Module 6: Project Approaches to Learning with ICT

Module 6: Reflection

My earlier prediction that this module would have been fun could not have been further from the truth. It was very demanding. I found the constant need to go back forth in the materials for the Project Approach to Learning (P.B.L) rather annoying. Sometimes I did lose my way. Additionally the number of activities that I had to keep up with as I made my way through this half of the module was quite taxing. 

The Abrupt switch from P.B.L to WebQuest didn’t help either. I felt as though there was quite a bit that still needed to be covered in regards to P.B.L. WebQuests however, proved easier to work with because they generally appeal to the creative side of me. However, I am of the opinion that some minor technical details of the creation of WebQuests may have been omitted. I stand subject to correction. 

From my involvement with WebQuests, I would have to agree with the findings that they have tremendous potential to transform learning in the 21 century classroom. This claim is grounded in the evidence contained in the literature and from my own experience. A well designed WebQuest is intended to promote 21 century skills such as collaboration, cooperation, critical thinking, social skills and problem solving, all of which are critical to ones’ success in the 21^st century. 

In conclusion, the success of any WebQuest resides with the teacher and the extensiveness of the planning and implementation of it. One must ensure that WebQuests align with the curriculum, that adequate resources on- and of-line are provided, that clear instructions are given and that at every stage of the WebQuest, opportunities for scaffolding are presented to the students. Management therefore, is of critical importance. I would strongly recommend that WebQuests and or P.B.L become permanent pedagogical tools in our classrooms as we prepare or students for 21^st century workplaces.

Module 6 Project Based Learning

Reflection: Module 6 Project Based Learning

This module promises to be an exciting one given the fact that projects are becoming a permanent feature on the curriculum and now form part of the Caribbean Primary Exit Assessment, the examination which replaces the Common Entrance exams. This module could not have come at a more opportune time, as the readings and activities provide greater insight into project writing and opportunities to practice various aspects of project writing.

The readings that I have done to date indicate that there are benefits to be had from adopting a Project Base Learning (P.B.L) approach to teaching. Some of these include among others increased motivation, self direction and collaboration and so on and so forth.

Having said that, I am also cognizant of the fact that P.B.L pose some challenge to teachers, especially to those of us who are new to it. The present curriculum which is teacher centered and the high demand it places on teachers and students must be addressed. Building on the issue just raised, is the time factor. Projects take up a lot of time and the demands of the present curriculum makes adopting P.B.L a bit of challenge but it can be done.

My advice would be for us to start small until we have gotten a hang of it (P.B.L) with at least one project per year throughout the school. In our planning, careful attention must be paid to each phase of P.B.L. In the first or planning phase, attention is paid to goal setting, developing curriculum framing questions, planning of assessment and designing of activities. The second or investigative phase sees children working through the activities and producing representations of their findings. And in the third and final stage pupils will be in involved in culminating activities such as presentations and debriefings.  In all of this we must be mindful of the content we wish to cover, the processes involved and the final product we want our children to produce.

Activity 10 &11: Producing Resources

It's accepted that digital resources can significantly improve learning in the classroom. This activity, in conjunction with a similar activity in a earlier module has taught me how to create my own or modify existing digital resources. This reduces the heavy reliance on text books. With these resources students can be provided new and exciting experiences that can deepen their understanding and enhance academic performance.

Activity two of the learning resource was well received but not without its challenges. The students were using blade to dissect flowers and required strict that proved challenging. The joy was obvious as they dissected the flower and proudly displayed the various parts.

Children on a whole love the outdoors immensely and activity four of the learning resource provided them with an opportunity to be outside. While the on the outside they investigated flowers that were visited by insects and those which are not. They thoroughly enjoyed being investigators making observations, taking notes and discussing their observations. The students were very eager to share their knowledge of local plants as well.

Activity 7 Reflection

 

                              

The value of resources accessible by you

Activity 7, “the value of resources accessible to you,” closely resembles an earlier activity that required of us to make an inventory of the resources available at our school and to examine ways in which these resources could have been used. I nevertheless found this activity quite informative and rewarding.

I especially liked working in paint as it appeals to the creative side of me. Just a few days prior to the commencement of this activity, I discovered that paint can be used as an editing tool. This would come in quite handy in the preparation of diagrams for quizzes or tests. I did some further investigation on the use of paint and discovered that some of the tools can be customized by selecting the tool (brushes, pencils, line), holding down the control key and depressing the plus sign (+) on the numeric pad.

In summary, digital resources have the potential to add new dimensions to the pedagogical practices within our classrooms. But to be able to realize the full potential of these resources, teachers must be conversant with the technology.

Module 5 Activity 5a: Explore Website Resources

 Explore Website Resources

Educational websites like educational software are powerful tools that go a long way in helping to transform pedagogical practices within the classroom from a teacher centered approach to a student centered approach.  This comes at a critical juncture as we move towards making our schools child friendly while at the same time equipping them with 21^st century skills.

As part of the requirement for activity 5a, I had the opportunity to examine several websites. Several of them proved quite useful to me a Science teacher at the elementary level. These site use innovate ways of presenting age appropriate information through interactive, educational games and simulations. Additionally, students are offered further support through digital worksheets and homework assistance among other things.  Teachers are also offered support through the availability of lesson plans and opportunity for collaboration with other educators in some instances. Some of the sites also provide assistance to parents so that they can better help their child.

Below is a list of some of the websites reviewed.

http://interactivesites.weebly.com/teacher-tools.html

http://www.discoveryeducation.com//parents/?campaign=flyout_parent
 http://www.sciencelearn.org.nz

http://www.eia.gov/kids/index.cfm