Session 7: Situated Learning Environments and Cognitive Apprenticeships

This week's reading focused on Situated Learning Environments and Cognitive Apprenticeships.  This type of learning model allows students to work in teams on projects/problems with close scaffolding by the instructor.  Most of the learning occurs natuarally through contexts and situations.    Some examples from our reading include learning math calculations while selling food products for campus food services; and allowing students to "switch" roles with the teacher to formulate questions from classroom reading.

1. What are your initial reactions to this theory/model? What are barriers to its use? What
benefits might be expected for those who overcome the barriers?

My initial reactions to this model were very positive.  In fact, this model is used often within our school for the Occupational Track students to help them learn core skills such as math, English, and science.  Additionally, this method is used for our EC students to help them understand novels; math; and science as well.  Some of the barriers to the use of this method include:  lack of teacher preparation and involvement with use of the model, not completely understanding the mechanics of the model, and lastly not being in control of the students cognitive processes. Teachers and students who over come these barriers learn to apply these skills learned to varied contexts and everyday life settings.

2. Would you attempt to use this theory/model with the students you are currently teaching
or hope to teach in the future? Why or why not? Could elements of the theory/model be
modified so that it would work with your current/future students?

I would attempt to use this theory/model with my current students to help them understand concepts and situations in real life.  My Principles of Personal Finance course teaches students about managing personal finances.  This method could be employed to help students learn to budget, and to help them be cognizant of costs of housing; food; etc.  I don't think that the model needs to be adjusted for my students; however, I do believe proper planning of the activities and outcomes is crucial to the success of the method as well as the students.

3. Since we're taking learning theories/models that were not necessarily created with the
Web in mind and turning them into Web modules, what Web-based tools or resources
could be leveraged to carry out this learning theory/model online?

This model tends to lend itself to application in Web Modules.  Screen sharing, chats; synchronous discussions; and creation of modules using Camtasia ensure that the teacher is available for students to provide the proper scaffolding.

Problem Based Learning - Session 6

http://www.pkal.org/documents/PBL_GeorgiaTech.cfm

Problem Based learning exposes students to problem solving techniques.  Rather than using a traditional instructrion model that culminates n a problem after the lecture; the PBL method actually begins with a problem for students to solve.  This learing theory begain in the 1950's as a movement to restructure medical school education; and is now employed in business training and in K-12 curriculums.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

After reading the required examples and discussions, I immediately thought about the fact that this method would not work well with my current student base.   Problem solving is a learned skill; and a skill that so many of our students need.  Yet, many, including the upper level students, struggle with this concept.  There are several barriers to its use, especially at the high school level:  Students need to have basic problem solving skills in place; students need to be self motivated to research and dig deeper, rather than rely on the teacher to give them the answers; the teacher needs to adequately plan and structure the lesson to help students along the way; and the teacher needs to monitor group interaction like a guide monitors the group they lead, to help students discover solutions. 

When students overcome these barriers, they experience greater recall and retention of knowledge; development of transferable skills to be used in the workplace; and increased motivation/interest in their school subjects.  Our reading mentioned college and university classes, especially in the medical fields, use this method often to help students increase their knowledge.  I would expect that doctors, scientists, etc., would need to develop problem solving skills because they will utilize this method in their real world occupations.   For example, if I am sick and my doctor does not know exactly what is wrong, I expect him/her to research and discover my problem. I would hope that he/she would not simply settle for someone elses opinion or refuse to look further into my symptoms.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I would not attempt to use this theory with my entire class, simply becuase of the amount of work involved; structuring of groups; and the ability level of my students.  I do feel that our students need this type of education and learning process to develop lifelong skills; yet my curriculum is sometimes prohibitive of this type of method.  Students are given activities that culminate the lecture, rather than to discover the answers to problems.   I do plan to look into creating some PBL activities for my students next year to help them develop these crucial skills. 

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?

As mentioned in the class lecture and powerpoint notes, students could work together with their groups using tools like Elluminate; Skype; Pronto; and Wimba to create a game plan.  Students would need to be assigned a problem and a due date.  Further, they need information on and access to many resources, but do not need a well structured "web quest."  This will ensure that students seek out answers on their on, and not just look at the "web quest" designed by the teacher.  Lastly, students can present their findings using a web page presentation.

Session 5 - Cooperative Learning Environments

A Cooperative Learning Environment "provides a variety of educational advantages over more traditional instructional models" for students.  (Haller, Gallagher, Weldon, Felder, p 285)  This learning model suggests that learning is "best achieved interactively, rather than through a one-way transmission process." (Haller, et al, p. 285)  Students are encouraged to learn from and teach to one another.  Some of the tenets of Cooperative Learning are individual and group accountability, face to face interaction,  interpersonal skills and positive interdependence between team members.  Individual students are accountable for specific tasks; and each team benefits when all members perform well. 

