Session 12: Case Based Models

When reviewing the Case-Based Methods, I am reminded of when I was pursuing my Master of Taxation degree. The professor would give us scenarios, then we would have to research tax law and tax cases to determine the proper tax treatment of the situation. Case Based reasoning helps students to find the necessary resources to discuss and debate issues such as case law.

These models are definitely more suited to professionals, lawyers, accountants, and persons with the ability to apply research skills. I would not use these methods in the classes I teach currently, simply because I do not feel my students would benefit. Most students would possibly be frustrated, and not be able to complete the assignments. Additionally, these models do take considerable time to create, and students would need access to large amounts of resources.

Possible use of this method via the Internet would include researching subject databases such as Lexus/Nexus; ERIC; and other professional based directories.

Session 11: MOST Environments

This weeks reading was about the MOST environment learning model.  This model is designed to support literacy, and the abilities to read, write, speak, listen omputer, thick critically and learn on one's on.

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?

As I was reading about this week's model, I really liked the concepts and theories behind the MOST environment.  This model is designed to help at-risk learners or students with different linguistic and conceptual development interact with, teach and learn from other students who may or may not be more advanced in these areas.  I especially like the fact that this model helps teachers to use a "new attitude" toward at-risk students and how they learn.  Some of the barriers I see to this model are:  1) students are at different ability and learning levels, so the teacher has to structure the lessons individually to the classroom; 2) for young children, the sessions need to be short so as to help them process the learning;  3) keeping the attention span of middle school and high school students; and 4) viable sources of video may not always be available in the proper context or age level.  The benefits of this model will definitely help students to gain valuable information; and help them to become more literate; and possibly develop life long learning skills.

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 currently use some elements of this method in my current curriculum.  Teaching business classes, especially classes that deal with the US economy, I use multimedia to help students grasp concepts they might not otherwise grasp from a class lecture.  For example, when I am teaching about the freedom of the US, I use instructional videos that showcase life in other countries.  When I teach the banking unit, and am explaining how a bank works, I show the movie, "Its a Wonderful Life."  There is an excellent speech from George during the bank run scene that explains how the bank really operates.  The kids love it, and "get it."

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?

Uploading multimedia clips; and how to clips, similiar to what we do in our Web Based modules for this class, are prime examples of helping students to develop literacy.  In fact, today's students are digital natives, so even the most at-risk learner may benefit from a web based instructional unit. 

Session 10:STAR Legacy Model

Session 10 discusses the STAR (SoftwareTechnology for Action and Reflection) Legacy learning module.  With the STAR method, modules are presented in a five-step cycle that begins with an interesting problem or challenge to be solved.  Students are then asked questions to assess their prior learning; then subsequently complete activities that require them to think, look at perspectives and resources, complete assessments; then reflect on the learning.  Additionally, students are asked to leave "legacies" to help the next group with their learning modules.  In this way, the STAR Legacy module is evolving over time.

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?

As I was reading this week's selection, Schwartz, et al. compared the STAR Legacy model to anchored instruction becuase of its adaptive design.  I really like the concept of the STAR Legacy in the way that it challenges learners to deepen their expertise on a particular subject, and encourages the learner to leave legacies to help the next group of learners succeed.  Teachers, students, and other learners may adapt a particular content to thier unique strengths, needs, and interests.  If used correctly, this model can help everyone involved to explore, learn and deepen prior knowledge of a subject or content area.  Barriers to this method include:  unmotivated students; a poorly designed STAR model; lack of sufficient scaffolding during the learning process; lack of sufficient prior knowledge before starting the project; lack of homogenous prior knowledge of group members, and unwillingness to be flexible during the learning process.  For those that overcome these barriers, a deeper knowledge of the content/subject area occurs; increased reasoning and reflective skills.

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?

Again, because of the structure of my curriclum, this model would not work in my lower level courses.  However, I can see where this model would work with my Advanced Business students; and quite possibly my Microsoft IT Academy students.  Over the summer, I plan to look for/develop a course such as this so that I may incorporate it into my curriculum.  I really believe this model helps students take ownership of their work by allowing them to reason and reflect on what they need to know.  I also believe it will provide substance and challenge to my courses once incorporated.

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?

