Learning Objects

Basically the learning object is any resource that can be utilized to assist in the learning process. The different economy types is what creates the division of how material is gained. I have always heard that teachers are their own valuable resource. Someone always has dealt with the lesson or issue that you are struggling with. Sharing experiences, reflections and lesson plans makes it easier on the next person and allows the student to gain more from the interaction. The web has created a wealth of information that we can tap into to be better teachers by using additional content in order to help students with the various learning styles.

Cognitive Flexibility Theory

I thought this theory was representative of my daily struggle to connect with my students. They are so accustomed to their own perceptions that when a new concept is introduced and it should be an extension of what they already know, they either give up or struggle with learning how to combine it with their prior knowledge. This method offers a bridge between the gap. It tends to define for the student their definition of the material and then identifies similarities between the old and the new context. Once the student is open to seeing the link between the two, you can then move forward to a new emphasis to create a learning experience.

The medical examples that were presented were good examples of how this concept works. I have been thinking of a way to use this in a business or technology example and create a web-based interaction. I will look at some of the cases in our text to see if this can be supported by this theory. My concern is how much time can I dedicate to fully see this theory unfold.

Case Based Learning Methods & Reasoning Model

The simple message of this method is "Don't re-invent the wheel". Typically, there is always a precedent for a teaching moment or instructional hurdle. I tend to speak with veteran teachers and use the yahoo group to get ideas on how to proceed in some situations. Not only only do I get great ideas but I also get another perspective to the issue that I usually had not considered.

Using cases is one of the best ways in the business education class to make a relevant connection for my students. In the past, this has held their interest and led to good discussions about solutions to problems. I had not used technology to present the cases and this would certainly increase the retention for my students. We often break up in groups and they are assigned various cases and they discuss and present any possible solutions to the class.
Adding a technological component and possibly a simulation would definitely increase the participation of my students.

STAR Legacy Module

I liked this module because it actually models how I teach on a daily basis. I tend to ask alot of questions of my students to generate ideas about how the new information can be useful to them now and in the future. I look at different aspects of how the material relates to different environments. The students are then given assignments to practice the material and ultimately there is an assessment. Before we move on to a new concept we reflect on what was learned and how it relates to their current knowledge. I have never used this in a web-based format so this will be an interesting spin on a tried and true strategy.

Anchored Instruction

This is very similar to GBS but students work in groups and are problem solving toward a specified solution. The scenario is presented and students use the facts in the story to extract key ideas in an effort to come to a rational solutions. It makes you think of a good mystery where you have to go back and examine clues and what if's in order to solve the mystery. I also like the fact that students are encouraged to be independent thinkers and if they hit a snag along the way, they can re-examine the story to brainstorm their own dilemma to find an answer.

Goal Based Scenarios

I think Roger Schank rally hit a good point that young children learn because they are motivated to do so and that older students learn for extrinsic rewards. I have seen children that excel in classes in which they have a good rapport with the teacher and in other classes, they have behavior problems and poor grades. Students typically retain material when it is presented in a manner that is fun and relevant to their interests. They can be "tricked" into learning. The answer to the age old question" why do we have to do this" is one that students always ponder. Once the lesson is presented in a useful and interesting format, the answer is obvious to the studnet and they actually will embrace the knowledge and use it consistently.

Situated Learning & Cognitive Apprenticeship

After reading about both methods, I really liked the cognitive apprenticeship more. I think as a Co-Op facilitator, I identified with the key practices of this strategy. I know that students learn and retain a greater knowledge with hands-on experience and it helps to assimilate what they already know. This allows for the mentor to correct and enrich what the student can already perform without the student feeling like all the knowledge is new which causes some students to give up.

The teaching strategies described in the readings were modeling, scaffolding and coaching. This allows a building process that students will be comfortable with. It also gives value to the information that is being learned. Students usually want to know why something really matters and this method answers this questions but also lets them put it into practice.

