Reading Reflection 3 | Due Tuesday (9/13)
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. **This paper lends itself well to concept mapping. If you'd prefer to make a concept map of "meaningful learning" instead of posting a written reflection, please upload your map to the Box Folder 3c_Meaningful Learning Concept Map. Deconstruct the concepts of cooperative and inquiry-based learning. Design & Reflection Assignment 3| Due Tuesday (9/13) A. Focused Reading Assignment To collectively capture and document in a structured way design insights from the MakerEd Open Portfolio Research Brief readings, and your notes from Stephanie’s presentation today, we’ve created a shared Design Assignment 3a Google Doc. As you go through the readings, highlight things that you are think are important to note as you consider the design of an open portfolio solution. Then paraphrase or enter direct quotes into the shared google document below using the categories provided, or the ‘Other’ category for important ideas that don’t fit. If a quote or idea has been already entered, use the comment tool to add quick note about why you found this an important point as well.
B. Focused Listening Activity Listen to one webinar from the Educator Innovator series below. Jot down speaker quotes and capture ideas that you think are important for understanding the design space. Share labeled quotes in the Design Assignment 3b Google Doc per the instructions.
Miki Nobumori
9/11/2016 10:08:02 am
Barron and Darling-Hammond state that inquiry-based learning with collaborative approaches are beneficial to individual and collective growth, and helps students to develop long-term life skills such as ability to work in teams, solve complex problems, and apply knowledge gained through one lesson to another, which are all necessary skills in today’s workplace culture. From personal industry experience, I agree with the authors that collaboration skills are essential to creating a productive work environment, and the teacher as a leader has a vital responsibility in facilitating this growth.
Lucy Chen
9/11/2016 03:27:22 pm
As I have a design project about science inquiry in another course. I focused on Barron and Darling-Hammond’s thoughts on inquiry-based learning. They define “Inquiry-Based Teaching” as a student-centered, active learning approach focusing on questioning, critical thinking, and problem solving. Based on my research, inquiry-based learning uses a central question to frame a curriculum unit or module. Students answer this central question for themselves, discovering and learning through a series of guided discussions, experiments, and hands-on activities over several class periods. Research found that students are more engaged in what they're learning, and have a wider context for understanding the material rather than just hearing a lecture or memorizing facts.
Cory Bird
9/11/2016 03:41:35 pm
Dr. Barron and Dr. Hammond construct a case, backed by research, to show that inquiry-based, collaborative approaches to learning benefit both individual and collective knowledge growth. In this paper, inquiry-based learning is defined to have three separate approaches to it. These are project-based, problem-based, and learning by design.
Tom Garncarz
9/12/2016 08:53:16 am
The assigned research brief details a series of inquiry-based and cooperative learning models, so as to differentiate them from traditional learning structures in formal K12 education. Each of these models, including problem-based learning, project-based learning, learning through design, and small-group learning, is explained, with existing research cited to reinforce each approach’s pros and cons. The brief acts as a really useful and compelling guide to these approaches, but more personally interesting and relevant to the theme of this course is the question of assessment. Understanding how exactly to assess and structure learning within these new models is an interesting question that the authors admit is a significant, difficult, and necessary consideration to be made.
Jordan Marks
9/12/2016 05:11:52 pm
In this research review, Drs. Barron and Darling-Hammond provide a picture of students involved in non-traditional classroom learning activities, including design-based courses, project-based learning, and inquiry-based teaching. Most interesting to me was that each of these learning or instruction methods involved skills that go far beyond those measured directly by a rubric. In project-based learning, students must learn research, time management, and resource management skills in addition to the direct application of their learning. In cooperative learning schemas, social and behavioral skills must be learned to work effectively as a team. Further, cooperative learning atmospheres must be designed to allow effective group work, including having explicit expectations for how people will function as a team and having design objectives that support group collaboration. The brief highlights that research has found that student learning is most effective when students are taught both what to learn and how to learn. All of these “non-traditional” learning methods fluidly integrate the how to learn components. Students must be responsible for managing themselves, their content, their interactions, and their motivations as well as the content of the course, giving them real ownership over their education. I see this as really powerful – students do not just leave a course having learned material because they need to know the correct answer on a test, but because they have thoroughly engaged in the whole scope of the problem.
Stephanie Liao
9/12/2016 10:12:22 pm
Teaching for Meaningful Learning focused around the changing need for twenty first century professionals to have the ability to learn on the job. Due to the constant changes in information, technology, jobs and social conditions, our workforce needs to learn how to adapt. Barron and Darling-Hammond believe that these skills can be taught and exercised through a inquiry-based learning learning experience.
Charleen Yang
9/12/2016 10:21:44 pm
The Teaching for Meaningful Learning article is discussing the trend that the education system from highly depending on teacher and textbook transfer to a system that focus on the lecture, discussion, and reading. Writer, Milton Chen, categorizes the new trend, Inquiry-Based Learning into project-based learning, problem-based learning, and learning through design. Based on substantial research and experiment, Chen affirms that all these methods can improve the students’ performance. Their performance is superior in ability, such as define problem and reasoning argument to other students' performance whose are in the traditional instructional settings. In this kind of learning, teacher abandons their lecturing style of teaching and replace with a coaching role to help students to gain their knowledge. However, there are challenges associated with the program. When people think teacher as a coach, it is easy that they overlook the importance of the teachers. It requires a variety of tasks such as planning the course timeline, solving the conflict, facilitating among different groups, and developing the assessment. Not every teacher can quickly adapt to this new types of teaching relationship with students. Teacher’s responsibility is not lessening, but rather increasing. They need to help student understanding the problem, applying knowledge in the problem, and using evaluation and assessment to grade their design, explaining the success and failure, and help them with revision. The other challenge is group conflict within the learning environment. The research shows the team environment can improve the learning activity of students. They are not only learning from teachers and the project but also learning from teammates.
Natalya Buchwald
9/12/2016 10:42:13 pm
Barron and Darling-Hammond express that learning should be collaborative. Specifically, learning should be a combination of questions and answers. The questions and answers do not necessarily have to come from distinctly defined sources. The authors details that in order to solve problems, students need to develop team skills and articulation skills.
Annie Kim
9/13/2016 08:12:01 am
The assigned reading identifies the “dominant paradigm” as an outdated model of teaching; despite society moving forward in many other ways, for whatever reason the teacher-textbook method has stayed for quite a while. The model, however, is slowly being pushed aside as teachers embrace their new roles as “learning coaches and managers, rather than exclusive instructors” (2). The nature of work has changed and continues to change; workers need to be able to apply different areas of knowledge to unforeseen problems and challenges. It’s therefore safe to say that we need to provide younger generations with an effective education in order to prepare them for future careers.
Kevin DeLand
9/15/2016 05:42:50 am
Project-based learning Comments are closed.
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