In my opinon, this method would lend itself more to being an online module, simply becuase of the wealth of information that is one the internet.  In designing the course, however, the teacher/developer would need to utilize more reliable sources such as subject directories and authenticated websites instead of Wikipedia, etc.  Lots of web tools could be included to help team collaboration - Microsoft Sharepoint, Google Apps and Google Sites; Elluminate; Wimba Pronto and Classroom; etc.  This type of assignment could be developed as a WebQuest where students can explore on their own, and come to a main conclusion.

Session 9: Anchored Instruction

This week's reading discusses Anchored Instruction.  This model helps students to become actively engaged in learning by "anchoring" instruction in topics that are interesting and realistic problem solving situations. (Goldman, Petrosino, Sherwood, Garrison, Hickey, Bransford, Pellegrion, 257) 

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?

When reading about this teaching technique, it reminded me of the situated learning model where student  knowledge is situated in a specific context within a particular social and physical environment.  Students are given open ended questions and are encouraged to extract key issues, facts and/or data.  Cooperative learning groups help students to work together to solve problems; and help students to become more independent thinkers.  My initial reaction to this model was "wow, I wish that I could teach a course that would allow this type of instruction!"  Unfortunately, my curriculum's are pre-set, with specific objectives that students need to learn for the End of Course test.  Mastery is measured on how well the student performs on the test.  Therefore, in my curriculum area, especially the courses designed for 9th -10th graders, it would be almost impossible to implement this method into my teaching.  Some of our upper level business courses such as Honors Accounting II and Advanced Business Studies would lend themselves more to this model.  For students, and teachers, that overcome these barriers, I feel that students would "own" much more of their work, and would develop more as independent thinkers.

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?

As stated above, many of the courses I teach do not lend themselves to work well with this model.  Therefore, this model would not work well in my current classes.  The curriculum I teach has specific objectives and activities that students must complete in order to score well on the End of Course test.  Further, my curriculum does not have much room for alternative assignments.  For my upper level courses, however, this model would work extremely well.  It will require some effort on my part to structure the lesson adequately as to allow students to struggle; yet provide adequate scaffolding at the proper time.

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?

Students could most definitely use the web in the application of this model.  In fact, I feel that alot of the Master level courses we take online are similar to this model.  The professor gives us assignments that force us to explore, extract, and develop appropriate responses.  Using the Internet to explore solutions, definitions, and alternatives to given problems will help students to be self sufficient and to research effectively.  Using subject directories to explore scholarly articles on the subject matter will also provide  additionally knowledge and information on the given problem.

Session 8: Goal Based Scenarios

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?

 I completely agree with the authors that traditional methods of instruction do not teach students to learn skills, and that teaching is concentrated on imparting factual knowledge.  GBS differs in the fact that students learn "how to"  rather than "know this."  (Schank, 3)  My initial reaction to this model was positive.  In fact, I have been teaching in this style for many years, although I did not realize it was GBS. In my computer classes, I use GBS abot 90% of the time.  Computer courses are more adaptable to this model than are lecture courses, therefore, I don't use it as often in these types of courses.  Some of the barriers to using the GBS model that this method may not work as well with lower level students.  This model focuses on real-world applications and some students may not have been exposed to certain situations.  For example, using GBS to help students learn about online security and safety issues may not be relevant to the student who does not have access to, or not literate with a computer and the internet.  For students that over come these barriers, they will certainly have more "real world" knowledge than before the lesson. 

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?

Currently, I employ this method quite frequently in my computer courses.  Rather than teach the curriculum directly from my curriculum guide, I develop real world scenarios for them to complete.  For example, when teaching about publications, I have students create a flyer for an upcoming yard sale or event they are having.  I have them create a card for a loved one, etc.

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?

The same curriculum structure used in the classroom can most certainly be used on the web.  Using Microsoft Sky Drive; GoogleDocs; or even creating a web page are excellent curriculum ideas for this method.  One caveat is that the teacher must be available to provide "just in time" help for students that are struggling. Otherwise, these students may become frustrated and shut down.

he core of a GBS is a simulated task that makes clear to participants what skills they need and why, what problems they are likely to encounter, and when, what is the most effective means for dealing with those problems, and why they are effective."   Further, Schank, Berman, and Macpherson decribe GBS as a "learn-by-doing simulation in which students pursure a goal by practicing target skills and using relevant content knowledge to help them achieve their goal."

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.