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OLD MODEL
Evaluation determined before grading
Evaluation criteria clearly defined
Evaluation criteria matches objectives
IS THERE SUCH THING AS A GENERIC LEARNER? NO!
Top down, hierarchal model
Traditional thinking includes following an ordered linear process and implementing a solution
This RARELY happens in real life learning.
PROVENThe actual way that
experts problem solve is different
than this.
Research is all over the place.
Back and forth between process and
solution.
Bransford Research
Experts do not know everything but they
know where they can find the information
they need.
They know how to learn about a subject and solve a problem.
Open Learning Environment
Divergent thinking and multiple perspectives
Not a food friend of standardized tests
Personal inquiry, experiences, hands on and relevant problem solving
Externally imposed- poses difficult problems and how they pursue solutions are at his or her discretion
Does NOT tell them how to solve the problem, but gives them the resources and means
Great Solar System Rescue
• Find and rescue probes lost in the
solar system• Role playing science
experts• Chemistry and other
subjects involved• Teamwork + science
= success
More Open Learning
EnvironmentsExternally induced – prompts generate problems to be solved
Jasper Woodbury problem solving series
Individually generated – personal interests establish unique learning needs and strategies Tools – elicit cognitive activities
Processing tools – seek, collect and organize data; search engines, word processing, graphs
Manipulation tools – test validity of beliefs and theories; simulations and spreadsheets
Communication tools – exchange of ideas among learners; email, discussion groups
SCAFFOLDING
Process through which learners efforts are supported while
engaged in OLE
Conceptual – guides learners in what to consider while the problem task is in process
Metacognitive – guides learner how to think during learning
Procedural – utilize OLE features
Strategic- analyze and approach learning tasks and
problems
Constructivist Learning EnvironmentProblem based learning
Learning defined by ill-defined problemsGoal to foster problem solving and conceptual
developmentStudents learn domain TO tackle difficult problems
METHODS
4. Provide learner with selectable
information
5. Provide conversation and
collaboration tools
6. Provide contextual support
model, coach, scaffold
1. Select appropriate problem for
learning2. Ill-structured
problem – unstated goals,
multiple solutions, and learners make
and defend judgments about the problem
3. Provide related cases or worked
examples
BYOTBring your own technology
- Students bring their own personal technology to school to use during instructional time in class
Technology for Instruction
Teachers encourage students to take their technology out in class that they would usually try to hide in their desks
Encourages participation and interaction
Better communication with the teacher
Increases responsibility of devices
Points students in the right direction, gives them the tools they need, and they can do so much more with them
Parents were skeptical at first but they have seen positive results
RESOURCEShttp://vimeo.com/51188559
http://dailynightly.nbcnews.com/_news/2012/05/06/11567170-at-one-school-district-the-motto-is-byot-bring-your-own-technology?lite