1. The paper talks about two schools in England that one was not a PBL and the other was. The PBL school out did the other school on the national test in England. This is one exaple of how PBL schools increase students knowledge.
2. It challegences the students to research and and read matterial that are a little bit above the students reading level becasue they want to learn more about the subject they are talking about.
3. The main reason is that thay are doing learning that matters. The students are excited to learn and will remmember it becasue it is relavent to them.
4.The reason PBL and Dewey align so well is that Dewey believe that students build on background knowledge throught the use of a PBL project.
5. We need to assess on real skills and knowledge to help student improve on students background skills and add to new schema. We do not need to just have student spit out the same imforamtion that the teacher stand in front and tells the student they need to know.
Wednesday, October 19, 2011
Teaching for Meaningful Learning #14
One of the main challenges is skills and knowledge of the teacher who implement this in there class.Since a lot of teacher do not know how to do it feel that it is unstructured.Also if the students do not have proper support,guidance, and structure then it doesn't help the students learn.This is just some of the reason this type of learning doesn't take off in all classrooms.
Leaning increases in leap and bounds.Johnson & Johnson said from the reading this "there are significant learning benefits for students who work together on learning activities." The reason is that lower level student learn from the upper level peers and do not feel left out.Forty years of research on cooperative learning, they identify five "basic elements" of cooperation that have emerged as important across multiple models: positive interdependence, individual accountability, structures that promote face-to-face interaction, social skills, and group processing. (edutopia Pg 11). This was found along in the reading and it tells a lot of the skill research has found that collaborative groups help students build.
This link support social skill on the web. http://vimeo.com/6224484
Leaning increases in leap and bounds.Johnson & Johnson said from the reading this "there are significant learning benefits for students who work together on learning activities." The reason is that lower level student learn from the upper level peers and do not feel left out.Forty years of research on cooperative learning, they identify five "basic elements" of cooperation that have emerged as important across multiple models: positive interdependence, individual accountability, structures that promote face-to-face interaction, social skills, and group processing. (edutopia Pg 11). This was found along in the reading and it tells a lot of the skill research has found that collaborative groups help students build.
This link support social skill on the web. http://vimeo.com/6224484
Friday, October 14, 2011
Struggling Student
I am in a physical education class. The student I am watching is a mute student. The child can not speak, which makes it tough to get information across to the student. The main teacher uses flash card to get information to the student. The child also has a aid that helps with the interutation in class for the student. All this support should help the student be able to function in main stream class. The class mates do really well with the struggling student and know what the child want and helps him get it.
Teacher/Student Questions
Teacher
1.What foot is your dominate foot?
2.What are the rules in soccer?
3.Can you touch the ball with your hands?
4.Who can touch the ball in soccer?
5.What side of the foot do you kick the ball with?
Student
1.Are we playing a game?
2.Can we have a free day?
3.Can I seat out today?
4.I need to use the restroom?
5.Can I play in sandals today?
1.What foot is your dominate foot?
2.What are the rules in soccer?
3.Can you touch the ball with your hands?
4.Who can touch the ball in soccer?
5.What side of the foot do you kick the ball with?
Student
1.Are we playing a game?
2.Can we have a free day?
3.Can I seat out today?
4.I need to use the restroom?
5.Can I play in sandals today?
Wednesday, October 12, 2011
Teaching for Meaningful Learning #13
1. Teacher and the textbook as the primary source of knowledge.
2.Student Drive (Thomas 2000), Increases exploration and thought (Boaler 1997), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993)
3.Identify what they need to learn in order to solve a problem, and generate strategies for solution (Barrows, 1996; Hmelo-Silver, 2004), Students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993),Similar problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decisionmaking (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
4.Good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986),Direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process (Blumenfeld et al., 1991; Marx et al., 1994, 1997; Rosenfeld & Rosenfeld, 1998; Sage, 1996)
5. The main difference is they focus on different areas, such as one is meaningful learning, one is problem and how to solve them, and the last is creating something and figure out how to do it with little matters.
6.To make the lesson meaningful for the learner so they will retain more of it.
2.Student Drive (Thomas 2000), Increases exploration and thought (Boaler 1997), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993)
3.Identify what they need to learn in order to solve a problem, and generate strategies for solution (Barrows, 1996; Hmelo-Silver, 2004), Students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993),Similar problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decisionmaking (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
4.Good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986),Direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process (Blumenfeld et al., 1991; Marx et al., 1994, 1997; Rosenfeld & Rosenfeld, 1998; Sage, 1996)
5. The main difference is they focus on different areas, such as one is meaningful learning, one is problem and how to solve them, and the last is creating something and figure out how to do it with little matters.
6.To make the lesson meaningful for the learner so they will retain more of it.
Monday, October 10, 2011
Socail Discource #12
3 Things I learned
1)That teacher have to help students with linguistic in school.
2)Hospitals do not use spoken language to communicate what is wrong.
3)Students start to learn how to communicate is through the use of specific questions.
2 Things I found interesting.
1.Teachers have to nurture the use of language for there students.
2.Teacher usually wait one second or less for a reply to questions.
1 Question I have.
1)If we as teachers help students learn how to speak, why is it so hard for students to learn how to read.
1)That teacher have to help students with linguistic in school.
2)Hospitals do not use spoken language to communicate what is wrong.
3)Students start to learn how to communicate is through the use of specific questions.
2 Things I found interesting.
1.Teachers have to nurture the use of language for there students.
2.Teacher usually wait one second or less for a reply to questions.
1 Question I have.
1)If we as teachers help students learn how to speak, why is it so hard for students to learn how to read.
Wednesday, October 5, 2011
Top 10 Project #11
1. The problem or question has meaning to the students. (They are learning how to use a computer, research, and create a web page, which all have meaning to the student.)
2.There is a external audience for the student work.( They presented the activity to the BOE, community groups, and there was a map that showed people who viewed and and where they where from.)
3.Students develop new habits of mind.(They questioned how the top ten list was rated and saw that the to ten list from there books was not fact it was opinion from someone else.)
4.5.2 pose a grade-appropriate question that can be addressed with data, collect, organize, display, and analyze data in order to answer the question.
4.1.4 demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
4.1.6 support statements with facts found through research from various sources, including technology.
2.There is a external audience for the student work.( They presented the activity to the BOE, community groups, and there was a map that showed people who viewed and and where they where from.)
3.Students develop new habits of mind.(They questioned how the top ten list was rated and saw that the to ten list from there books was not fact it was opinion from someone else.)
4.5.2 pose a grade-appropriate question that can be addressed with data, collect, organize, display, and analyze data in order to answer the question.
4.1.4 demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
4.1.6 support statements with facts found through research from various sources, including technology.
Tuesday, October 4, 2011
Technology Resources
1. 4 computer
2.They all have internet access.
3. Yes, you can access google tools
4. No lap top cart
5. All of them have it.
6. Library,Mcdonald, or Burger King has internet.
2.They all have internet access.
3. Yes, you can access google tools
4. No lap top cart
5. All of them have it.
6. Library,Mcdonald, or Burger King has internet.
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