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.
I also think that removing a time limit for learning can be a great way to accommodate students with different learning abilities. You mentioned using this with your own students. As I was reading, I was inferring that this was more of distance education method or a college course? Your comment raises a very interested idea! I hadn't considered using this in a high or middle school setting. I think this would have more barriers and complications in such a setting but I also think (which quite a bit of extra work by the instructor) this could be a useful and effective mode of instruction. Not to mention that it would be a very creative way of teaching :)
ReplyDeleteI like your thoughts about applying PSI to the elementary grade classroom. I was working with a 5th grade class of student using Study Island to refresh their skills with fractions and sampling statistics. It is amazing how much help they needed to work with SI even after they had used it many time earlier. Having scaffolded help options built into a module, would help free up the teacher some, to help students with more complex activity questions.
ReplyDeleteI agree that the PSI model is good for assessment of adult learners. I definitely think that extra support should be provided for the students that do not complete modules within a similar time frame as the other students. As far as students who complete all the units, I feel that they should have some optional readings and assignments, so the students will not rush through each unit. I agree that using PSI would be interesting with elementary students (especially since it is designed for adult learners). Teacher assistants and support staff such as EC teachers would need to be involved if this model was implemented.
ReplyDeleteI totally agree with your concern about the time aspect to this model. One aspect to also think about on this topic would be, what about the students that fail or the ones who take longer because they possibly procrastinated in waiting too long to finish the module? How are we to tell the difference between the students who procrastinated in doing the work and the ones who truly need the extra support? I am not saying that there shouldn't be a time limit, because I am a skeptic who then thinks that every student would wait too long to get started (or more of a reflection of myself, haha, not sure which). I believe this to be the one topic/question to this model that I believe to be a major barrier and one you addressed very well.
ReplyDeleteCatherine, good discussion of Web tools that could be used to carry out the PSI model online. Glad to see you list screencasting programs like Camstudio/Camtasia, as I think those tools will be of use to student groups this semester as they prepare their own modules to emulate these learning models. Certainly a screencast could be used to present the content in a PSI module, followed by some aspect of assessment and feedback.
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