Project Based Learning with Ellen Smith

       Over the past weeks, I have learned that inquiry based learning is a complex experience involving the development of a question, the full investigation process, and a clear presentation of the answers with evidence.   This week, we took this concept one step further and reviewed the 5E Instructional Model.   This Model was constructed by the Biological Science Curriculum Study.  This model has proven to enhance student learning of fundamental concepts when used in the classroom.  The model consists of five phases: engagement, exploration, explanation, elaboration, and evaluation (Wilkes University, EDIM 513, Unit 6, Topic B, n.d.).        The engagement phase allows the teacher to assess prior knowledge and preconceptions as well as spark interest in the lesson or unit.   During the exploration phase, teachers present the students with ways to investigate their questions and the topic.   They c...

          Over the past several weeks I have developed my understanding of inquiry based learning from simply a component connected to project and problem based learning to an entity of its own.   It became a more complex experience involving the development of a question, the full investigation process, and a clear presentation of the answers with evidence .        As time goes on, I am learning there are more pieces that fit into the inquiry based learning puzzle. For example, the importance of assessing the amount of prior knowledge a student comes in with.   A teacher needs to determine preconceptions a student comes in with about a topic before it is learned, misconceptions, and how much accuracy their information contains. This way, the learning and inquiry process can be guided, explained, and explored in the right direction.         I always knew that students need to be engaged in a le...

       When I first came into this course a few short weeks ago, I thought of inquiry-based learning as  part  of  project-based learning.   I thought of it as simply learning through solving a problem, finding a  solution,   or answering a question.   After reading the course material and discussion posts, I have a  much clearer  and wider picture of what inquiry-based learning really is.        The most important thing that I realized is it is not about the outcome. It is about the process.  All of the “things” that go into finding a solution. The components to taking part in an investigation.  What students do with their mind, the habits of the mind, the unteachable skills, thinking skills, and the desire to learn are all important components of inquiry-based environments. In addition to those aspects, the environment around the students must be suitable for the students to lear...

     Inquiry Based Learning   I came into this course believing that inquiry based learning was a component of project based learning. You start with a question and work toward a solution.   After reading the material this week, I have learned that there is much more to inquiry based learning than meets the eye.        For one, teachers need to add the “Whaaa” factor.   They need to make answering questions and learning new things exciting. If they show enthusiasm for learning, hopefully that enthusiasm will carry over to the students.   I am looking forward to using the technique of asking the students what they would like to know, instead of what DO they know about a topic (Edutopia, 2016).   I believe it gives them more ownership in the question and they are more likely interested in seeking out an answer.      While both types of learning are student-centered and work on problem solving and crit...

Connecting PBL, Technology, and STEM/STEAM        SAMR, refers to Substitution, Augmentation, Modification, and Redefinition.   It is framed like a ladder with Substitution at the bottom.   Enhancement and reformation are part of the framework for teachers. The idea behind SAMR is to have a common language in education across the curriculum ( Puentedura, 2023) .   The goal is to lead to greater comprehension, for students to learn from one another and to give a sense of community of practice. Like PBL and STEM, the learning experience should be meaningful.   The use of technology should enhance the experience. Technology should be the glue, the tool to bring the resources to the student.   The tool to open the walls of the classroom to the outside real world (Gorman, 2014).    With the use of technology, student choice can be invoked through allowing the students to search for resources, choose topics, choose presentation...

            I would definitely recommend reading about and watching three PBL exemplars from Edutopia, the "Geometry Students Angle into Architecture Through Project Learning" by Sara Armstrong, the " March of the Monarchs: Students Follow the Butterflies Migration" , by Diane Curtis and “ More Fun Than a Barrel of …Worms?!” by Diane Curtis . Each video displayed a teacher facilitated, student-centered PBL project or activities that students of various ages took part in. The examples had similarities that existed between them. The teachers and students had their own roles during the project. All of the learning experiences proved to increase student engagement, the acquisition of skills, and the ability to transfer those skills. The teacher incorporated the use of technology into the projects which enhanced the lesson and the research process and capabilities. Similarities The three examples had several circumstances and design principles in c...