Problem-Based Learning ( PBL)

I like the concept of PBL because students are accouontable for the learning process and it builds on what they already know. It will teach them to be resourceful and how to find more than one solution to a problem. Unlike traditional teaching styles which starts with solutions, this one presents the problem and then allows for creative thinking to resolve the issue. This is a skill that students must learn and develop for the real world.

Working in groups and delegating roles is another aspect that I like. Group members must know that each person's role is essential to the success of the overall experience. ISelf-directed work teams and ultimately reflection is a great way to teach my students how to make better decisions that will affect them personally. In my classroom, we have examined the problems of the economy and what solutions need to be attempted for the greater good.

Cooperative Learning

This method reminds me of when I was a Continuous Improvement Facilitator for a furniture components manufacturer. My role was to guide and structure communication between several departments in an effort to save money on production. We had a representative from the 4 departments and we analyzed ways that production processes could be modified to increase productivity and reduce costs. Each member of the team had direct knowledge of their particular area but may not have known the impact of the other areas. They were all shy at first and did not want to speak badly about what they thought the issues were outside of their own areas. In order for the group to be successful, we had to build respect for each other, build the idea of community and allow each person to feel that their contribution would be valuable.

The concept of cooperative learning is just that. The group is responsible for their own success and each person in the group has knowledge that can support the group's final goal. Each person taps into their prior knowledge and combines this with new information in order to create an environment where each person has the same understanding of the material. Although they have worked as a group, each person has a sense of accomplishment.

Guided Design

I thought that this strategy basically talked about problem-solving, collaboration and higher order thinking skills which is the sole purpose of 21st century guidelines that we are to institute for our students. Students are ill-prepared for the workplace when they cannot work in team-based work groups due to lack of social skills and problem solving abilities. Students are often looking for the easy solution without giving thought to repercussions of immediate actions.

It is beneficial to analyze other perspective in a group work environment because each individual brings specific experiences to the table. Those strengths will define the roles that each person plays in the design of an adequate solution. Feedback is also important so that the solutions can continue to be work and members continue to learn to adjust to future problems.

Audio-Tutorial Approach

I like the concept of the A-T approach. There are so many different competency levels and learning styles in a classroom that this method would lend to greater success for all students. Also, it increases student accountability which I think needs to be a bigger focus than a final assessment.
All to often, I feel that the teacher is scrutinized when some students don't succeed and on the other hand some students do very well. This method would allow the individualized instruction for the students who may not be getting the help that they require. In a lecture format, it is not clear who has got it until the assessment and typically after the assessment, it is time to move on to new material. Unless the student is willing to stay after school, there is really no time for review and recovery.

I look forward to developing this module to see what impact it can have on my student success. I believe self-paced independent study can be ideal for any student as long as they know they have the necessary support which this system provides through ISS and SAS.

I have always believed self paced instruction to be more successful than lecture and discussion formats. I have used both in my classroom and found that my students who are 9th - 12th grade on a block schedule don't have the attention span or the interest to be lectured to for 90 minutes. I am currently using a software program called AES in the computer application classes. This system is set up in modules which assesses the students on each portion as they complete a new objective. It also presents multimedia intstruction and has the capability to allow the students to request visual tips to show them whereto go to complete a task. My classes have varied levels of competencies so that higher level students are not held back while the lower level student can replay a lesson or ask for individual instruction from me.

Business Education courses rely heavily on competency based achievement and self pacing is a great way for students to continue to be successful in this curriculum. I have wanted to increase the level of access to my course via the Internet for some years so that students can continue the work at home and have not found the time or adequate resource to do so. I wanted to create videos and lessons for students who are absent or even homebound in an effort to keep the course consistent and to enhance rigor and relevance. Simulations is one of the best resources that I like to use in my classroom because it gives the students real world application and allows them to ask questions based on actual scenarios.

Welcome Spring?

Just to reflect on the beginning of this semester, I feel overwhelmed and nervous. I am closing out a semester at my high school and starting these classes. My psyche is conflicted. Is this a new beginning or closing of a chapter?