After completing the readings for these modules, I feel there are a lot of similarities and some differences as well. These modules seem to all have in common that they break down the information into steps. The STAR module in particular has a specific breakdown for students to follow. I also feel that these modules allow students to discover things on their own by using given resources. Another common feature of these modules is the fact that they use real-life examples that all call upon a student activating their background knowledge. Personally, I feel that the Goal-Based Scenarios and STAR Legacy modules are most closely related while the MOST environments module is the most different. However, all of these modules are context based and depend on the use of multi-media features. The biggest difference in these modules for me was the fact that MOST environments are specifically designed for at-risk students. All of the modules we have studied thus far can be adapted to reach any level of students, but MOST environments are developed directly for at-risk students. All of these modules can help create motivation because students are doing something that is “outside the box” Students can complete these modules and still take away the objectives that are set forth by the state but they are always taking away skills needed to be successful in the 21 Century.
Overall, I feel like these modules are more realistic for me to create and use in my classroom. Students are still given goals or task that they need to reach and they are doing a lot of the learning and discovering on their own. The teacher is more of a facilitator in these modules which helps create a more meaningful learning experience for the students. At the same time, I don’t feel these modules are overwhelming like some of the past ones we have looked at. Being a teacher in elementary school, I know how quickly my students can become overloaded with information. These modules really help break everything down so there isn’t too much for them to tackle at once. Even though these modules are more realistic for me to create, they still require a decent amount of time, which is a teacher’s worst enemy. Maybe creating lessons here and there would work, but it is not something I could do all the time. Of course another possible issue is the fact that not all schools are equipped with enough technology for all or even most of the students to use these modules. I know personally, at my school, booking the computer lab isn’t always the easiest task and the laptop carts always seem to be missing or something isn’t working with them. These modules would be great to use if your school had a 1:1 laptop initiative. However, for now, I can use these modules during my extension and enrichment time. Some students can work on our classroom computers, while I teach small groups to other students.
I feel that these modules are more manageable to use in an elementary classroom in comparisons to our last set of modules. I feel that these modules still allow students to discover answers on their own and they are still applying real-life knowledge to real-world problems. I also feel that these modules aren’t as in depth for students so elementary students wouldn’t be as overwhelmed with them. In particular, I think that the STAR module and the Anchored Instruction would be two modules I would likely use in my class. I think they would be easiest to integrate with math and science first since there are so many available resources for students. I also like that these modules incorporate multi-media but “scripts” can also be made available to students who aren’t auditory learners.
I feel a big component of these modules is the use of video in one way or another. Possible good tools to use could include, Voicethread, YouTube, and Voki. You could also use GoogleDocs to share ideas, or Camtasia. Depending on the assignment, bookflix is another tool that teachers could opt to use for one of these modules.
I agree with you that the MOST environment was the most different. For me, it was the hardest in understanding how to implement. I also agree with you that the contextual basis helps students to achieve goals and motivates them. It might be interesting to study this factor.
ReplyDeleteAnd don't forget that one benefit of multimedia is once you create it (which I agree takes a significant amount of time), you can reuse it over and over again. Sure, you may need to tweak it based on what you gather from your students' experiences working with the module, but in general it's there for subsequent classes. This way little by little you could build a large library of multimedia modules.
ReplyDeleteI liked the way you used the phrase doing something "outside the box”. In today's world not everything fits into a nice neat box and they need to know how to think through situations. Also not everyone learns the same way so finding challenges that work for them is wonderful.
ReplyDeleteI've seen through my friends' children that those that had challenges and were able to overcome them did better in their educational endeavers. They were able to build upon their successes.
Using these models in the elementary school makes sense; solid framework with simple steps to follow, easily manageable, and allow for students to make their own discoveries. But I think you've convinced me that it would be great in the Middle School environment, as well! And, for the same reasons!
ReplyDeleteBy Middle School students understand how school works (for the most part), and want information in small, manageable, and easy to follow steps. They're often more interested in what information can do for them, and how they can apply it in their life, rather than just giving it to them. They WANT to solve real-world problems! They may not be the same problems teachers would like them to put their energy toward, but we can still teach them the processes and skills it will take to solve even the smallest problem. When given the chance, I've seen lots of students use skills and strategies they've learned at school, out in the 'real-world.'
Heather, I appreciate your comment about these modules being easier to use for students than the last batch we studied. It really helps that, since a story is being told, steps follow each other in a certain sequence. I can see much less possibility of students getting lost in the context, and, like you said, overwhelmed.
ReplyDeleteI like the way your blog evolved, Heather, with a move through elementary to middle to smaller extension and enrichment groups within the levels. Time and equipment seem to be issues for all of us - and I appreciated the idea that context-based instruction could be a 'sometimes' piece. Perhaps for teacher and learner alike that would be the most profitable course.
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ReplyDeleteI agree that there are many similarities between the 4 modules and that having access to technology in your school or any school is an issue. I know that if you do not sign out the computer lab or the lap top carts a month in advance then the LA teachers will get them. I agree with everything that you posted except for that only the MOST module is designed for the at-risk students, I really think that you could adapt or scaffold any of the modules. I also like the STAR module and I have offered a STAR project to couple of students in my class last year. Multimedia is labor intensive and I agree with Biljana that once it is created then you can reuse it. I think the only real way to implement these modules in school is if everyone adopt technology and the school creates a bank that the teachers can implement and tweak.
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