The dominant paradigm that is showing signs of wear is the original model of teachers and textbooks being the primary source of instruction and knowledge. This knowledge is presented only through reading, lectures, and discussions. This needs to weaken in order to for schools to excel.
Project Based Learning(PBL) involves completing complex tasks that result in something realistic. Research on PBL has found that students who engage in this approach benefit from gains in factual learning that are equivalent for superior to those of students who engage in traditional forms of instruction. A study conducted by Boaler (1997, 1998) showed results of this. He followed students for three years and compared students who were taught using the original model of teaching to students who were taught using a PBL approach. Significantly more students in the project-based school passed the National Eam in year three of the study than those in the traditional school. Another study was designed to assess the impact of the development of multimedia projects. This study showed very similar results. The students using the multimedia gained higher scores than those not using it. Another study (Gallagher, Stepin, &Rosenthal,1992) has shown several benefits from the projects such as an increase in the ability to define problems and growth in their ability to support their reasoning with arguments that are clear.
Problem Based Learning lessons typically involve a specific type of activity focused on using reasoning and resources to solve a problem. Students work in small groups to work on a problem, figure out what they need to learn in order to solve the problem, then generate strategies to a solution. These problems are realistic and can have multiple solutions for solving. Students take an active role in their learning. Vernon & Blake, 1993 studies have shown that medical students who are enrolled in problem-based curricula score higher on clinical prblem-solving measures and on actual ratings of clinical performance than those who were not enrolled in such a program. This method is also helpful with teachers in training. Darling- Hammond & Hammerness, 2002 showed that teachers who have used this can have a better understanding and appreciation of cultural diversity. It also helps them reflect on their own actions. This approach has been found to be better in supporting flexible problem solving, application of knowledge and hypothesis generation. (Dochy, Segars, Van de Bossche & Gijbels, 2003.
Learning By Design is based on that children learn best when they are asked to design and create an artifict that requires understanding and application of knowledge. Hmelo, Holton, and Kolodner 2000 asked sixth grade students to create a set of lungs with partially working respitory system. The project led to better learning outcomes than the traditional approach. Perkins, 1986 found that design activities are particularly good for helping students develop understanding of complex systems noting that the stystems can be presented as a united whole whose structure is adapted to specific purposes. Fortes 2004 conducted a study of 92 students. The study showed that in higher and lower level students showed progress in the learning targets.
Problem-based learning has a self-relfection component that allows students to increase and do better the next time.Learning by design has something physical the students have made and can use. Project based also has something the students made but it is usually a paper or presentation.
I believe the most important benefit of all three is learning for life. By doing these types of learning the students will learning important things that they will need to succeed in life and can do so because they learned this way. Students will remember more when they learned like this.
Resources:
Barron Brigid. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
No comments:
Post a Comment