{"id":1732,"date":"2017-03-06T18:11:27","date_gmt":"2017-03-07T01:11:27","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=1732"},"modified":"2017-03-06T18:11:27","modified_gmt":"2017-03-07T01:11:27","slug":"t-gem-summary-chart","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/03\/06\/t-gem-summary-chart\/","title":{"rendered":"T-Gem summary chart"},"content":{"rendered":"\n\n\n\n\n\n\n
<\/td>\nKey Words<\/td>\nGuiding philosophies<\/td>\nKey design points<\/td>\nParticipant role<\/td>\nTeacher role<\/td>\nBenefits<\/td>\nDrawbacks<\/td>\nAssociated technology<\/td>\n<\/tr>\n
Anchored Instruction<\/td>\nAuthentic contexts<\/td>\nConstructivism, Cognitive apprenticeship, Social Cognitive Theory, inquiry<\/td>\nKnowledge is constructed through engagement with richly details and complex problems. Real life situations<\/td>\nProblem solver, Researcher, Data gatherer<\/td>\nFacilitator, Error correction, occasional hints, scaffolding as needed<\/td>\nHighly engaging. Transferable problem solving skills,. Authentic contexts<\/td>\nVery time consuming, requires at least 1 device per small group, may lead to high student frustration, limited supply of availabel materials<\/td>\nJasper Lessons<\/td>\n<\/tr>\n
SKI<\/td>\nEvidence based revision of conceptions<\/td>\nConstructivism, Social Cognitive Theory, inquiry<\/td>\n1) making thinking visible, (2) making science accessible,
\n(3) helping students learn from each other, and (4) promoting lifelong learning.<\/td>\n		Revisor of personal knowledge, Connector of concepts,<\/td>\nActivity designer, provider of pivotal cases, directing integration of conceptions with new knowledge and evidence<\/td>\nFlexible related authoring environment (WISE), promotes flexible thinking<\/td>\nMust monitor carefully for alternative conceptions, limited resources available as yet for lower grades. Smaller groups may require more technology resources<\/td>\nWISE<\/td>\n<\/tr>\n
LfU<\/td>\nMaking learning useful<\/td>\nConstructivism, Cognitive apprenticeship, Situated cognition, inquiry<\/td>\nLearning is most effective when it is directed at a goal. How knowledge is constructed determines how it will be used in the future. To be useful, knowledge must be converted from declarative to procedural knowledge<\/td>\nProblem solver, concept revisor, data gatherer<\/td>\nPoser of problems, Just in time knowledge provider<\/td>\nHigh relevance to students’ home context<\/td>\nComplex tools for younger students. Activities may need revision to reflect home context. Data may be hard for younger students to digest<\/td>\nArcGis<\/td>\n<\/tr>\n
T-Gem<\/td>\nIterative thinking<\/td>\nConstructivism, inquiry<\/td>\nUsing technology, generate hypotheses, evaluate them, and modify the hypotheses according to the results<\/td>\nTheorist, Tester\/experimenter, Research evaluator<\/td>\nProvide tools\/simulations and background knowledge. Confirm accuracy of final conceptions\/models<\/td>\nModels the real work of scientists. Builds pattern recognition<\/td>\nGive a false sense of the ease\u00a0 of generating data. Requires significant lateral thinking<\/td>\nChemLand, PHET simulations<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Key Words Guiding philosophies Key design points Participant role Teacher role Benefits Drawbacks Associated technology Anchored Instruction Authentic contexts Constructivism, Cognitive apprenticeship, Social Cognitive Theory, inquiry Knowledge is constructed through engagement with richly details and complex problems. Real life situations Problem solver, Researcher, Data gatherer Facilitator, Error correction, occasional hints, scaffolding as needed Highly engaging. […]<\/p>\n","protected":false},"author":32430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-1732","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1732","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/32430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1732"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1732\/revisions"}],"predecessor-version":[{"id":1733,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1732\/revisions\/1733"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1732"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1732"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1732"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}