MOST

Initially, MOST was an instant favorite. Once I began to comb through the details, I noticed that using the MOST model would really help at-risk learners. The Bransford article explained the difficulties that at-risk learners had in traditional settings and promoted the benefits of MOST. I like that MOST supports a wide variety of learners with individual differences and that media is being used to help students retain important information. The possible barriers involved with using this model include lengthy lesson preparation time and knowledge gained by advanced learners. Designing a moderately challenging assignment is important when dealing with a model that is made for students that may not develop mentally as fast as their peers. If the lessons are not challenging to advanced learners, they may not retain the information needed for them to remain developmentally advanced. As long as teachers pay attention to the type of content introduced and assign groups accordingly, everyone should be challenged.

This model seems very interesting and would be great to use for inner-city K-8 students. I would love to sample this model. The only aspect that I would change in regards to MOST is the software used. This idea is old but we now have software that allows recording and clip arrangement to occur on one program.

Voicethread is a great tool that students can use while attempting assignments designed under the MOST framework. Bubbl.us is a brainstorming site where multiple users can share ideas and change the arrangement of one idea. 21st century tools are available to make MOST a better model and help all students learn by using media.

STAR Legacy

Software Technology Action Reflection LEGACY modules are a great idea. The five-step cycle seems to serve its purpose as an organizational method. Schwart et al. stated, "Teachers felt that they could instantly "see" the learning cycle, especially the idea of progressive deepening." I haven't had the opportunity to see this model in action, but I can imagine how teachers can view student progress by using this model. Overall, I think that STAR has a good foundation but needs some work. I agree with the assessments and reflections, but I can't totally agree with the students that may not recall prior knowledge being held to the same standards as others. This may become a problem when instructors are attempting to make a specific point about a topic. Maybe if the instructor knew the average level of prior knowledge, he or she can then know where to begin. Once this average is set, students should collaborate more effectively to solve the problem at hand.

I would like to use STAR LEGACY sometime in the near future. Specifically, I will find topics that are difficult to teach or subjects that may be difficult for learners to understand.

Once again, Google Docs is a great tool that can be used for the problem or challenge to be solved. Students can collaborate, sharing research ideas within one application. STAR resources are provided as multimedia resources in which Google Docs makes it easy to accept many forms of.

Anchored Instruction

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

Initially, my reactions to this model mirrored the previous discussed theory. The focus on promoting thinking skills using real-life problems are a great idea in education. The anchored instruction model, problems are further extended for students to explore new ideas and face new challenges. I also enjoy the discussion of the pros and cons. Students can learn from each other. The most obvious and troublesome barrier in this model is time for understanding and completion. Since this model suggests that students find the relevant information that is embedded in the story, this process may take longer than expected and/or will make it difficult to keep up with the curriculum. Those that overcome these barriers will develop independent thinking skills as well as collaborative skills.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

This model is well-designed and promotes many skills that K-12 students need. I would simplify the model by not adding extensions or extra questions to the initial problem. I see myself using this theory because students can practice solving real-world problems and formulating ideas from the problem.

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?

YouTube and other video sharing tools can help students access this information in a class friendly space. In most cases, educational websites have simulations but there aren't any available discussion sections for the students. Sites such as, YouTube and Vimeo allow users to comment on a video and subscribe to users channels. Taking advantage of tools like these are necessary in 21st century learning.

Goal-Based Scenarios

1. What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

This theory caters to all grade and content levels. There are other theories that promote real-life scenarios to connect to content but this one seems like a great structure. Each step helps the students develop a connection with the content. They build knowledge by attempting to solve problems. Each students role is very important because the goal can only be successfully reached if they make the right decisions. Possible barriers that are related to this theory include: coaching may not help students that have problems finding relative information, the main goal may not help certain students understand the underlying content that is intended to be retained, and instructors may have trouble preparing for the assignments. Benefits that come from overcoming the barriers include: student learn "how to" rather than "know that" as stated by Schank in his article on Goal-Based Scenarios.



2. Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

This model would be great to use with the students on the elementary level. I definitely see this theory being used throughout the year; as it is interchangeable with the cognitive apprenticeship model, students will understand concepts by connecting them to real-world situations.


3. Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?


This theory has the potential to be embedded in blog sites. Students can use sites such as Blogger and WordPress to generate the appropriate type of responses to the assigned missions. These tools give users the opportunity to insert links and other media to the site (evidence).

Situated Learning and Cognitive Apprenticeship

Overall, these models contain many of the elements necessary for students to become well-rounded. although we know that there's no perfect model/theory that can work for all students and all content areas. However, Situated cognition and Cognitive Apprenticeship are great models that can be used in most, if not all learning environments. For example, I had a hard time learning in some of my math courses because I often felt as if I didn't need those classes to become an entrepreneur. Students of all ages still think in this manner and having the real-world application will help the students realize the importance of any given subject/topic.

Some students require more time and assistance than others. Some students remember information by listening to a lecture while others may retain more information from watching a video. These students that prefer to watch videos over hearing the traditional lecture are more likely to be "hands-on" learners. the situated learning theory can be applied to many subject areas. Also, this theory can apply to all age groups. The Cognitive Apprenticeship model needs to promote collaboration so that real-world work situations are examined. Lastly, students might have trouble applying the scaffolds designed by the teacher.

Technology can propel both of these ideas. Educational simulations are available for free on many web sites.

PBL

The Problem-based Learning model emphasizes pre-existing knowledge. Overall, most of aspects of this model can be beneficial to students and instructors that can use it at the right time. There are situations were PBL might not fit. Those situations do vary, based on the content area being studied. My initial concerns about PBL came from the type of students that are involved in the groups. This concern poses as a barrier because it can harm the groups overall performance. Other barriers include, learning levels between group and students not being familiar with their roles. These barriers can become non-existent if the instructor chooses the groups and is able to facilitate/guide the groups in the right direction. Students will be able to reap the benefits of learning and enhancing their collaborative skills and have the opportunity to undertake different roles.

This model will be great to use in future courses. Certain topics require more group collaboration than others. The best feature of PBL is that students can gain a better understanding of the content and group collaboration can enhance the students learning experience.

As some of the articles mentioned, sites like Skype and Elluminate will be great tools to help this model be successfully delivered online. Google Docs and Google Chat are also good tools to use. Google chat allows groups to chat for free and integrates Google Docs. Groups can use the internet to obtain information for their groups and share the information via Google Docs; where group members can then edit the information.

Cooperative Learning: Good or Bad

The cooperative learning model has potential for all grade levels. This model is also appropriate for work communities. After reading about the different strategies that this model can involve, it was easy for me to be a fan. The only part of the model that rubbed me the wrong way was found in the competitive goals. Grading on a curve does not represent the class as well as it should. As an undergrad, my sociology course was graded on a curve, which helped, but didn't help the students retain more information. Also, I am not a fan of the "sink or swim idea." Some initial barriers to the use of cooperative learning are types of content areas and class differences. By content areas, I simply mean that PE courses might not thrive with this approach. In some schools, students are still separated based on their intelligence level. Although this is not a good thing to do, classes that have students with lower learning abilities may not understand some of the concepts from activities or reach a unanimous consensus about a given topic. Those who overcome these barriers will help promote face to face interaction and enhance social skills.

This model would be great for the second graders that I work with. The Jigsaw strategy is a good strategy to help introduce this model. Students can get into groups and discuss given topics after individually completing different tasks. Science, Technology, and Mathematics (STEM) schools thrive off of group collaboration. This strategy helps students prepare for job-like situations.

Social network sites may be a great tool that can be used to support this model. Sites like twitter and blogger are great for commenting about specific topics. VoiceThread is another great tool where students can post audio and video comments on a specific persons personal thread.