Double Entry Journal # 6

1. Read the introduction. What “dominant paradigm” is showing signs of wear?
"The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading…” is the dominant paradigm that is showing signs of wear.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. Project-based learning has been proven to be more successful than the traditional form of teaching. This is likely because it is based around the students. Below are three examples explaining the benefits of project-based learning.

“An interdisciplinary approach connects learning objectives from two or more academic fields of study. Technology projects combine knowledge and skills from multiple subject areas such as language arts, mathematics, geography, history, science, and social studies. This approach gives students a relevant learning experience and encourages the transfer of knowledge to new situations” (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/).

“Project-based learning has been shown to increase attendance rates decrease suspension, and disciplinary referrals. The benefits to students are quite clear, but the good news doesn't end there. Teachers who have conducted successful project-based learning activities also report a higher level of satisfaction with teaching” (http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning).

“As I sat and watched the kids at work, I thought about the wonderful benefits that working on projects offers to young children. The man benefit that struck me right away involves the important communication skills that projects can help students develop. For example, one young girl realized that she and her partner needed more blue zomes. She approached another pair and offered a trade. The other group declined the initial offer (as all good negotiators are instructed to do) and countered. The kids negotiated for a while and ultimately agreed to a mutually beneficial deal. I was impressed by how quickly and amicably these kids were able to come to a resolution. Speaking up for oneself and taking action to get what one needs comes naturally for some children, but not for everyone. This type of project provides authentic opportunities to develop these valuable life skills” (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning).

3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Research has shown that children participate more actively with problem-based learning. It gets the students motivated to learn and as they are actively engaged in all parts.

“Collaboration is a process where two or more people work together to reach a common goal. Technology projects allow students to cooperate in partners or small groups to acquire information, share resources, and create original works using the computer as a tool. This benefits students as they can build on team members range of abilities and interests. As well, collaboration promotes participation, fosters responsibility, and improves social skills” (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/).

“Working cooperatively with a partner also brings into play a host of other important communication skills. With a project of this nature, each child is inevitably going to think of many unique design ideas and feel passionately that these ideas be used. Consequently, the members of each pair need to speak respectfully with each other, listen willingly to the thoughts of others, and find a way to turn multiple visions into one cohesive project. These skills are often difficult for adults, and if we can give children genuine opportunities to practice these skills in the classroom, then we are doing our students a great service”( http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning).

“A couple days ago my students, working in pairs, were using zomes to create three-dimensional representations of buildings and facilities that they would add to our city if they were given an opportunity to do so. The kids chose such ideas as a homeless shelter, animal care center, technology development laboratory, recycling center, and football stadium. (After all, we are in Los Angeles, a city that has been without an NFL team for a long time.) The project represented the culmination of our Geometry Challenge unit, and we will be displaying the structures at our upcoming Open House” (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning).

4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Design-based learning (DBL) is a form of project-based learning in which students learn what they need to learn in a just-in-time fashion while trying to design something. Students create, assess, and redesign products through stages of revisions. The work often requires collaboration and specific roles for individual students, enabling them to become experts in a particular are.

"Design activity supports revisions and iterative activity as students create, assess, and redesign their work product, provides students with the opportunity to be "experts" in a particular area, and design projects require students to set constraints, generate ideas, create prototypes, and develop plans through storyboarding or other representational practices"

A few long-term studies have been conducted to determine the advantages of design-based learning. They found that design-based learning is helpful when complex figures are trying to be modeled or explained. An example of this would be the respiratory system. The students learn about the system in a more systematical manner and understood more about the structures and actual functions of the system. (Hmelo, Holton, and Kolodner, 2000).

5. What are the differences between the three approaches?

Project-based learning is simply learning from doing projects. Students work to figure out problems and come up with their own questions and answers. They become active learners through this process. With problem-based learning, the students are presented with a specific problem. Then, they think about and discuss a variety of solutions. Learning by design is different than the other two because the students have actually create an object in which they know about. The students create, review, and edit their own work.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
With all three approaches, the students are actively thinking. They are working to come up with their own questions, answers, and solutions. Learning is a continuous cycle for all three types.

Citations:

"Six Benefits to Project Based Learning and Technology Integration." Benefits to Project Based Learning and Technology Integration. N.p., n.d. Web. 26 Sept. 2012. <http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/>.

 "Some Benefits of Project-Based Learning." Some Benefits of Project-Based Learning. N.p., n.d. Web. 26 Sept. 2012. <http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning>.

 "Teaching Today | How-To Articles | Engaging Students with Project-Based Learning." Teaching Today | How-To Articles | Engaging Students with Project-Based Learning. N.p., n.d. Web. 26 Sept. 2012. <http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning>.

Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf