Instructional Design and Technology
edX - UMUC University of Maryland University College
Oct- Dec 2017
Let's save the wood
This page is meant to link a project-based learning hypothetical scenario (one of the Complex Learning Theories) to one of my personal learning experiences: I chose the one I had during Middle School. As previously said, my middle-school learning experience has been really boring. Let’s see how it could have been if the teacher had adopted the project-based learning method.
Middle-school students have to understand how important is WOOD in our everyday life: not just because many of the PRODUCTS we use derive from wood, but also because it is a limited RESOURCE and trees have a critic importance for life progress on our planet. This is meant to teach also the importance of RECYCLING.
The project consist in the production of a presentation entitled "LET'S SAVE THE WOOD" using a free Storytelling app or Power Point: the students have to be able to communicate why wood is important, why it is at risk and what we can do to protect it. Adetailed rubric with requirements is shared.
Student-centered learning: explicit instructions.
Check PREREQUISITES: the teacher first explore if all the kids have the prerequisite to develop the project: can they use Spark page? Can they navigate on the Internet to look for materials?
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Cognitivism: this initial evaluation is useful to avoid "overload" for students with no background.
Divide the class into small groups and DEVELOP the topic: open discussion in which all kids describe what wood means to them, and in which they realize what they already know about wood. Once the ideas generated by all groups are listed, the teacher invites them to choose the most relevant ones.
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Constructivism: student-centered approach, students get aware of their existing knowledge. Scaffolding.
Cognitivism: promote attention, analytical thinking, starting from past experience.
Student-centered learning: propotion of reflection, analysis, hypothesis.
Material SEARCH: kids actively search for photos, videos, books related to the topic, celebrities that advocate for environmental issues, anything that is related to it and that they perceive important.
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Constructivism: knowledge is exploring, a discovery process.
Connectivism: search on the web. Access to immediate information.
Authentic context and resources.
Creation of the PRESENTATION: the students start preparing the presentation, deciding its structure, the order of the topic, the images and texts. The teacher invites the students to analyse their product by asking questions: is it clear which is your main message? How can you combine text and images? Is it a boring ppt?
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Constructivism: theacher as a guide on the side.
Andragogy: maximize autonomy of the student, enphasize their ownership of the presentation.
Test presentation of each group to the class to collect advice: each group presents the ppt to the rest of the class and the teacher invites the kids to give feedbacks and advice. Each group decides which improvements fit their ppt and apply it.
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Constructivism: collaborative construction of knowledge.
Andragogy: group work
Student-centered assessment: the teacher ask the students to evaluate their own product and those of others based on the rubric. Parameters included in the rubric should be:
- the central topic has been analyzed and presented adequately.
- All related issued emerged during the open discussion have been covered and presented.
- The presentation includes both text and visuals.
- The output is generally pleasant and clear.
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All kids write a summary of what they learned about how presentations can be evaluated, so they can keep it as a track for future projects.
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Final presentation to other classes, or parents and/or teachers.
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References:
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- Apprendimento basato sul progetto (project based learning): apprendere dalle esperienze. (2014, November 20). Retrieved from Your EduAction: http://www.youreduaction.it/project-based-learning/
- Dodge, J. (n.d.). What Are Formative Assessments and Why Should We Use Them?. Scholastic. Retrieved from: https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessments-and-why-should-we-use-them/
- Genareo, V.R., Lyons, R. (2015, November 30). Problem-Based Learning: Six Steps to Design, Implement, and Assess. Faculty Focus. Retrieved from:
- Problem-Based Learning. (n.d.). Retrieved from Centre for Teaching Innovation of the Cornell University: https://www.cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html
- Ronan, A. (2015, April 29). Every Teacher’s Guide to Assessment. Edudemic. Retrieved from : http://www.edudemic.com/summative-and-formative-assessments/
- Wilbert, M. (2013, April 19). Authentic Assessment in Action. Edutopia. Retrieved from: https://www.edutopia.org/blog/sammamish-4-authentic-assessment-in-action-mark-wilbert
Figure 5: free Wix picture.
Figure 6: free Wix picture.
Figure 7: free Wix picture.
Figure 8: free Wix picture.
Figure 9: free Wix picture.
Assessment is authentic once it is meant to evaluate learning in a student-centered way: not just the simple acquisition of information, but also the learners' problem-solving capability, their capability to generate hypothesys, analyse information, their critical thinking, their motivation and attitude. It cannot be a "snapshot" taken in a certain moment of the learning process, it is more like a "photoalbum" along the whole process.
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Some elements commonly present in authentic assessment - and described in the example - are:
- real world scenarios (wood and current problem of recycling);
- performance and tasks based requests (creation of a presentation);
- collaborative construction of knowledge (group works);
- scaffolding coaching (the teacher is guiding the skills acquisition process);
- promotion of reflection and high level cognitive skills (analyze collected material, choose the most relevant and give an order);
- promotion of awareness in learners (awareness of prior knowledge, of how different experiences can lead to different opinions, awareness of what you still have to know).
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