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.
Kathy,
ReplyDeleteI like your idea of using this method in the personal finance class. I honestly hate math, but when I see how it can be used in the "real world", I am interested. I could have used a personal finance class when I was in high school.
Kathy-We have the best OCS program on the planet (I am a bit bias). This made me think of our OCS students. Ms. Walsh, our OCS teacher, started The Coffee Shop with her students. They make and deliever coffee and smoothies to those of use who order each morning. They have also started another store called The Treasure Chest. They make crafts and sell them. This teaches them responsibility. Each of the students has an assigned job that they are responsbile for. They also are accountable for the money and inventory. In Computer Apps I when we teach the design principles, we partnered with her class to help them make business cards, letterhead stationary, flyers, and so on.
ReplyDeleteI like the real world tasks of budgeting... such pertinent topic!
ReplyDeleteI assisted a coworker last year to implement a computer based program that provided realistic job/budgeting/living life scenarios for our high school students. It was very eye-opening to them! "What, I have to actually pay for wedding gifts out of my own money? Is car insurance really that expensive? How about if I just don't eat for the month of April?"
(Julie Jones)