Learning+Model+Comparison

Learning Model Comparison

Learning theories have developed to help analyze how humans and other organisms learn. There are a myriad of learning theories and models that have developed, but most fall within the confines of four overriding theories: behaviorism, cognitivism, constructivism, and humanism. Each area of learning theory contains multiple learning models that have been developed as improvements to existing theories or complete redesigns. Today, a major focus of designing instruction revolves around the constructivist approach. Additionally, best practice teaching methodology calls for providing students with more holistic, authentic, and realistic experiences. Furthermore, the focus on more student-centered instruction is becoming more and more used in the classroom

The following will compare two constructivist learning models. First two images will be provided to give a visual view of the learning model. Then the chart will help simplify and clarify information comparing the following: relative "student-centeredness", Assessment, 21st Century Fluencies, and the ease of use. Thus it will help identify if the respective learning model supports or does not support the creation of a learner-centered learning environment. Following the charts will be a short comparison and will identify the model I will use for my learning space.


 * PROBLEM-BASED LEARNING || INQUIRY LEARNING MODEL ||
 * [[image:Problem_Based_Learning_Model_pic.jpg]] || [[image:Inquiry_Learning_Model_pic.gif]] ||

- The Journey: focus on skill development and the process looking for improvement/growth - The End Result: able to make reasonable and feasible solutions
 * ~ SAMPLE COMPARISON CRITERIA ||~ Problem-Based Learning ||~ Inquiry Based Learning ||
 * < Relative "Student Centeredness" ||< High
 * Students work as "self directed, active investigators and problem-solvers in small collaborative groups" (Learning Theories Knowledgebase, 2008))
 * Teacher acts as a facilitator to student learning
 * students are often grouped with others in the process ||< High
 * Student is engaged in active learning (ideally from their own questions and interests)
 * Student-led process
 * Learning through/by exploration. ||
 * < Assessment ||< * Assessment focuses on the "journey" and the "end result"
 * Not looking for a certain "RIGHT" answer
 * Student Self-Assessment (Reflective in nature)
 * Peer-Assessment (more motivating audience)
 * Teacher assesses improvement, growth, and to make suggestions for other ideas student(s) may consider. ||< Assessment focuses on:
 * level that learning skills have been developed
 * how students have developed the content knowledge

Feedback and the student's own assessment are key in the process. "What is assessed is what is valued. Therefore, more emphasis needs to be placed on assessing the development of information-processing skills, nurtured habits of mind, or "ground rules" of the discipline, and conceptual understandings -- rather than just the content of the field" (Thirteen Ed. Online, 2004) ||
 * < 21st Century Fluencies ||< * Reading & Writing Skills (technical and literary pieces)
 * Active Listening and Speaking Sills
 * Numerous Information Skills (ex: apply knowledge to create real life products or plans, improve understanding of a concept, research, critical thinking skills, etc.)
 * Group/Team skills (many group and interpersonal experiences that foster communication and collaborative efforts)
 * Personal Skills (has independent responsibilities even when grouped)
 * Media Skills (likely when using technological tools)
 * Professional Skills (learning many skills that will be useful to employers and future job requirements) ||< * Reading & Writing Skills (often technical but can focus on literature as well)
 * Information and Processing skills
 * Media Skills (often students are called to use media technology in the process and demonstration of their learning)
 * Professional Skills (learn skills and thinking skills that may be useful to future employers and future job requirements)
 * Group/team Skills (communication)
 * Personal Skills ||
 * < Ease of Use ||< For Teachers:
 * May be difficult to give up control of what is being learned
 * Assessment can be difficult because method may be non conventional
 * Difficulty may arise in fostering student desire to construct their own learning
 * Practice becomes easier as teacher learns and facilitates problem-based learning

For Students:
 * Difficulty in moving to the next stage
 * Difficulty may arise because student is disinterested or does not wish to //think for himself//.
 * Once process is learned, engagement can be maximized and students can learn a good deal more than more conventional learning approaches. ||< For Teachers : similar to Problem-Based Learning model; however, once students learn the process and understand the teacher will not //provide answers//, students tend to gravitate toward the learning model in general.

For Students: Relatively speaking, once the process is learned, student engagement and motivation is increased. However, students may struggle in certain areas. ||

The Problem-Based Learning Model and the Inquiry Method are quite similar; in fact, the two are sometimes viewed as following the same or similar process with a similar focus (Thirteen Ed. Online, 2004). In fact, Problem-Based Learning "is inquiry-based when students are active in creating the problem" (Teacher Tap, 2007) .Both methods have various methods that have been created, but both also are strongly intertwined in John Dewey's constructivist theory of learning. Inquiry learning is often viewed as usable in core classes such as Math and Science, but it can be used in most any class when designed properly. Problem-based learning is also viewed similarly, although many examples in the Social Studies core demonstrate the feasibility of using this model, which indicates it too can be used in many content areas and classrooms.

The overriding theory for both models is that students can develop a greater degree of learning that is not limited to what the teacher seeks. While each model is gaining more use in the classrooms, they are still viewed as unconventional. Thus, planning and assessment can be frustrating for teachers and students. However, both methods have proponents that speak of researched evidence that the learning models benefit students and improve learning achievement and overall thinking development. Consequently, once teachers allow and facilitate students to take control of their own learning experiences, the relative usability of the learning models is relatively high. Assessment though often causes headache because teacher's can struggle to develop objectives/criteria to measure and the tools to measure student growth. However, if teachers focus on the process and the skills and the degree of student improvement/growth, assessment becomes more meaningful. Problem-based learning calls for a lot of feedback and routine checks on student progress and learning. Both also have an element of reflective self-assessment that the teacher can use in measuring student growth and also in facilitating improvement.

Both learning models have the potential to develop and increase the 21st Century Fluencies for students in the classroom. Each improves writing and reading skills, the ability to find and use information, improves critical thinking skills, and develop professional skills. Also, when groups are used (information I found seemed to indicated Problem-based learning was more likely to use groups as a norm), interpersronal and group skills are used and further developed.

The ease of use is tricky. These are often not learning models that teachers have experienced or are familiar with; however, more are learning them today. Thus, teachers need to be supported in developing the skills and having the opportunities to implement either of these constructivist models. Similarly, for both models, students have to learn the process of the model and the general concept of taking control of their own learning process. Also of note, in the beginning, in both models teachers may have to initially direct the subject and content of the learning, but gradually allow students to take over in greater degrees as familiarity and skill level improve.

As was mentioned before, both models have researched findings liking the model to improved student learning, so both are worthy choices for my learning space project. I have decided that I will used the problem-based learning model. I like the fact it encourages grouping and critical thinking. Furthermore, it also encourages creative thinking that moves beyond finding //the one correct answer//. My learning space will focus on a critical event(s) unit for a senior Current Events course.

References

Learning Theories Knowledgebase. (2008). //Problem-Based Learning (PBL)//. Retrieved July 17, 2009, from [|http://www.learning-theories.com/problem-based-learning-pbl.html]

Teacher Tap. (2007). //Project, Problem, & Inquiry Based Learning.// Retrieved July 18, 2009, from http://eduscapes.com/tap/topic43.htm

Thirteen Ed. Online. (2004). //Workshop: Inquiry-based learning//. Retrieved July 17, 2009, from http://www.thirteen.org/edonline/concept2class/inquiry/index.html

JIM MACE