Discussion 13: Synthesis forum
Anchored Instruction
T-GEM
LfU
SKI
It is clear and structured
Learning Goal
Info
Info
Info
Info
Conta stories hierarchically.
Theory
Info
Info
Info
Info
Synthesis
Compare
Contrast
LfU Theory
Edelson (2001) states, "The model is based on four principles that are shared by many contemporary theories of learning: 1. Learning takes place through the construction and modification of knowledge structures. 2. Knowledge construction is a goal-directed process that is guided by a combination ofconscious and unconscious understanding goals. 3. The circumstances in which knowledge is constructed and subsequently used deter-mine its accessibility for future use. 4. Knowledge must be constructed in a form that supports use before it can be applied" (p. 357). These four factors influence the development of the motivate, construction, and refinement pattern in the LfU theory (Edelson, 2001).
ReferencesEdelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
T-GEM Learning Goals
T-GEM is centered around the following cycle, adapted from Khan (2007): T - Technology is integrated within the following GEM cycle. G - Students generate relationships E - Students evaluate relationships M - Students modify relationships. The goal of T-GEM is integrating technology into the GEM cycle, which is designed to support inquiry-based learning. In addition, the goal of this GEM cycle is to build on students pre-existing mental models centered around the topic of study, and being able to shift, expand, and redefine what their mental model is of a concept (Khan, 2007).
ReferencesKhan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.
Comparison of T-GEM with Anchored Instruction, SKI, & LfU
LfU- LfU & T-GEM both focus on the refinement of learning. - Integrate a 'base knowledge' point, and then encourage reconstruction of concepts in the final stages.
SKI- SKI centers around pre-existing understanding that students have, and T-GEM focuses on students initially forming a hypothesis using their understanding of material. - Both theories involve the addition of new information for students to help refine their understanding. - Both theories involve making learning visible for students.
Anchored Instruction- Both theories utilize real-world data, events, or simulations to analyze within the problem. - Both theories involve a collaborative stance with students working together.
Synthesis
Reflection on Learning Centered on Technology-Enhanced Learning Environments
The biggest takeaway I've had after working through these four TELE's, is how these can each be integrated regularly into your classroom. Depending on the topic, an educator can choose to take one of these learning theories and integrate it into their context. For example, utilzing WISE and SKI-based concepts work wonderfully with a biology-based concepts. T-GEM works well with chemistry and physics-based concepts. Anchored Instruction works with all areas of science and math. Choosing to integrate a varied approach to student learning can help diversify and strengthen your teaching.
Each of these frameworks provide the base of students identifying their initial understanding, being exposed to new information, and then re-framing their understanding with that new understanding. These processes transcend math and science disciplines, and are good skills to integrate in a variety of subject areas.
References Image Link - https://pngtree.com/so/technology-clipart
Anchored Instruction Learning Goals
"Anchored instruction is defined as “a way of situating, or anchoring, the learning of students in problems that seem authentic and meaningful to them, thus motivating them to use and enhance their understandings of math” (Bottge et al., 2003, p. 6 as cited in Bowman et al., 2019, p. 200). Researchers discuss that motivation, concrete representation, and integrating all support engagement of students in learning (Bowman et al., 2019). In essence, the goal of anchored instruction is to engage students with integrating real-world context into their learning.
ReferencesBowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195-204.
LfU Learning Goal
Edelson (2001) states, “The LfU model characterizes the development of useable understanding as a three-step process consisting of (a) motivation (b)knowledge construction, and (c) knowledge refinement” (p. 358). Edelson (2001) also states, " The goal of the LfU model is to overcome the inert knowledge problem by describing how learning activities can foster useful conceptual understanding that will be available to the learner when it is relevant (p. 356). The goal for LfU is to utilize motivation and a construction/refinement process to encourage student learning.
ReferencesEdelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385. Image Reference Link - https://www.flaticon.com/free-icon/learning_12669293
T-GEM Theory
The T-GEM model is centered around the 'mental model' theory that Khan (2007) discusses. Khan (2007) states, "According to mental model theory, mental models are a form of knowledge organizationthat represents objects, states of affairs, sequences of events, the way the world works, orthe social and psychological actions of daily life" (p. 878). This model-based learning is designed to "foster building, critiquing, and changing these mental models" (p. 879). Through the process of generate, evaluate, and modify, students would be able to make changes to their original understanding of material or theories presented.
ReferencesKhan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905. Image Link - https://www.flaticon.com/free-icon/psychology_3475363
Anchored Instruction Theory
Jasper was centered around creating environments that connected to students, allowed for direct engagement with inquiry learning, and immersed students into environments similar to the real world (Cognition and Technology Group at Vanderbilt, 1992a). In addition, Jasper was built for students to collaborate and work together to solve problems (Cognition and Technology Group at Vanderbilt, 1992a). Jasper problems were built with educators in mind, as it is flexible to be adapted to a variety of classroom environments.
ReferencesCognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. Image Link - https://www.freepik.com/vectors/tree-roots#uuid=fb028079-f604-41fa-a18e-e7eb8d0f1a6d
Scaffolded Knowledge Integration Theory
Linn et al. (2003) discusses how their deveopment of WISE came from two specific pieces of information: (1) "Students bring to science class multiple conflicting views of scientific phenomena, often tied to specific contexts, examples, experiences, or situtions" (p. 518). (2) "Learners deliberately develop their repertoire of views concerning a given scientific phenomenon" (p. 518) The development of WISE was centered around the SKI methodology, and creating more flexible, design-friendly, accessible, and visible learning spaces (Linn et al., 2003). The overall premise of SKI is to generate student initial ideas, add information to their repetoire's, and then assisting in the generation of new understanding with the new information presented (Linn et al., 2003).
References Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
Scaffolded Knowledge Instruction Learning Goals
Williams et. al (2004) center SKI around four key items:"(a) making thinking visible for students (b) making science accessible for students (c) providing social supports to students (d) promoting autonomy for lifelong science learning" (p. 189). Within the SKI framework, learners are "adding ideas to their repertoire of models and reorganizing their knowledge" (Williams et. al, 2004, p. 189). The goal of SKI is to make learning more tangible for students, utilizing various supports and scaffolds, including peers, technology, and educators.
ReferencesWilliams, M. Linn, M.C. Ammon, P. & Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13(2), 189-206. Image Link - https://fastpng.com/pngs/steps-clipart-succe-steps-clipart-hd-png-download-oo7m0pdzguzr8pvu.html
Contrast of T-GEM with Anchored Instruction, SKI, & LfU
LfU- LfU reflects a constructivist approach with students constructing their learning. -LfU integrates a large motivation piece as the initial entrance into the learning of the concept at hand. - T-GEM focuses more on the initial understanding, introducing additional material, and then the refinement of student understanding.
SKI- SKI is centerd around providing supports for students to be able to take their learning from an inital understanding, to a more developed understanding of a given concept. T-GEM focuses on students interpreting discprepant events or maximums and minimums in the data to be able to solidify newer understandings of concepts.
Anchored Instruction- Anchored instruction is more focused around creating questions and situations where the science is rooted in real, authentic context. T-GEM is centered around students drawing initial hypothesis from a scenario, introducing new information, and then revamping their hypothesis on learned information.
Discussion 13: Synthesis forum
Brittni Kwantes
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Transcript
Discussion 13: Synthesis forum
Anchored Instruction
T-GEM
LfU
SKI
It is clear and structured
Learning Goal
Info
Info
Info
Info
Conta stories hierarchically.
Theory
Info
Info
Info
Info
Synthesis
Compare
Contrast
LfU Theory
Edelson (2001) states, "The model is based on four principles that are shared by many contemporary theories of learning: 1. Learning takes place through the construction and modification of knowledge structures. 2. Knowledge construction is a goal-directed process that is guided by a combination ofconscious and unconscious understanding goals. 3. The circumstances in which knowledge is constructed and subsequently used deter-mine its accessibility for future use. 4. Knowledge must be constructed in a form that supports use before it can be applied" (p. 357). These four factors influence the development of the motivate, construction, and refinement pattern in the LfU theory (Edelson, 2001).
ReferencesEdelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
T-GEM Learning Goals
T-GEM is centered around the following cycle, adapted from Khan (2007): T - Technology is integrated within the following GEM cycle. G - Students generate relationships E - Students evaluate relationships M - Students modify relationships. The goal of T-GEM is integrating technology into the GEM cycle, which is designed to support inquiry-based learning. In addition, the goal of this GEM cycle is to build on students pre-existing mental models centered around the topic of study, and being able to shift, expand, and redefine what their mental model is of a concept (Khan, 2007).
ReferencesKhan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.
Comparison of T-GEM with Anchored Instruction, SKI, & LfU
LfU- LfU & T-GEM both focus on the refinement of learning. - Integrate a 'base knowledge' point, and then encourage reconstruction of concepts in the final stages.
SKI- SKI centers around pre-existing understanding that students have, and T-GEM focuses on students initially forming a hypothesis using their understanding of material. - Both theories involve the addition of new information for students to help refine their understanding. - Both theories involve making learning visible for students.
Anchored Instruction- Both theories utilize real-world data, events, or simulations to analyze within the problem. - Both theories involve a collaborative stance with students working together.
Synthesis
Reflection on Learning Centered on Technology-Enhanced Learning Environments
The biggest takeaway I've had after working through these four TELE's, is how these can each be integrated regularly into your classroom. Depending on the topic, an educator can choose to take one of these learning theories and integrate it into their context. For example, utilzing WISE and SKI-based concepts work wonderfully with a biology-based concepts. T-GEM works well with chemistry and physics-based concepts. Anchored Instruction works with all areas of science and math. Choosing to integrate a varied approach to student learning can help diversify and strengthen your teaching.
