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.
Hi Catherine. You reflected my first and final thought about the importance of students being motivated and possessing the ability to grasp onto and exercise their critical thinking skills. I think ideally, this design process would be better for the high school or adult learner. Simulations would also provide that interactive piece.
ReplyDeleteCatherine, you make some good points. I agree that by using real world situations, you are more likely to draw and keep students' interest. This can also be a challenge for younger elementary students, since they have not had as many life experiences to draw upon. I also agree, that guided design will take more planning time to prepare, along with all the other different models need in a classroom to meet all the diverse needs of the students.
ReplyDeleteI agree with all of you that Guided Design is probably best for older students or adults. I cannot imagine how this process can be used for elementary students. In reading the posts, it doesn't look like it is used much at the elementary level.
ReplyDeleteCatherine,
ReplyDeleteI think giving students guided design practice once a week is a good beginning for students and instructors who are new to the process. The first few weeks it will be imperative for instructors to set goals and expectations for the students. I think it is also important for instructors to expect all students to participate within their groups and take an active role in their learning.
Catherine, I would agree a regular format for this model might help students follow along better--presenting basic instruction early in the week, with group processing following that, and solution presentations toward the end of the week. Your idea for simulations certainly seems applicable to the group decision making component, or even cases for that matter, for which multiple solution paths have to be teased out.
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