Double Journal Entry #6

The dominant paradigm that is showing signs of war in the introduction is as follows, “The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading…”

Project-based learning is an approach to teaching by which students search in real-world problems and challenges; students are active and engaged during the learning process and thereby gain a deeper understanding of the matter being studied. When an instructor gives a patient case file with symptoms to the medical students and they must find a diagnosis for that patient, there is not a right or wrong answer because the possibilities for illness/disease are endless. This learning, however, can be related to real-life instances where for every problem given, a solution must be found (4). Thinking more in terms of technology, technology projects combine knowledge and skills from multiple subject areas such as language arts, mathematics, geography; history, science, and social studies. This approach allows for students to create relevant learning experiences and a wide use of knowledge (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/). In a study, project-based learning has been shown to increase the rate of attendance; teachers who have conducted successful project-based learning activities also report a higher level of satisfaction with teaching (http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning).

Children tend to participate more actively when faced with problem-based learning because students become motivated to learn. Technology projects create situations for two or more people to collaboratively work to reach a common goal –to acquire information, share resources, and create original works using the computer as a tool. Building the foundation for team work and collaboration benefits students in terms of participation, responsibility, and social skills. (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/). By working collaboratively, students can share unique ideas and learn of the variety of ways to act upon such ideas. They learn respect and enhance their listening skills by doing so. Students can then be given the opportunity to execute their ideas by providing great services. (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning). In a given scenario displaying the content of which we speak of is, “A couple days ago my students, working in pairs, were using zomes to create three-dimensional representations of buildings and facilities that they would add to our city if they were given an opportunity to do so. The kids chose such ideas as a homeless shelter, animal care center, technology development laboratory, recycling center, and football stadium. (After all, we are in Los Angeles, a city that has been without an NFL team for a long time.) The project represented the culmination of our Geometry Challenge unit, and we will be displaying the structures at our upcoming Open House” (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning).

Learning by Design is a type of project-based learning; students learn what they need to learn in a timely fashion while designing something. Students can carry out the stages of design (creating, assessing, and redesigning) throughout the duration, but the work will most likely require collaboration and specific lead roles.  According to Hmelo, Holton, and Kolodner (2000), a few long-term studies have been conducted to determine the advantages of design-based learning. They found that design-based learning is helpful when complex figures are trying to be modeled or explained. An example of this would be the respiratory system. The students learn about the system in a more systematical manner and understood more about the structures and actual functions of the system. Design activity provides students with the opportunity to be “experts” in a particular area, and design projects require students to set limitations, generate ideas, create prototypes, and develop plans through the use of storyboards or other representational practices.

Project-based learning is more so student-based learning by which experiments pave the path for finding solutions. Students become active learners through this process. With problem-based learning, the students are presented with a specific problem. Afterwards, they think about and discuss a variety of solutions. Learning by design is different than the other two because the students have actually created an object in which they know about. The students create, review, and edit their own work. With all three approaches, students are actively engaged, using their critical thinking skills.

Citations:
"Six Benefits to Project Based Learning and Technology Integration." Benefits to Project Based Learning and Technology Integration. N.p., n.d. Web. 26 Sept. 2012. http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/.

"Some Benefits of Project-Based Learning." Some Benefits of Project-Based Learning. N.p., n.d. Web. 26 Sept. 2012. http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning.

"Teaching Today | How-To Articles | Engaging Students with Project-Based Learning." Teaching Today | How-To Articles | Engaging Students with Project-Based Learning. N.p., n.d. Web. 26 Sept. 2012. <http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning>.

Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf