Coaching team Collaborative assignment.

Create a first blog entry describing why you chose this student. Then explain your rationale for why and how you chose your colleague to be on your collaborative team.


1. The student that I have chosen to work with has been chosen because he has difficulties with reading, which leads to comprehension deficits. I chose my colleague because she is very accessible. My collaborative partner is also the case manager for our chosen student. My partner and I have very similar schedules which will hopefully give us ample time to collaborate and discuss.

RSA #3

                                         RESOURCE-BASED LEARNING                              

Resource based learning is an educational model designed to incorporate many resources in the attempt to foster learning. The model incorporates several aspects of blended learning Orey(2002) and is is based on the principle that students will gravitate towards the resource that best matches their learning style. Resource-based learning is not tied to a single learning theory or to any specific pedagogy (Hill & Hannafin, 2001; Ling, 1997. This paper is a summary of a peer-reviewed article entitled THE EFFECTIVE IMPLEMENTATION OF RESOURCE-BASED LEARNING. The author of this article is a teacher in a small, mixed, rural secondary school. She teaches home economics to a group of five boys and nine girls. Her problem is trying to manage all the resources related to the teaching of her home economics class. Specifically, she wants to teach her class how to use their resources more effectively because she feels as though there might be inadvertent omissions of learning goals from her syllabus. Another problem that the teacher was undergoing were time constraint issues. She felt under pressure to concentrate on examinations so she initially used a more traditional method for delivering the material. The students were under pressure to basically memorize information as opposed to investigation. The time factors usually dictated that the teacher give student’s answers rather then allowing them time to explore. She felt as though the students were becoming passive rather than active recipients.

They also seem to lack independent thinking skills. The work became timetable sensitive because of student’s mixed ability. Her desire was to discover possible management actions that would create a learning environment, which would encourage each pupil, regardless of ability, to develop more confidence and competence in the acquisition and applications of knowledge. The results of the teacher’s questions forced her to think more critically on the amount and the validity of the resources available, which forced her to consider the first step of a resource based learning unit. According to Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002), teachers must choose the available resourses that will be used  and create an evaluation method during the initial steps of creating a resource –based learning unit. Students now had a more focused set of resources and an idea of how they would be accessed. The teacher went from a 32% success rate to a 78% success rate of students actively participating in an acceptable manner. After analyzing her new results the teacher determined that students could use a variety of resources but that they had trouble interpreting graphs. The teacher was able to clarify students understanding of graphs and the students proceeded with their inquiries. Ultimately the teacher experienced more success using the resource based learning model for several reasons. One, students appeared interested and therefore enthusiasm is easier to sustain. Two, they were more interested in finding their own answers rather than being 'spoon fed' and third, less emphasis was needed on committing information to memory.

                                                                    

                                                                       Reference

Mullan, A. (1995). The Effective Implementation of Resource-Based Learning. British Educational Research Journal, (3). 387.

Retrieved <2-10-2015>,from http://eds.b.ebscohost.com/eds/detail/detail?sid=73a17a83-a068-42ae-9a7e-6879d565a8d9%40sessionmgr111&vid=6&hid=127&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edsjsr&AN=edsjsr.1501654

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2-10-2015>, from http://epltt.coe.uga.edu/

Orey, M. (2002). Definition of blended learning. [On-line]. Available: http://www.arches.uga.edu/~mikeorey/blendedLearning/

Hill, J. R., & Hannafin, M. J. (2001). The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52.

RSA#2 Project-based learning.

1. TEACHER PERSPECTIVES AND EXPERIENCES: Using Project-Based Learning With Exceptional and Diverse Students (Peer Reviewed)

http://eds.a.ebscohost.com/eds/detail/detail?sid=e90e4c62-1ea4-40b0-8b60-325b24d5beb4%40sessionmgr4001&vid=4&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=ehh&AN=99392000

2. The Effect of Project Based Learning Approach on Undergraduate Students' Environmental Problem Solving Skills. (Peer Reviewed)

http://eds.a.ebscohost.com/eds/detail/detail?sid=e90e4c62-1ea4-40b0-8b60-325b24d5beb4%40sessionmgr4001&vid=8&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ== - db=ehh&AN=91577420

3. Project Based Learning: Explained.          

https://www.youtube.com/watch?v=LMCZvGesRz8

4. 12 timeless project-based learning resources.   

Retrieved from: http://www.teachthought.com/learning/project-based learning/13-timeless-project-based-learning-resources/

Inquiry –based learning is a teaching model that allows students to construct their own understanding and knowledge base upon answering a question through exploring/researching and collaboration with others. The module sources for this week are based on the concept of PBL. The website concept to classroom is basically A workshop that answers the questions of what is inquiry-based learning? How does it differ from to the traditional approach? What does that have to do with my classroom? What are the benefits of inquiry-based learning? The website also gave us an overview of some real-life examples of inquiry-based learning being used in the classrooms. The next tab entitled exploration provided tools and activities to help us as learners build upon the knowledge that we supposedly gained the first two sections the last tab of the webpage implementation is basically a recap of all the principles of inquiry and gives us a framework for designing our own inquiry –based learning assignment. The next module resource was an article entitled 20 questions to guide inquiry-based learning. The article basically stated a list of questions that teachers should ask themselves before actually creating an inquiry-based learning project. The peer-reviewed article that I chose talked about survey results regarding teacher perspectives and experience with project-based learning (PBL).  Attention was paid to teachers serving students with disabilities or giftedness. The article suggests PBL is perceived as an effective measure when working with the two groups of students, but while teachers are aware of PBL as an instructional strategy, they may lack a clear understanding of PBL methodology.

References

Hovey, K. A., & Ferguson, S. L. (2014). CHAPTER 6: TEACHER PERSPECTIVES AND EXPERIENCES: Using Project-Based Learning With Exceptional and Diverse Students. Curriculum & Teaching Dialogue, 16(1/2), 77-90.

BENZER, E., & şAHİN, F. (2013). The Effect of Project Based Learning Approach on Undergraduate Students' Environmental Problem Solving Skills. (English). Ilkogretim Online, 12(2), 383-400.

           

           Dauphin, S.  (2013).  12 timeless project-based learning 

           resources.   

          Project Based Learning: Explained. Retrieved from

           https://www.youtube.com/watch?v=LMCZvGesRz8

RSA#1 Case-Based Learning

http://jise.org/Volume24/24-4/Contents-24-4.html

http://eric.ed.gov/?id=EJ833422

Case-Based learning has been a teaching model that has proven to be effective. Case-Based learning relies on four essential elements, sharing knowledge, learning in groups, constantly exchanging information with other group members, and building

constructive relationships (Chen and Kinshuk, 2009). Social media has become  increasingly popular among educators because of the similar characteristics that it shares with Case-Based learning. According to the study Promoting the use of online social technology as a case-based learning tool. Students perceive social media as a case-based learning tool because of four primary reasons. Social media has relationship-building features such as, Sharing features, grouping features and conversational features. The demographic profile included 116 students. The students were given a reliability survey that questioned students on the four areas that are shared by the two measures. According to the study, findings suggest that online social technology can be used as a fit learning tool to improve students’ understanding (Ractham and Chen, 2013) In addition, case-based learners can attain improved performance by incorporating social technology into their learning process.

Supporting Case-based Learning in Information Security with Web-based Technology supports the findings of the previous study. Case based learners can attain improve performance by incorporating social technology into their learning process. A case-based learning approach was used in an undergraduate level “Security Management of Information Systems” course at North Carolina A&T State University in the Spring 2009 semester. Before the students started with the project, they were asked to fill out a pre-survey, which asks them to rate their level of knowledge or skills in six different categories. Students were expected to fill out the survey ranking each category from one to five. The highest score receipt by any student after tallying the scores was a 2.94. After working through the case-based learning project students were given a Post survey to complete and all students reported a higher score then previously. The students liked that they worked with some interesting and real life scenarios, they liked to refer to real material used in the field and felt that working on the project was beneficial for their job.

Cases describing real-life situations or authentic activities have been used extensively in many disciplines to teach troubleshooting, to explain concepts, to solve problems, and

to promote learners’ critical thinking and analysis skills (Jonassen & Hernandez-Serrano, 2002; Kim et al., 2006). To better comprehend complex concepts or situations, students need exposure to sufficient real life examples or case studies. As a result, many case studies are practical in nature and focus mainly on situating students in

an authentic context (Fitzgerald et al., 2007)

Ractham, P., & Chen, C. (2013, Winter). Promoting the Use of Online Social Technology as a Casebased Learning Tool.

Chen, I. Y. L., Chen, N.-S., & Kinshuk (2009). Examining the factors influencing participants’ knowledge sharing behavior in virtual learning communities. Educational Technology & Society, 12(1), 134–148.

Jonassen, D., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: using stories to support problem solving, Educational Technology

Research & Development, 50(2), 65–77.

First Post

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