Teaching Theories

Karen Dockery

EDIT 6320

Sources:

 

Brown, S. (1996). Reasons for employing RBL.  DeLiberations. Retrieved Sept. 1, 2005 from  http://www.city.londonmet.ac.uk/deliberations/rbl/brown.html

 

Constructivist model for Learning.  (n.d.)  North Central Regional Educational Laboratory.  Retrieved September 4, 2005 from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc5model.htm

 

Johnson, T. (2003).  Learning About Learning – Constructivists.  University College Worcester Home Page.  Retrieved Sept. 5, 2005 from http://ihsc.worc.ac.uk/clinical/learningresources/learning/constructivistlearningtheories.html

 

Resource Based Learning. (n.d.)  DeLiberations.  Retrieved Sept. 1, 2005 from http://www.city.londonmet.ac.uk/deliberations/rbl

 

Scott, B. (2000-2003).  What is Resource Based Learning?  Online Learning Knowledge Garden.  Retrieved Sept.1, 2005 from http://ollkg.rmcs.cranfield.ac.uk/pedagogy/whatisresourcebasedlearning/index.shtml

 

Why Do Project-Based Learning?  Project Based Learning with Multimedia.  Retrieved Sept.1, 2005 from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html

 

 

The first article that I read on Resource Based Learning described it as a new approach to teaching and learning that “serves as an umbrella concept” covering several terms including Project Based Learning.  Both of these terms, RBL and PBL, refer to new approaches where the main resource is NOT the teacher delivering lectures, but instead there is an emphases on “learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.”  Courses that use this kind of approach to teaching would use a wider variety of resources than many conventional courses, including print and electronic based materials.  Some other educational benefits listed in one RBL article were:  more independent learning time and easier to understand resource materials.

 

The Project Based Learning article discussed the benefits of motivating students by providing opportunities for them to pursue their own interests and questions, and to integrate the content into other subject areas.  It also stated that many of the skills learned through PBL, such as working well with others, making thoughtful decisions, and taking initiative, were the skills desired by today’s employers.

 

I read that the increase in student numbers, the growth of class sizes, and the decline in funding available for each student is the reason that there is a greater emphasis today on RBL.  After discussing the reasons for using RBL and its educational benefits, one article also mentioned several assumptions about RBL that are questionable.  One that stood out to me (probably because this kind of learning is so new and still scary to me) is that with RBL, there is still the need for contact with and between students for four main reasons:  pacing, motivation, sorting out problems, and understanding.  As these four reasons were discussed, I found myself feeling very pleased with the way this IT program is set up.  I feel these potential problems are addressed by having some group projects, weekly chat sessions, and easily approachable professors through phone or e-mail when we feel “stuck”.  I also think it’s very helpful having basically the same group of students meeting face-to-face for the 6300 class.

 

The third kind of learning model I read about was the Constructivist model.  This model also contrasts with the typical teacher/textbook classroom.  The Constructivist model of learning believes “that people learn best by actively constructing their own understanding.”  Students learn by being actively involved, rather than by passively receiving information.

 

How do/would these different approaches impact my school’s curriculum?

Resource Based Learning could affect the quality of our curriculum since teachers often take more care in the preparation of RBL materials because they are open to repeated scrutiny by others.  The RBL approach can also improve the consistency among classes by using resources such as seminar guides which provide a shared understanding of what is to be covered and how.

 

Teaching according to the constructivist model would require teachers to be attentive to the learner’s previous knowledge which they will be building upon. (A curriculum map would be very helpful for this!)

 

Since all of my 17 years of teaching have been in 1st or 2nd grade, I have not seen as much of an impact from these  new approaches as I feel the middle and upper grades have seen. However, I do know that now, as compared to my first years of teaching,  we are using more electronic based materials and do more student centered activities .  I think I use a mixture of constructivist and instructivist methods in my teaching.  I have some problems doing group projects due to time constraints , and the fact that there are always students at this age that do nothing to contribute to the project. I’m sure we will continue trying to integrate more.  Our new performance standards direct us to allow students to begin using a variety of resources, including the Internet. (ELA1W1)