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I am Jim Mace and am currently a Master's student working toward a degree in Curriculum and Instruction. At this time, I am a substitute teacher for a few area districts; however, I have taught history for three years in the Othello School District at the High School level. Most of my experience has been in English and History. The class I have had the most enjoyable and rewarding experience in is Current World Problems. Therefore, I have decided to base my culminating project for this course on the real-world problem of Mexican Immigration into the United States. I will attempt to facilitate Problem-Based Learning to have students develop solutions for the problem (of which they define).

Instructional Model: Problem-Based Learning (PBL)


 * PBL IMAGE

Source Link : [|PBL] ||  **Problem-Based Learning** (PBL) is a part of the umbrella of contructivist learning ideas. PBL is student-centered and is designed to create self-directed learning where the teacher plays the part of facilitator and/or coach. Initially the teacher plays a more active role in designing the problem to be solved and delineating how the process works, but slowly the teacher yields responsibility and direction to the students. PBL has been used as a specific approach since the 1960s, and in that time, it has been manipulated into different forms. Fortunately, the majority of forms follow the basic steps of generating a real world problem, activating prior knowledge, identifying what else must be learned, developing a plan of study and frame for creating a solution to the problem, and finally creating a solution. Importantly, PBL is open in the sense that students may pursue many angles and are not evaluated for having a correct answer as there is no one absolute correct solution.

PBL's is promoted because it is believed to improve student abilities including: developing critical thinking skills, developing creative thinking skills, increasing motivation and engagement, improving problem-solving skills, applying learning and skill/ability to real-world situations, and helping students transfer knowledge to new situations. PBL can range in length and scope based on the problem and needs of the students and teacher. The PBL process students in this course will use is 7 steps (which can be accessed through this link)

Reference(s) Learning Theories Knowledgebase. (2008). //Problem-Based Learning (PBL)//. Retrieved July 17, 2009, from []

For More information on PBL consider the following sources
 * [|Problem Based Learning] (from EduTech Wiki): Overview, Versions, Pros/Cons, and Examples of PBL
 * [|Problem Based Case Studies] (from The Case Files): Explains Problm-based Cased Studies, effectiveness, and the learning cycle ||
 * PROCESS OF PBL I WILL HAVE STUDENTS FOLLOW/USE

1. **Read and analyze the problem scenario**. Check your understanding of the scenario by discussing it within your group. A group effort will probably be more effective in deciding what the key factors are in this situation. Because this is a real problem solving situation, your group will need to actively search for the information necessary to solve the problem. 2. **List what is known**. Start a list in which you write down everything you know about this situation. Begin with the information contained in the scenario. Add knowledge that group members bring. (You may want a column of things people think they know, but are not sure!) 3. **Develop a problem statement**. A problem statement should come from your analysis of what you know. In one or two sentences you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation. 4. **List what is needed**. Prepare a list of questions you think need to be answered to solve the problem. Record them under a second list titled: "What do we need to know?" Several types of questions may be appropriate. Some may address concepts or principles that need to be learned in order to address the situation. Other questions may be in the form of requests for more information. These questions will guide searches that may take place on-line, in the library, or in other out-of-class searches. 5. **List possible actions**. List recommendations, solutions, or hypotheses under the heading: "What should we do?" List actions to be taken, e.g., question an expert, get on-line data, visit library. 6. **Analyze information**. Analyze information you have gathered. You may need to revise the problem statement. You may identify more problem statements. At this point, your group will likely formulate and test hypotheses to explain the problem. Some problems may not require hypotheses, instead a recommended solution or opinion (based on your research data) may be appropriate. 7. **Present findings**. Prepare a report in which you make recommendations, predictions, inferences, or other appropriate resolution of the problem based on your data and background. Be prepared to support your recommendation. **Note:** //The steps in this model may have to be visited several times. Steps two through five may be conducted concurrently as new information becomes available. As more information is gathered, the problem statement may be refined or altered.// || **__Rationale for this Learning Model__** PBL, while often associated with science and math courses, can work well in a current events class. PBL has the potential to help students apply their knowledge and problem-solving abilities to solve real world problems (US-Mexican immigration in this case). This model is student centered and does not limit or inhibit what can be learned, what skills can be developed and enhanced, or student solutions like traditional teacher centered learning models may. Also, PBL lends itself to students acquiring and enhancing a wide array of 21st Century Fluency skills that will help them in their future endeavors. ||
 * PBL Model** ( from [|Wheeling Jesuit University/NASA-supported Classroom of the Future])

Here is a website that provides information about [|PBL]

Framework for Analyzing and Evaluating Media:
__**LASSWELL'S MODEL**__ Students are presented with a wide array of media in this project. While there are many frameworks and tools to analyze and evaluate media tools and sources, Lasswell's Model provides a relatively easy framework for students to employ in analyzing media sources and tools. I like that this is quite similar to what I currently have students do when reading news articles in class.

[|Source of Lasswell Chart]

Who: Identify sender of message (or creator) Says What: content, message itself, the meaning In What Manner: Style, language, image, sound, color, pacing, etc To Whom: Intended/targeted audience, age, gender, class, etc With What Effect: outcome, impact, influence.

