Double Entry Journal #6

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

The dominant paradigm that is showing signs of wear are is the "instructional
model of the teacher and the textbook as the primary sources of knowledge, conveyed
through lecturing, discussion, and reading, has proven astonishingly persistent."

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

In today's workforce, it is crucial for employees to be able to work together and to complete tasks such as presentations. I believe that project-based learning supports student learning better than traditional approaches because it allows the students to work towards completing a real-world task. Project-based learning also allows students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations. Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries. Researchers also created a performance task in which students participating in the Challenge 2000 Multimedia Project and a comparison group developed a brochure informing school officials about problems faced by homeless students (Penuel, Means, & Simkins, 2000). A more ambitious, longitudinal comparative study by Boaler (1997, 1998) followed students over three years in two British schools that were comparable with respect to students’ prior achievement and socioeconomic status, but that used either a traditional curriculum or a project-based curriculum.

3.  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Problem-based learning supports student learning better than traditional approaches because students are learning real-world problem solving skills. The students learn how to deal with problems and the best way to solve and deal with these issues. Students work in small groups to investigate meaningful problems, identify what they need to learn in order to solve a problem, and generate strategies for solution (Barrows, 1996; Hmelo- Silver, 2004). Problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decisionmaking (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992). Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996).

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Learning by Design supports student learning better than traditional approaches because it allows students to design and create an artifact that requires understanding and application of knowledge. By using learning by design, once students have completed an assignment, they feel that they have accomplished something and are very proud of the outcome of their designs.

5. What are the differences between the three approaches?

The differences between these three approaches are that  project-based learning allows students to explore real world problems and find ways to handle and fix the issues. Problem-based learning is to teach students problem solving skills. Learning by design is a project-based inquiry that deals with reasoning.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

In my opinion, the most important benefit to learning that is common across the three types of inquiry-based learning approaches is that the students are learning about real-world issues and how to handle this situations. They also allow students to participate in real-world activities.


Resources

Barron, B., & Darling-Hammond, L. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf