Module Resources:
http://www.thirteen.org/edonline/concept2class/inquiry/
http://www.inquirybasedlearning.org/?page=What_is_IBL
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ976562.pdf
http://files.eric.ed.gov/fulltext/EJ1022903.pdf
The Academy of Inquiry Based Learning defines IBL as a student-centered method of teaching. The goal of inquiry based learning is to engage students in their learning. The students are given tasks which require problem solving, exploring, experimenting and communicating (What is IBL). The Acadamy of Inquiry Based Learning provides an example dealing with mathematics. In my own classroom I have found it very easy to incorporate IBL during mathematics. In our mathematics class it is not so much about finding the right answer but the process that one takes to get their answer.
As reported from Workshop: Inquiry Based Learning, Inquiry Based Learning is not found in classrooms across the country nearly enough. It states that our classrooms discourage the natural process of inquiry. Instead of allowing students to ask questions, they are expected to sit, listen and repeat the answers that are given to them. This is not what students need. Instead of being given answers that they are expected to memorize, students need to be able to understand and interpret information and seek answers to problems. Inquiry is not seeking the right answer, it is seeking appropriate resolutions to questions and issues (2004).
The article by Alexander Schoelz, Christian Swertz, Alexandra Fostner and Alessandro Barberi takes a look at whether or not artificial tutoring fosters Inquiry Based Learning. Schoelz et al feel that artificial tutoring does lend itself to IBL. Artificial tutoring does allow for students to explore freely and choose different knowledge types. Students are able to learn based on their personal interests and ability level (Schoelz et al 2014). I do not have much experience with artificial tutoring and whether or not in complies with IBL. I do feel that as we move forward in education artificial tutoring is something that will become more prevalent and inquiry based learning needs to be a part of it.
Saturday, February 28, 2015
Sunday, February 22, 2015
RSA #2 Project Based Learning
Module Resources:
http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
http://www.edutopia.org/project-based-learning-common-core-resources
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ907022.pdf
http://www.ncsu.edu/meridian/win2002/514/project-based.pdf
As stated by Shannon Dauphin project-based learning is the idea that students learn best by working to solve real world problems. When students participate in project-based learning they become more engaged in their work and are more likely to take ownership. The teacher becomes a coach and guides the students through the learning process, rather then teaching directly at them. Project-based learning allows students to work in groups, which helps the students to develop cooperation and problem solving skills. Dauphin goes on to say that project-based learning is both educational and entertaining (Dauphin 2013).
Papanikolaou and Boubouka agree with Dauphin in saying that project-based learning opens students to completing more complex tasks, and making experience and self-direction an important part of learning. However, they also go on to say that some researchers believe that students may lack prior knowledge and certain skills that are needed for project based learning. Such skills include planning and self monitoring. Fortunately web-based programs have been created that scaffold instruction allowing for successful project-based learning. One such program is MyProject. MyProject was developed as a web-based adaptive learning environment. It was designed to support learners to progressively understand the issues of a project and help them to organize their work. Papanikolaou and Boubouka say that although project-based learning is a great way to foster student learning, we still need to make sure that they have the skills needed to be successful in doing so (Papanikolaou et al., 2010).
Project-based learning is a movement towards student centered learning, where students take initiative for their learning. According to Michael Grant, it goes all the way back to the early 1900's and John Dewey's idea of "learning by doing". One example that Grant provides is WebQuests. WebQuests have students participating in an engaging task or project. WebQuests also provide the ability to scaffold instruction (Grant).
With the implementation of Common Core, Project Based Learning will grow in importance. Sara Hallerman outlines 6 big ideas that relate Common Core to Project Based Learning. The first idea is that Common Core has teachers designing long term units. If teachers use careful planning, the project can be the unit. The second idea Hallerman addresses is that teachers will facilitate inquiry. Hallerman goes on to say that well designed projects promote inquiry and deep thinking. The next idea is that projects can be designed to promote critical thinking, which is a key part of Common Core. Project Based Learning also creates an environment in which students learn how to persevere. Project Based Learning provides students the opportunity to give and receive feedback as they complete their projects. In addition, Project Based Learning allows the teacher to integrate the content that is being taught. The project itself gives students the opportunity to find out more about the specific topic. Finally, Project Based Learning allows the students to participate in meaningful conversations about the topic. As Hallerman points out, it is clear that using Project Based Learning is an easy way to shift towards the Common Core (Hallerman 2013).