For the past several years, there has been a huge push for Career and Technical Education (CTE) teachers to incorporate cooperative learning into the curriculum.  Each summer, during our CTE conference, at least one break out session focuses on Cooperative Learning Techniques for teachers to use in the classroom.  Some of the techniques presented for use are:

• Think-Pair-Share - students think; then share with a partner; then share with class
• Round Robin - students are assigned to groups; given a problem; then think; then answer in a round
• Numbered Heads Together - students grouped into 4's; each is given a number; then they work together to solve the problem; then teacher calls a number - 1 to 4- and the student answers.

These activities help students to work in a smaller group where they feel more confident in sharing their knowledge or asking questions.  Once the groups have come to a consensus on an answer, each team member feels confident in answering the question; and has most probably gained additional knowledge about the subject. Lastly, by grouping students in to heterogeneous groups, students from all academic and socio-economic groups are exposed to new ways of thought.

I have used some of these methods in my classroom with both positive and negative results.  As a CTE course, I have a wide range of diversity in my classroom:  Occupational students, Students with Individualized Education Plans, and AIG students.  In my observation,  Cooperative Learning is very dependent on the ability levels of the students in the classroom.  Lower functioning students may not benefit from cooperative groups, and may possibly hinder the learning process of the other students in the group.  Because of the demographics of the class, it is important for the teacher to:

• Think through the cooperative activity by answering key questions
• Ensure students understand the nature and value of the activity
• Provide clear instructions
• Organize groups effectively
• Manage group activities

In conclusion, conducting a successful Cooperative Activity puts alot of responsibility on the teacher to make sure the learning process occurs.  Cooperative Activities should not be structured as a time filler; or a way for the teacher to avoid teaching.  Rather, these activities should reinforce lessons taught; and help the students to gain additional knowledge on the subject.

 References
Haller, C.R., Gallagher, V.J., Weldon, T.L., & Felder, R.M. (2000). Dynamics of peer education in cooperative learning workgroups. Journal of Engineering Education 89(3), 285-293.

Johnson, D.W., Johnson, R.T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.

Millis, B.J. (2002). Enhancing learning and more! Through cooperative learning. Manhattan, KS: The IDEA Center.

Guided Design - Session 4

This week's readings introduced the concept of Guided Design as an education strategy that incorporated "real world" problems to help students learn a decision making process.  Guided Design originate at West Virginia University to help ; and has been widely used in high schools and in business and industry training.  Use of this method has been shown to positively influence student's personal confidence and competence.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

• The Guided Design theory is heavily employed in our Career and Technical Education classes here in North Carolina.  In fact, every curriculum I teach has some element of Guided Design included for student instruction, especially my Finance and Accounting Classes.  Additionally, since CTE classes are responsible for preparing students for entry into the 21st century workplace, it is imperative for students to learn decision making skills. 

• There are some barriers to the use of Guided Design, however.  Students that are uncomfortable with making decisions struggle with this type of assignment.  Further, many students have never been exposed to the decision making steps; and are therefore unfamiliar with the design of the theory.  Unmotivated students or students with specific learning disabilities will struggle with the independence of this model.   Higher level students sometimes overshadow struggling students in group settings, so careful appointment of group members is essential to success.           

•  For students who overcome these barriers, the result will be increased decision making skills; greater confidence and competence in themselves; and an increase in learning.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

• I have effectively used this model with my students; and most of the time it has been successful.  This past week, I actually taught a lesson on decision making to my Career Management students.  The students in this class are attendance or academically challenged; and are taking my class in the evening in order to receive enough credits to graduate on time.  Students were given several real life scenarios and were asked to  identify the problem; choices/alternatives; opportunity costs; consequences - both good and bad; potential outcomes; and reflection.  The first scenario was done as a group; then the students individually worked on the remaining scenarios in groups of 2.  Afterward, we regrouped and shared steps in each scenario as a class.  The students led the discussion, and I simply added to the discussion; or kept it on track.  Students were so much more involved and in tune with the lesson than other lessons I have taught.

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?

• Collaboration tools such as Elluminate; Wimba Proto or Wimba Classrrom; Ipod/Itouch Facetime; Google Docs; or Wikis could help students to join together for discussion.

• The Internet, including subject directories, could help students to gather information on which to base their decisions.  Additionally, the Internet has numerous decision making websites that can help students to learn the process.

This is by far my favorite method studied.  I feel that this method forces students to take ownership of their work; and puts the teacher into the "guide on the side" mode rather than the "sage on the stage."  Today's students want (and need) to be more involved in the hands on of the learning.  Helping students to learn decision making skills in the real world will further help them to be successful 21st century leaders.

Casada, M. E., & DeShazer, J. A. (1995). Teaching professionalism, design, and communications to Engineering freshmen. In Proceedings of the American Society for Engineering Education, Biological and Agricultural Engineering Division (pp. 1381-1385). Anaheim, CA.


Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges, 3(1).


Wilson, P. N. (2004). Mutual gains from team learning: A guided design classroom exercise. Cardon Research Papers in Agricultural and Resource Economics (No. 2004-07). Tuscon, AZ: University of Arizona.