Guided Design-Session 4

I really like how this model involves higher order thinking skills and real-world applications. I could see barriers when some students are not motivated to find the answers to the questions presented by critically thinking about them. Also, as for the teacher, I know this strategy would take more time to develop because the teacher would have to come up with the different scenarios as well as the feedback. If these barriers are overcome, I think that this strategy would be very successful and give ideas of problems students would experience in real-life.

I think I would attempt to use this model for future students. I would probably only give them scenarios to figure out occasionally, but I do think that the scenarios would be beneficial and students would learn more from them. I would probably provide at least one scenario a week to students if I used this strategy in the classroom. I think using this strategy in the classroom would be a good way for students to collaborate in small groups, working together to solve real-world problems.

I think a good way to incorporate this teaching strategy online would be to have students do simulations. Normally simulations provide different types of situations and students have to use what they know to solve the problems and figure out the effects of their actions. Also, just providing students with the scenario online, and then giving them the chance to meet in chat rooms, discussion threads, etc. would be a good tool for small groups to use to collaborate and discuss the scenario provided.

Session 3- Audio Tutorial

I feel like this model would work well for students who learn better from listening, and students who are motivated to learn on their own. However, for my personal learning I think I would learn more through the PSI model since it involves more doing than listening.

I think some barriers might be that students must be self-directed to get through the ISS phase, because they have to independently learn the information. Also, some students may not benefit from simply listening to something on tape. They may need to actually go through a process while they are listening. Also, students may learn better through simple inquiry and not require as much listening as this system involves. I do think that students could learn better through interactivity and listening combined. It may also be difficult in the SAS phase to find times when they could all meet (they would have to make sure they had already listened to tapes, etc.).

I would personally be willing to try out this teaching method to see how it works with my future students. I think it would be beneficial for some students to listen to the tapes, especially the auditory learners. If I carried this out in the classroom I feel like I would provide the option of students not listening to the entire tapes and completing the activity on their own. Also, I would probably shorten the GAS phase because it seems from reading the article by Kulik that most students didn’t benefit from the GAS part of the theory (only 4% found the GAS phase to be of value in the study). I would provide video tutorials though. I like this idea because I think it would benefit students because they would be able to replay the videos as many times as needed to understand the concept being portrayed.

I feel as though it would be beneficial for students to be able to choose what type of method they learn best through (independently, with groups, more interactivity, audio, etc.). By being able to choose the method they learn best by they would be able to retain more of the material. I think to carry out this model for an online module, tools such as twitter chat, eluminate, etc. (other synchronous chatting systems) would be beneficial for the SAS phase. For the tutorial aspect, various options could include: Flickr, youtube, etc.

I think if I had to choose between the PSI model and the A-T model, I would choose the PSI because I like the way that it allows students to move from unit to unit on their own while incorporating videos, games, chats, etc. to go along with the lessons. Providing a model that allows for students to learn in multiple ways would be useful. I think it would be the best way to accommodate, motivate, and engage all students.

Session 2- Keller Plan/PSI

I feel as though after reading and hearing about this model it seems to be an efficient one to use for instruction. Through this model, students are able to work at their own pace and they must master each unit before moving on to the next. It is important that teachers make students aware of the learning objectives at the beginning. I think this is a good system because it holds students accountable for what they are learning and then assesses their learning at the end of each unit.

I think some barriers to this model might be that it may take some students longer than others to complete the units. Time would be an issue if they have only a certain amount of time to spend on the module. Some students may finish really early and it might be best to provide them with extension activities, but should extra support be given to the ones who take longer to complete the units if they have to finish the units in a certain amount of time? I don't know, since this model emphasizes the fact that students are pretty much in control of their learning. Maybe certain time allotments should be given for each unit and students must complete that unit somewhere in the time period given. However, I do think extra support has to be given to students who are learning disabled, ESL, etc. because these students are not going to be able to finish the units in the same time as the other students.

I think I would attempt to use this model with future students. I would like to try it out and see how it works. It seems like this model would be a good way to assess students and see if they are mastering the material that they are learning in class. Also, it seems as though this model would be more convenient for students, and doing it on their own time would create a sense of motivation for learning in them. I definitely think if I tried to implement this model with elementary school students, then I would have to do a lot more scaffolding and provide a lot more support as they are going through the units of instruction.

I think that various Web-based tools could be used to carryout this learning model online. Some of the tools may include: online quizzing (Quizlet, etc.), Moodle, Google Sites, ScreenCast/Screen Toaster, Weebly, etc. Also, videos could be incorporated in the model and other interactive activities such as chat rooms, etc.

Overall, I do like the fact that the Keller Plan stresses achievement and positive reinforcement. I think students will most likely put forth more effort with these two goals in place. Additionally, I like the fact that this model seems to encourage more interactivity and more "doing than listening." I think students would be more engaged and also learn more doing it on their own.