References:
Grant, M. Getting a Grip on Project Based Learning: Theory, Cases and Recommendations. Retrieved from: http://www.ncsu.edu/meridian/win2002/514/project-based.pdf
http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
http://www.edutopia.org/project-based-learning-common-core-resources
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ907022.pdf
http://www.ncsu.edu/meridian/win2002/514/project-based.pdf
As stated by Shannon Dauphin project-based learning is the idea that students learn best by working to solve real world problems. When students participate in project-based learning they become more engaged in their work and are more likely to take ownership. The teacher becomes a coach and guides the students through the learning process, rather then teaching directly at them. Project-based learning allows students to work in groups, which helps the students to develop cooperation and problem solving skills. Dauphin goes on to say that project-based learning is both educational and entertaining (Dauphin 2013).
Papanikolaou and Boubouka agree with Dauphin in saying that project-based learning opens students to completing more complex tasks, and making experience and self-direction an important part of learning. However, they also go on to say that some researchers believe that students may lack prior knowledge and certain skills that are needed for project based learning. Such skills include planning and self monitoring. Fortunately web-based programs have been created that scaffold instruction allowing for successful project-based learning. One such program is MyProject. MyProject was developed as a web-based adaptive learning environment. It was designed to support learners to progressively understand the issues of a project and help them to organize their work. Papanikolaou and Boubouka say that although project-based learning is a great way to foster student learning, we still need to make sure that they have the skills needed to be successful in doing so (Papanikolaou et al., 2010).
Project-based learning is a movement towards student centered learning, where students take initiative for their learning. According to Michael Grant, it goes all the way back to the early 1900's and John Dewey's idea of "learning by doing". One example that Grant provides is WebQuests. WebQuests have students participating in an engaging task or project. WebQuests also provide the ability to scaffold instruction (Grant).
With the implementation of Common Core, Project Based Learning will grow in importance. Sara Hallerman outlines 6 big ideas that relate Common Core to Project Based Learning. The first idea is that Common Core has teachers designing long term units. If teachers use careful planning, the project can be the unit. The second idea Hallerman addresses is that teachers will facilitate inquiry. Hallerman goes on to say that well designed projects promote inquiry and deep thinking. The next idea is that projects can be designed to promote critical thinking, which is a key part of Common Core. Project Based Learning also creates an environment in which students learn how to persevere. Project Based Learning provides students the opportunity to give and receive feedback as they complete their projects. In addition, Project Based Learning allows the teacher to integrate the content that is being taught. The project itself gives students the opportunity to find out more about the specific topic. Finally, Project Based Learning allows the students to participate in meaningful conversations about the topic. As Hallerman points out, it is clear that using Project Based Learning is an easy way to shift towards the Common Core (Hallerman 2013).
References:
Dauphin, S. (2013). 12 timeless project-based learning resources. Retrieved from: http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
Hallermann, S. (2013). The Role of PBL in Making the Shift to Common Core. Retrieved from: http://www.edutopia.org/blog/pbl-role-shift-to-ccss-sara-hallermann
Papanikolaou, K. and Boubouka M. (2010). Promoting Collaboration in a Project Based E-Learning Context. Retrieved from: http://files.eric.ed.gov/fulltext/EJ907022.pdf
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
Saturday, February 14, 2015
RSA #1 Professional Learning Communities
Module Resources:
http://blackboard.cuchicago.edu/bbcswebdav/pid-1435469-dt-content-rid-5597031_2/courses/8249.201530/Week1-reading-DuFour-professional-learning-community-EDT6030-v14.pdf
http://blackboard.cuchicago.edu/bbcswebdav/pid-1435473-dt-content-rid-5597030_2/courses/8249.201530/Week1-reading-discontinuity-edt6030-v14.pdf
Online Resources:
http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx
http://www.allthingsplc.info/files/uploads/AllTogetherNow_TEPSA_TMany_JSchmidt.pdf
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ842519.pdf
http://files.eric.ed.gov/fulltext/EJ1047338.pdf
According to Richard Dufour, when professional learning communities are in place there is a shift from a focus on teaching to a focus on learning. There are 3 key questions that professional learning communities seek to answer: What do we want the students to learn? How will we know when the student has learned it? How will we respond when a student has difficulty learning it? (Dufour 2004) Answering these questions together as a team, is an essential part of professional learning communities. Professional learning communities are not about creating the best lessons, they are about making sure that every student is learning.
James Cranston states that studies have shown that schools with strong professional learning communities lead to improved school functioning. Professional learning communities provide schools with good staff development that allows for school change and improvement. The staff is able to work together to improve student achievement (Cranston 2009). The staff must be on board with the professional learning communities, and be open to new ideas. There also needs to be an understanding that everyone is responsible for each students learning and it's not just limited to the classroom teacher.
Discontinuity can arise in professional learning communities. According to Jaquad Daoudi and Mario Bourgault discontinuity is a difference, diversity or heterogeneity that exists between members of a team. Discontinuity can come in the form of geographical, temporal, organizational or work practices (Daoudi et al., 2012). I have seen first hand where discontinuity can cause a professional learning community to not have success. It is imperative that any differences are sorted out so that everyone can work together to improve student learning.
According to Chelsea Stewart, Professional learning communities are most successful when all members of the learning community feel invested in their work. It is important for all members to feel comfortable giving and receiving feedback in a constructive manner. If cohesion does not take place it will be very difficult for the PLC to be successful (Stewart 2014).
The resources about allow you to understand more of what professional learning communities are about. They go into great detail about why professional learning communities are effective in the school environment. In addition, the last two resources provide the reader with ideas as to how to maintain the effectiveness of the PLC. These two resources address what happens when there is discontinuity and groups don't work in a cohesive environment. These are important topics to address so that the professional learning community can be effective.
Bibliography:
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
Daoudi, J. & Bougault, M. (2012). Discontiuity and collaboration: Theory and evidence from technological projects. International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-15.
DuFour, R. (2004, May). What Is A Professional Learning Community? Educational Leadership.
Stewart, C. (2014). Transforming Professional Development to Professional Learning. Journal of Adult Education Volume 43.
http://blackboard.cuchicago.edu/bbcswebdav/pid-1435469-dt-content-rid-5597031_2/courses/8249.201530/Week1-reading-DuFour-professional-learning-community-EDT6030-v14.pdf
http://blackboard.cuchicago.edu/bbcswebdav/pid-1435473-dt-content-rid-5597030_2/courses/8249.201530/Week1-reading-discontinuity-edt6030-v14.pdf
Online Resources:
http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx
http://www.allthingsplc.info/files/uploads/AllTogetherNow_TEPSA_TMany_JSchmidt.pdf
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ842519.pdf
http://files.eric.ed.gov/fulltext/EJ1047338.pdf
According to Richard Dufour, when professional learning communities are in place there is a shift from a focus on teaching to a focus on learning. There are 3 key questions that professional learning communities seek to answer: What do we want the students to learn? How will we know when the student has learned it? How will we respond when a student has difficulty learning it? (Dufour 2004) Answering these questions together as a team, is an essential part of professional learning communities. Professional learning communities are not about creating the best lessons, they are about making sure that every student is learning.
James Cranston states that studies have shown that schools with strong professional learning communities lead to improved school functioning. Professional learning communities provide schools with good staff development that allows for school change and improvement. The staff is able to work together to improve student achievement (Cranston 2009). The staff must be on board with the professional learning communities, and be open to new ideas. There also needs to be an understanding that everyone is responsible for each students learning and it's not just limited to the classroom teacher.
Discontinuity can arise in professional learning communities. According to Jaquad Daoudi and Mario Bourgault discontinuity is a difference, diversity or heterogeneity that exists between members of a team. Discontinuity can come in the form of geographical, temporal, organizational or work practices (Daoudi et al., 2012). I have seen first hand where discontinuity can cause a professional learning community to not have success. It is imperative that any differences are sorted out so that everyone can work together to improve student learning.
According to Chelsea Stewart, Professional learning communities are most successful when all members of the learning community feel invested in their work. It is important for all members to feel comfortable giving and receiving feedback in a constructive manner. If cohesion does not take place it will be very difficult for the PLC to be successful (Stewart 2014).
The resources about allow you to understand more of what professional learning communities are about. They go into great detail about why professional learning communities are effective in the school environment. In addition, the last two resources provide the reader with ideas as to how to maintain the effectiveness of the PLC. These two resources address what happens when there is discontinuity and groups don't work in a cohesive environment. These are important topics to address so that the professional learning community can be effective.
Bibliography:
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
Daoudi, J. & Bougault, M. (2012). Discontiuity and collaboration: Theory and evidence from technological projects. International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-15.
DuFour, R. (2004, May). What Is A Professional Learning Community? Educational Leadership.
Stewart, C. (2014). Transforming Professional Development to Professional Learning. Journal of Adult Education Volume 43.
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