Blogpost #2

 

Blogpost# 2 - Cooperative Learning, Problem-Based Learning, Situated Cognition and Cognitive Apprenticeships, and Guided Design Process

 What are key similarities or striking differences between the theories/models in the unit on Collaborative Instruction?  Do the theories/models in this unit share any common foundations or principles?

The overall similarities of these four models are that they are based on group or teamwork focusing on collaboratively learning for all students. Prior knowledge is a necessity with utilizing these models. Applying this information with the real-life problems allows the learner to become successful in actively participating in the projects and assignments. Feedback is provided for all four models, however it is presented through various procedures. Some of these procedures being a variety of tutors, online chatting, the model, coach, fade process, printed report, etc. 

Where these models differ would be the presentation of the material and the pacing of the learner. Some models are extremely self-guided and learning is very natural, and others move through units on a faster pace based on mastery of skill and testing out leading into the next unit. Not only the presentation differs between these models, but how they are assessed and the role of the teacher varies as well. Teachers play the role of a coach or tutor, facilitate, and act more as a guide. throughout the models. Assessment is taken informally and formally by end of unit tests, observation, peer discussion, open-ended problems, and peer/self assessments. Accountability is measured in different ways as well based on the models

What are your initial reactions to these Collaborative learning theories/models?  What are barriers to their use? What benefits might be expected for those who overcome the barriers?

My initial reactions to these models is that some are more time consuming and take a lot more preparation than others. For the most part these models all have some great ideas on how to get students to learn more for themselves through exploring and using past life experiences to make strong connections that will develop a deeper meaning of the material being learned. 

A major barrier for using these models would be that they need to be applied to the appropriate age and ability levels for all students to truly benefit from them. if you are working with students that are not able to focus or are unmotivated/disinterested in the assignment, allowing them to guide themselves through the material would not be in their best interest. In this case, the Guided Design Process would be a more productive approach than say the Situated Cognition & Cognitive Apprenticeships which would possibly leave the learner frustrated and stressed. Benefits that may be expected with overcoming this barrier would be that the learner may have gained a sense of responsibility and ownership of their final product which could better their self-esteem and motivation.

Would you attempt to use any of these Collaborative theories/models with the students you are currently teaching or hope to teach in the future? Why or why not? 

 

The Guided Design Process is definitely a model I use presently in my classroom and I feel strongly that it works well with my age group of students. Defining the roles for the group members works great with projects and holds each student accountable for a specific part of he assignment. As the teacher, my role is more of a support system or guide through the process. Cooperative Learning model is another model that I have used and continue to use with my 4th graders. There is a great amount of structure and organization with this model that ensures that all students are on task and participating through the the leadership roles and recorded accomplishments for each student.

What Web-based tools or resources could be leveraged to carry out these learning theories/models online?

Due to a lot of these models focusing on gathering ideas and bringing them all together to find a solution to a problem, I feel that concept mapping is a great tool to use to visualize all of the information and piece it all together. Google docs can be shared from anywhere to collaborate with their peers and for teachers to provide immediate feedback. Also, interactive boards provide the same opportunities where they can post their thoughts and ideas and their peers/tutors can make suggestions or ask questions using stickies. This is a great way to have students reflect and share anytime from anywhere and have constant feedback. These tools can also be used for assessment by monitoring amount of participation and quality of work presented. 

Optional Web-based tools :

www.prezi.com

www.goanimate.com

www.voki.com

www.linoit.com

www.wallwisher.com

www.bubbl.us

www.edistorm.com

www.storybird.com