edim502 week 1

In this first week of EDIM502, we examined three case studies of Project Based Learning:  Newsome Park Elementary in Newport News, Virginia; Geometry classes at Mountlake Terrace High School, near Seattle; and third grade at Rockledge Elementary School, in Bowie Maryland.  These three schools show the diversity of Project Based Learning: from elementary through high school, and across disciplines from generic elementary programming to specific courses at the high school level; from tracking butterfly migration  to creating design plans for futuristic school buildings.  (Armstrong 2002, Curtis 2001, Curtis 2002).

In each case, the students learn through a series of projects, rather than direct instruction.  The goal of these projects is to design an engaging lesson from which students want to learn and which offers cohesiveness.  Armstrong chronicles the Geometry classes as they explore the design requirements and enhancement opportunities for school buildings.  The project creates "hands-on, real-life applications of mathematical concepts, as well as the value of experience in working as a team to produce a product"  (Armstrong 2002).  For these students, the lessons become more than isolated units with assignments and tests.  Instead, they mimic situations students may encounter in their future.   Curtis writes of projects involving collaborative approaches.  Through online databases and large scale collaborative projects, students interact beyond the classroom, state, and even country as they track the movement of butterflies, the blooming of flowers, and other seasonal variations (Curtis 2002).  This connectivity reinforces the global nature of education, commerce, and industry.  Through their participation, students are diversifying their cultural awareness early on.


Project Based Learning is delivering results.  In Newsome Park Elementary, disciplinary incidents are decreasing, absenteeism is decreasing, test scores are rising, and children are actively seeking information and feedback.  Curtis documents the extension of learning beyond the classroom as well, highlighting the increasing detail and energy involved in responses to "What did you do in school today?"  (Curtis 2001).

The common connection between these three classrooms and the problem based learning strategies they employ is the reorganization of learning methodology.  Instead of focusing on isolated content, the classes are using multidisciplinary scenarios.  ".. math, writing, reading, and other subjectsw are interwoven into the classroom projects and applied just as they would b in the real world" (Curtis 2001).  These scenarios represent a real world examplar application of the desired learning.  They involve research, communication, collaboration, and presentation.  In Newsome Park, there are three phases to each project: 1) engaging in discussions and creating questions, 2) field work, interviews, and research, 3) presentations (Curtis 2001).

Technology is also a common factor in the projects.  Technology has evolved and is easily incorporated into the classroom.  Through internet resources, students can conduct research.  Communications technology allow students to interact with experts in field.  Digital media technologies allow students to share and present their results.


Project Based Learning does not replace teacher knowledge and skills.  Just because the students are more active in their learning, does not mean the teacher has less contribution to the learning process.  Instead, problem based learning may mean more work for a teacher.  "Project learning ... requires flexibility and the ability to take a kernel of an idea and set it off in a positive direction" (Curtis 2001).  Teachers become guides and assistants in the process.  The teacher is a mentor during the discovery processes, setting up opportunities for student success, providing feedback and encouragement, and linking students with resource opportunities.  Armstrong reinforces the feedback portion of the project, highlighting Mountlake's rubric and reflection aspects.  In this course, rubrics become tools for feedback, not simply for grading (Armstrong 2002).


The success of project based learning arises from its ability to engage students and encourage them to think about learning as a process instead of a set of facts.   PBL allows students to erode the discretion of content areas and apply learning from math, english, geography, etc to one project.  There is no need to learn content for the sole purpose of passing a test.  PBL increases the communication between teachers and students, students and students, and the classroom and community.  The resources in and beyond the classroom support the learning needs.  Along the way, there is no sacrifice in academic standards or content.  Instead, the material is presented in a more holistic manner that is engaging, supports greater acquisition and transfer.

References

Armstrong, S. (2002, February 11). Geometry Students Angle into Architecture Through Project Learning | Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. Retrieved March 18, 2012, from http://www.edutopia.org/geometry-real-world-students-architects

Curtis, D. (2001, October 1). More Fun Than a Barrel of . . .  Worms?! | Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. Retrieved March 18, 2012, from http://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 6). March of the Monarchs: Students Follow the Butterflies' Migration | Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. Retrieved March 18, 2012, from http://www.edutopia.org/march-monarchs

edim513 - week 7

Throughout this course, we have studied the concepts of inquiry in education.  Transforming the classroom, placing emphasis and responsibility for learning on the learner enhances the learning process.  Rather than receiving information, students are now interacting with it, creating new meanings and understandings, and applying content knowledge immediately to the learning activity and beyond.

Some of the key concepts during this course were the inquiry continuum, investigative questioning, and inquiry skills, abilities, and understandings.  Inquiry is not a cookie cutter program.  Rather, it is an approach to learning that has much variability.  It can be applied in structured, guided, or open formats to fit the needs of the learners and learning situation.

This course provided many opportunities to interact with other instructors and share approaches and resources from our classrooms.  There are many resources out there that can support inquiry processes.  Many of the resources have already been in use, but with some minor adjustments in procedure and student emphasis can be revitalized into the inquiry classroom.

Using the BSCS 5E method can develop lesson plans to fully support inquiry in the classroom.  The ideas of engagement, exploration, explanation, and elaboration encourage student participation, self direction, and critical thinking.  Formative assessments throughout the lesson or unit encourage students to identify current learning success, future learning needs, or alternate approach strategies.

Inquiry lessons do not need to be lab activities or stand alone features of the course.  They can easily be incorporated into a cohesive unit plan.  Inquiry does not necessarily require hands on activities, but rather is the mindset of students developing questions and guiding the learning process.  I am in the process of revising my approaches for next year to include more inquiry.  I think I am limited by the alternative education program structures and intend to use inquiry to supplement the coursework.  In some cases, the coursework and I disagree on emphasis between facts and big ideas.  For these situations, I would rely more heavily on resources beyond the included courseware.  I also intend to incorporate more of the web 2.0 resources  as assessment pieces to replace the online mastery tests.  I would much rather students apply their knowledge to produce a prezi, glog, or digital story to demonstrate conceptual knowledge rather than many multiple choice questions which are focused on factual recall (and often at a degree of detail that is excessive compared to my approaches).

This course and the other teachers I have collaborated with during the course have given me a renewed interest in updating my courses beyond the available courseware.  I wish to refocus students on learning instead of procedure.  Even in times of standardized assessments and cohort monitoring, I intend to hold onto goals of learning and process skill development.

(JMenaker)

edim513 - week 6

5E's CFG's and Web 2.0.  The BSCS 5E  method provides an easy to use framework for lesson development.  The 5E is not new, it just provides organization to lessons that support inquiry.  The challenge of this week was using 5E to create a kindergarten/first grade lesson plan.  As a secondary teacher, it was difficult to determine appropriate depth of knowledge and classroom procedure for the younger grades.  This leaves me with greater concerns as unit 7 progresses into a unit plan based on the kindergarten/first grade plan of this week.

In this discussions this week, we focused on using the 5E method for scientific investigation, for learning and assessment purposes.  Some of the discussions considered renaming or rearranging the 5E's.  The E which I would consider renaming is Elaboration.  Elaboration could be considered Extension.  A goal of inquiry is to develop student interest in the material.  Extension accounts for students who want to learn more about an activity.  It accounts for students who have completed the primary learning objectives and are interested in exploring further.  It accounts for students who have developed a strong interest in taking the material beyond the classroom. 

If Elaboration becomes extension, then perhaps the new placement for extension should be as the 5th instead of 4th E.  This allows for the sequence to continue without termination.  Although assessment has ended, students have determined their learning, teachers have created a score of the performance, and grades have been entered, the cycle does not need to end.  Students can now continue to extend their learning beyond the programmed activities.

The other major portion of this week was on web 2.0.  The plethora of resources that fellow students in this course have used with students is encouraging and daunting.  Tying the web 2.0 resources to 5E sequences helped to organize the options, but only slightly.  In viewing the many responses on this discussion, similar resources appeared for multiple purposes within the 5E's, making selection options variable.

A sample of how I might use the 5E resources in my classroom is for a unit on water.  Through this unit, I expect students to gain an understanding of water as a resource, the cycle of water within the living and nonliving systems of the earth, and the role of water in shaping earth's surface features. 
I would start by engaging them with demonstrations and thought provoking questions and demos, such as the 5 gallon water activity.
 Students would then explore the locations of water resources around the world.  Using Google Earth, NASA A-Train data and USGS streamgauge data online, the students will compare available water resources for various locations within the United States and then internationally.  Students would prepare a GIS overlay of water availability and usage characteristics. 
Through these lessons, explanations of limited earth resources and the cycling of water throughout the earth.  Students will further explore the hydrological cycle between atmosphere, surface, and subsurface movements.  Web simulators will allow students to visualize the variables of climate, rock type, and human impacts on water availability, water cycling, and biologic processes. 
Elaboration or extension will take place through virtual field trips to locations previously studied.  Students could extend their learning to include social and cultural impacts of the water resources, laws and regulations prepared to protect water, water pollution, and water borne illnesses.
Evaluation and assessment tools for such a unit would include students preparing their data overlays, their combined virtual field trip destinations (a collaorative using wiki, prezi, or google docs), a student proposal for using water resources locally or for a remote location, a mock town hall style meeting to discuss the use of water resources and competing interests which may interfere with preservation of the resources.

The 5E method and web2.0 supports will enhance and guide student understanding of water resources in an approach that is applicable to student interests, relevant to a student's individual role in his or her surroundings and includes stronger reinforcements than reading, note-taking, and multiple choice tests.