1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
The “dominant paradigm” that is showing signs of wear, is when the teacher relies on the textbook to form readings, discussions, and lectures.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Project-Based Learning enables students to develop higher order thinking skills. It will help students to think more critically and write and speak more effectively. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005)
Studies have shown a positive impact on learning when students participate in lessons that require them to construct and organize knowledge, consider alternatives, engage in detailed research, inquiry, writing, and analysis, and to communicate effectively to audiences (Newmann, 1996).
Students who engage in the project-based learning approach benefit from gains in factual learning that are equivalent or superior to those of students who engage in traditional forms of instruction (Thomas, 2000).
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 better supports flexible problem solving, application of knowledge, and hypothesis generation (for a meta-analysis, see Dochy, Segers, Van den Bossche, & Gijbels, 2003).
Students who participate in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996).
Students can better support their claims with well-reasoned arguments (Stepien et al., 1993).
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Design activities, rather than using a traditional approach, are better for helping students develop understanding of complex systems (Perkins, 1986).
Design activities are better for developing technical and subject matter knowledge (Newstetter, 2000).
The design-based approach allows students to set constraints, generate ideas, create prototypes, and develop plans through storyboarding or other representational practices. Each of these subjects is a Twenty First Century Skill that traditional approaches would not incorporate. (Newstetter, 2000).
5. What are the differences between the three approaches?
The three approaches go hand-in-hand but there are key differences. Project-based learning leads the class up to a “main event,” where they present their knowledge in the form of a realistic project. Problem-based learning involves students working in small groups to find a problem. Group members work together to learn more about the topic of the problem and try to find strategies for a solution. In the Design-based approach, students design and create an artifact. In order to create this artifact, understanding and application of the criteria will have to be used.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
“Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they to take part in projects that require sustained engagement and collaboration.”
In my opinion, this is the most important benefit in using the inquiry-based learning approaches. I feel that I am a model of this statistic. If I go to a class every day where the teacher just lectures and I take notes, I do not retain very much information, actually, most of the time my notes turn into drawings. Classes where I am a part of a hands-on project or an interesting deep discussion grab my attention and increase my knowledge. Young students especially do not have the patience to sit in class all day and read from a textbook. Through these approaches students will be more engaged in each lesson and their knowledge is sure to increase at a more rapid rate than when using traditional approaches.
References:
Baron, , B., & Darling-Hammond, L. (1991). Teaching for meaningful learners. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Outstanding explanation of the key differences between the three approaches! Good connection between meaningful learning and your own learning experiences!
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