principle-based Pedagogical Design on Inquiry-based Learning in a Seamless Learning Environment.

Mäeots, Mario (2014). The Role of General Inquiry Knowledge in Enhancing Students’ Transformation Inquiry Processes in a Web-based Learning Environment.

 Journal of Baltic Science Education. Vol. 13 Issue 1, p19-31.

Chumrau, B. (2012).Finding Inspiration and Liberation through Inquiry Based Education. Retrieved from  https://www.youtube.com/atTEDxMCPSTeachers.

RSA # 1- Cased Based Learning

Cased Based Learning: Using Digital Resources

Michelle Anderson

Concordia University Chicago

September 7, 2014

Case Based Learned with a Digital Resource

Case based learning a topic of great interest to educators, is a way for students to engage in a learning environment oriented for interactions with peers, a web based foundation, and real life issues. This model is a problem-solving paradigm that is different from other models of learning. Development and Analysis of Web-based Discussion System for Elementary School Students (2012), promotes the use of redesigning traditional instruction and supporting it with systems that are well develop and web based. Students completely emerged in web-based case studies have been shown to lose motivation due to the lack of face to face interactions, therefore a hybrid version of a web based system is proven to be far more beneficial.  In the web-based system for elementary students, children are encouraged to be reflective and self-regulated in their learning environment. Much like the text examined in EDU6030, the student becomes the most active participant in the class while the teacher becomes the facilitator of the learning.

Development and Evaluation of a Case-based Digital Learning Tool About

Children’s Mathematical Thinking for Elementary School Teachers (2009), helps explain why case based learning along with a digital learning environment is a rich learning experience for most students. In the study, students are given a real life situation in which they have to use the given facts and their own supplemental research to determine conclusions. Students can look at the mathematical problem as an opportunity to observe, discuss and reflect on their learning.  This environment should promote students’ analytical skills and allow them to arrive at a solution. The idea supports that of our class discussions as it found to be a beneficial tool in allowing children to arrive to their own conclusions about a certain problem. Instead of giving the solution, they reflect on their findings in a way that promotes true learning, understanding and a deep support of complex concepts.

Edutopia, an educational web blog, gives reasons to make case base learning a way to teach science topics such as; anthropology, zoology, or environmental science. Rob Riordian discovers how systematic observation and collaborative design in case base learning allows students to have experiences that create authentic moments in learning. Riordian’s ideas supports that of most teachers that understand case based learning, assignments with technology are allowing students to make something new of their learning.

References

        Goodenough, D. (1994).Education for Judgment Case-based Teaching and Problem-based           Learning. Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt.

Jaemu L.& Jeong-hoon K. (2012). Development and Analysis of Web-based Discussion System for Elementary School Students. International Journal of u- and e- Service, Science and Technology.Vol. 5, 3.

Olkuna, S. (2009) Development and Evaluation of a Case-based Digital Learning Tool about

       Children’s Mathematical Thinking for Elementary School Teachers. European Journal of Teacher Education. Vol. 32, No. 2, 151–165.

       Riordan, R. (2013, January 17). Change the Subject: Making the Case for Project-Based   Learning. Retrieved from http://www.edutopia.org/blog/21st-century-skills-changing-subjects-larry-rosenstock-rob-riordan.