A Case for Problem-Based Learning 2 page
Liz2013
AssignmentExpectations-InstructorGuidance.docxAssignment Expectations
In the “A Case for Problem-Based Learning” written assignment for Week Five, you will revisit the poor instruction observed in the Jeff Bliss video from Week Three. You will apply your knowledge of culturally relevant and creative instructional strategies developed earlier in the course to describe and plan a culturally relevant, project- or problem-based learning (PB2L) experience that uses technology to create a more culturally relevant lesson to be presented in your subject matter of choice. The most important reason you are designing an experience that emphasizes a project- or problem-based model is that such an approach helps define a context that provides meaning and purpose for all the skills to be learned. And context represents all those factors in an instructional environment that provide meaning for the students’ experiences, including the information they receive. These are the factors that influence and define what, when, where, how, why, and with whom individual learners learn from instruction. A number of educational researchers and instructional designers have studied different types of contexts within specific learning environments over the years (e.g. Jonassen, Peck, & Wilson, 1999), and these different types of contexts can be characterized into three broad categories: creation, problem-based, and real (or simulation). Within these broad categories, subcategories of context types reside and, in many cases, overlap into multiple categories. The figure blow represents this relationship: Figure 1: Instructional Context Categories and Types
Table 1 presents descriptions of each context category or type. Table 1: Descriptions of Context Categories or Types
|
Context Category or Type |
Description |
|
Creation |
This type of context provides opportunities for learners to create something. |
|
Real/ Simulation |
These context types allow learners to make decisions in the development and/or subsequent operation of a real or simulated environment or situation. Simulations often try to replicate real-world environments. |
|
Modeling |
Modeling contexts enable users to develop models to explain or demonstrate complex ideas, procedures, concepts, or processes. |
|
Situation Exploration
Case-Based Story |
Situation explorations and cases don’t allow the learners to control parameters of the environment, but they can freely explore within a simulated or real environment or situation. These types of contexts are often "problem solving" in nature. Story contexts present stories (fiction or non-fiction), and story elements such as characters, plot, setting, and conflict might be used as “anchors” or themes to help facilitate specific, discrete outcomes. Non-fiction story elements, such as collected and tabulated data, reflect elements of cases that are often used to help facilitate the learning of specific outcomes as well. |
|
Research Problems
Problem-Based Learning |
In this context type, research problems (problems associated with a specific content domain) are presented to the learners, and they must use computer-based resources to help solve the problems. |
|
Reference Exploration
Treasure Hunt
Scavenger Hunt |
Reference exploration contexts encourage learners to freely explore and access reference-type information. In a treasure hunt, learners are given a topic or concept, and they are directed to locate interesting information related to the topic. In a scavenger hunt, learners are given a list of interesting questions to answer. |
|
Games |
This type of context usually engages learners in competition, cooperation, puzzles, or strategies, often for the sake of entertainment. Other contexts may employ this context because of the motivational advantages of games. |
|
Storytelling |
This type of context encourages learners to construct and communicate fiction and nonfiction stories. This context types is presented separately from “creation” contexts simply because the act of storytelling falls somewhere in-between creation and communication. |
|
Performance |
This context type is directly related to creation and storytelling. Plays, songs, and movies reflect some of the ways in which learners can create and perform material designed to tell stories and/or express perspectives. |
|
“Big-Picture” Concept Mapping |
This context type encourages the learners to create conceptual “Big Pictures” that represent the scope of particular content domains. |
|
Discussions & Questioning
|
Discussion contexts are simply environments in which a moderator presents or facilitates the articulation of topics to be discussed by the learners. A moderator can also direct questioning strategies specifically designed to challenge and uncover depth. Playing Devil’s Advocate, answering questions with questions, the Socratic method of questioning, and redirecting questions to different learners represent various strategies that can be employed. |
What is important to consider about these different types of instructional contexts is that some, like problem-based learning, naturally support the implementation of many, if not all, culturally relevant strategies:
1. Maximizing academic success through relevant instructional experiences
2. Addressing cultural competence through reinforcing students’ cultural integrity
3. Involving students in the construction of knowledge
4. Building on students’ interests and linguistic resources
5. Accessing home and community resources
6. Understanding students’ cultural knowledge
7. Using interactive and constructivist teaching strategies
8. Examining the curriculum from multiple perspectives
9. Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
Keep this in mind as you design a solution to the real problem observed in the video of Jeff Bliss and Ms. Phung. Solving this design problem supports your newly learned practice of analyzing characteristics of effective meaningful learning contexts and instructional strategies as they apply to working with diverse students, families, and communities. It also provides you with practice in formulating effective, culturally relevant instructional strategies appropriate for the design and implementation of instruction for a diverse population. Both these skills will be needed to successfully complete next week’s Final Project.
