{"id":5502,"date":"2018-03-08T18:53:43","date_gmt":"2018-03-09T01:53:43","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5502"},"modified":"2018-03-08T18:53:43","modified_gmt":"2018-03-09T01:53:43","slug":"module-b-synthesis","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/08\/module-b-synthesis\/","title":{"rendered":"Module B Synthesis"},"content":{"rendered":"\n\n\n\n\n\n\n
Jasper Project<\/em><\/td>\n–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Video-based tool.<\/strong><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Visual representation of information. <\/strong><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Embedded data design and immediate feedback.<\/strong><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students work through identifying and creating goals and sub-goals to solve a presented problem (problem-based learning).<\/strong><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cooperative learning experience in small groups.<\/strong><\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Potential for teleconference assessments that rejects paper-to-pencil tests and explores students using descriptive, problem-solving skills to answer real-world questions.<\/strong><\/td>\n<\/tr>\n

SKI & WISE<\/em><\/strong><\/td>\n–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Online activities.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inquiry based approach.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students taking on roles of professionals.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Self-paced.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students are able to choose topics that fit these interests and needs.<\/td>\n<\/tr>\n

LfU & My World<\/em><\/strong><\/td>\n–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inquiry based approach.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Four central principles: importance of construction and modification of knowledge structures, goal-directed, environmental\/circumstances effects future retrieval, that support use before it can be applied.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps: motivation, knowledge construction and knowledge refinement.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Linking new knowledge to old knowledge.<\/td>\n<\/tr>\n

T-GEM & Chemland<\/em><\/strong><\/td>\n–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inquiry based approach.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cyclical design.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students work through creating hypotheses and engaging with material to modify their mental models.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps: generate, evaluate, modify<\/td>\n<\/tr>\n

Common Themes<\/em><\/strong><\/td>\n–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Increased student motivation<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Collaborative learning.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning experience enhanced through the use of technology.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inquiry based approaches.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Visual representations of information.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teachers promote deep and robust learning experiences.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

As I reflect on the four technology-enhanced learning environments, I believe that each of these approaches would have a positive effect on my students.\u00a0 Each providing its unique approach to learning, yet each allow students to explore through questions and exploration of information.\u00a0 Research has indicated that these environments are effective for engaging students and allowing them to be active learners.\u00a0 They prepare students to become lifelong learners \u201cby engaging them in carrying out complex projects and regularly critiquing, comparing, revising, rethinking, and reviewing their ideas\u201d (Linn, Clark, Slotta, 2011, p. 532).\u00a0 They move science and math past textbooks and tests, and utilize technology to provide students with real-life scenarios.\u00a0 Additionally, each follows a view of constructivism and utilizes Vygotsky\u2019s zones of proximal development by having students work in groups and learn from each other.<\/p>\n

 <\/p>\n

Although these environments seem to be set for higher grades, the common themes seem to follow those of any grade levels.\u00a0 I do believe that it would take time and trial-and-error to alter these to fit the needs and abilities of my students.\u00a0 Has anyone discovered any tools that may be similar to these that would work more closely with elementary students?<\/p>\n

 <\/p>\n

Shayla<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Jasper Project –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Video-based tool. –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Visual representation of information. –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Embedded data design and immediate feedback. –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students work through identifying and creating goals and sub-goals to solve a presented problem (problem-based learning). –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cooperative learning experience in small groups. –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Potential for teleconference assessments that rejects paper-to-pencil tests and explores students using descriptive, […]<\/p>\n","protected":false},"author":52106,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-5502","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5502","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/52106"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5502"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5502\/revisions"}],"predecessor-version":[{"id":5503,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5502\/revisions\/5503"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}