Each of these frameworks provide the base of students identifying their initial understanding, being exposed to new information, and then re-framing their understanding with that new understanding. These processes transcend math and science disciplines, and are good skills to integrate in a variety of subject areas.
References Image Link - https://pngtree.com/so/technology-clipart
Anchored Instruction Learning Goals
"Anchored instruction is defined as “a way of situating, or anchoring, the learning of students in problems that seem authentic and meaningful to them, thus motivating them to use and enhance their understandings of math” (Bottge et al., 2003, p. 6 as cited in Bowman et al., 2019, p. 200). Researchers discuss that motivation, concrete representation, and integrating all support engagement of students in learning (Bowman et al., 2019). In essence, the goal of anchored instruction is to engage students with integrating real-world context into their learning.
ReferencesBowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195-204.
LfU Learning Goal
Edelson (2001) states, “The LfU model characterizes the development of useable understanding as a three-step process consisting of (a) motivation (b)knowledge construction, and (c) knowledge refinement” (p. 358). Edelson (2001) also states, " The goal of the LfU model is to overcome the inert knowledge problem by describing how learning activities can foster useful conceptual understanding that will be available to the learner when it is relevant (p. 356). The goal for LfU is to utilize motivation and a construction/refinement process to encourage student learning.
ReferencesEdelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385. Image Reference Link - https://www.flaticon.com/free-icon/learning_12669293
T-GEM Theory
The T-GEM model is centered around the 'mental model' theory that Khan (2007) discusses. Khan (2007) states, "According to mental model theory, mental models are a form of knowledge organizationthat represents objects, states of affairs, sequences of events, the way the world works, orthe social and psychological actions of daily life" (p. 878). This model-based learning is designed to "foster building, critiquing, and changing these mental models" (p. 879). Through the process of generate, evaluate, and modify, students would be able to make changes to their original understanding of material or theories presented.
ReferencesKhan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905. Image Link - https://www.flaticon.com/free-icon/psychology_3475363
Anchored Instruction Theory
Jasper was centered around creating environments that connected to students, allowed for direct engagement with inquiry learning, and immersed students into environments similar to the real world (Cognition and Technology Group at Vanderbilt, 1992a). In addition, Jasper was built for students to collaborate and work together to solve problems (Cognition and Technology Group at Vanderbilt, 1992a). Jasper problems were built with educators in mind, as it is flexible to be adapted to a variety of classroom environments.
ReferencesCognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. Image Link - https://www.freepik.com/vectors/tree-roots#uuid=fb028079-f604-41fa-a18e-e7eb8d0f1a6d
Scaffolded Knowledge Integration Theory
Linn et al. (2003) discusses how their deveopment of WISE came from two specific pieces of information: (1) "Students bring to science class multiple conflicting views of scientific phenomena, often tied to specific contexts, examples, experiences, or situtions" (p. 518). (2) "Learners deliberately develop their repertoire of views concerning a given scientific phenomenon" (p. 518) The development of WISE was centered around the SKI methodology, and creating more flexible, design-friendly, accessible, and visible learning spaces (Linn et al., 2003). The overall premise of SKI is to generate student initial ideas, add information to their repetoire's, and then assisting in the generation of new understanding with the new information presented (Linn et al., 2003).
References Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
Scaffolded Knowledge Instruction Learning Goals
Williams et. al (2004) center SKI around four key items:"(a) making thinking visible for students (b) making science accessible for students (c) providing social supports to students (d) promoting autonomy for lifelong science learning" (p. 189). Within the SKI framework, learners are "adding ideas to their repertoire of models and reorganizing their knowledge" (Williams et. al, 2004, p. 189). The goal of SKI is to make learning more tangible for students, utilizing various supports and scaffolds, including peers, technology, and educators.
ReferencesWilliams, M. Linn, M.C. Ammon, P. & Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13(2), 189-206. Image Link - https://fastpng.com/pngs/steps-clipart-succe-steps-clipart-hd-png-download-oo7m0pdzguzr8pvu.html
Contrast of T-GEM with Anchored Instruction, SKI, & LfU
LfU- LfU reflects a constructivist approach with students constructing their learning. -LfU integrates a large motivation piece as the initial entrance into the learning of the concept at hand. - T-GEM focuses more on the initial understanding, introducing additional material, and then the refinement of student understanding.
SKI- SKI is centerd around providing supports for students to be able to take their learning from an inital understanding, to a more developed understanding of a given concept. T-GEM focuses on students interpreting discprepant events or maximums and minimums in the data to be able to solidify newer understandings of concepts.
Anchored Instruction- Anchored instruction is more focused around creating questions and situations where the science is rooted in real, authentic context. T-GEM is centered around students drawing initial hypothesis from a scenario, introducing new information, and then revamping their hypothesis on learned information.