Part 1: Theoretical Underpinnings of today's learning environments, and their creation
1. **To which __century__ does our teaching/learning belong?** //While schools continue to talk about the needs to be more technologically advanced, most schools simply are nothing but talk. Sure schools have library computer labs, a couple of labs or sets of laptops, and a few gadgets or media capabilities, but most students never benefit due to lack of access or lack of opportunity. Some teachers are moving toward teaching/learning of the 21st Century; here the information and digital age is respected and utilized. However, many teachers see the digital and information age to be an inhibitor and frustration to how and what they teach. I would say, in general, American schools are slowly moving toward the 21st Century Teaching and Learning model///design. //However, access is still a huge issue; one that will take years to overcome if we are to truly have schools that promote the skills and learning capabilities of the 21st century.//

2. **What does it mean to be __fluent in the 21st Century__? What are the 21st Century skills and/or fluencies? Give Examples specific to your classroom.** //According to the R[|eport of the 21st Century Literacy Summit] (2005) to be fluent/literate in the 21st century means a person has acquired a set of skills and abilities that overlap around aural, visual, and digital literacy. A fluent person would be able to comprehend the power of sounds and images and, consequently, would be able to manipulate and transform media. Furthermore, a fluent person would be able to adapt abilities/skills to new forms and environments. Truly, to be fluent in the 21st century means that a person would have the ability to adapt, learn, and relearn information that they have never encountered before. In sum, he would have developed an ability to think and adapt to the situation at hand, even when he has no prior experience to that situation. Additionally, the fluent person can perform actions unconsciously (Jukes & Macdonald, 2007). 21st Century skills, according to Jukes and Macdonald (2007) include a wide variety of skills that fall into the following categories: (I will provide examples of what I use in my classroom)//
 * Speaking & Listening Skills: Oral Presentations, Active Listening, Observation
 * Reading & Writing Skills: General Reading and Comprehension Strategies; Able to read fiction, non-fiction, technical, and creative writings; interpret and analyze information from visual media.
 * Information Skills: Analyze and Evaluate information sources and types; ability to locate and cite information, ability to find multiple sources, capacity to apply critical thinking
 * Technical Skills: Create high quality products using digital tools; collaborate on digital products/projects; identify most appropriate tool, able and confident to learn new hardware/software/programs.
 * Media Skills: Communicate effectively in a variety of media, presentation design skills, understanding and apply principles of page layout features
 * Personal Skills: Abstract and Critical Thinking Skills are encouraged, fostered, and developed; see patterns, develop categories, applied reasoning, make connections, creative thinking skills, improvisation skills, develop interpersonal skills.
 * Group/Team/Partner Skills: collaborate on projects, assume leadership, collective brainstorming, works effectively (independently and cooperatively) within a group setting
 * Professional Skills: Goal setting skills, issue/problem identification, meeting deadlines, teamwork
 * Teacher Skills: time management skills, negotiating techniques.

3. **What are the __characteristics of 21st century learning environments__**? **Learners? Instructors?** //A 21st century learning environment is one that gives students access to and ability to experiment within the information and media age. It would encourage students to understand there are multiple answers and multiple facets of learning. It would focus on mastery; because students need to be fluent (i.e. they have the ability/skill to perform a task without thinking about it). Students would have choice and be facilitated to act on their ideas and interests. The environment would be construvist in nature -- student-centered and driven. The learners would be active and motivated, and they would utilize and enhance their abilities. They would be innovative, creative, and critical in their thinking. They would understand the responsibilities of being a self-manager, self-starter, planner, organizer, and group member. Instructors would be technologically inclined and literate, facilitators and coaches, motivator and encourager, and dedicated to helping students acquire 21st century skills.//

4.**What are the __elements of constructivist learning environments__, and how are they (or not) related to 21st century learning environments?** //Constructivist Learning Environments (CLEs) are student-centered, they aim to let the student have more or complete control of their educational pursuits. They serve to help students utilize their prior knowledge and apply that to new situations, which may require additional learning and experimentation. Learning is active and often presents ill-structured problems that promote critical thinking, creative thinking, innovation, and problem solving. They also often utilize a student's curiosity around the inquiry approach (in some form or another).// //CLEs effectively enhance and provide opportunity for students to effectively experiment and develop 21 century learning skills. Students are able to use a wide range of media and tools (such as web 2.0 tools), that aid in their quest for knowledge and understanding. However, constrictivist teaching alone does not mean students can become fluent in 21st century skills; the teacher must develop a curriculum that helps students develop them.

5.// **Identify an __instructional model__ that describes learning as process whereby learners engage 21st century fluencies?** //Problem-Based Learning (PBL) is a learning model rooted in Constructivism that presents students with an ill-structured problem scenario that serves as the basis of student inquiry. Please refer to the top of this page, which provides an overview of PBL.//

6. **Are there any __frameworks__ for analyzing and evaluating media which work particularly well with your model?** //I decided to use Lasswell's Model// //for analyzing and evaluating media. I feel it is an easy to understand medium; one that allows students to use a simple format to analyze and evaluate media (plus it works well for communication in general, of which it was developed). I feel it works well with PBL because students are free to investigate information and media, and this provides an excellent evaluative method that requires them to make sure they are using adequate information and media. Please see the chart included earlier on this page.//

Part 2: Intro to Web 2.0
7. **What do we mean by __Web 2.0__? What are Web 2.0 tools, and what is their potential? Of the Web 2.0 tools presented here, which address the largest portion of constructivist learning environment elements.** //According to Wikipedia,// Web 2.0 tools are the second generation of web development. They provide new and improved methods of communication, collaboration, and data/file sharing. They have also been the source of improved networking, especially social networking (blogs, facebook, etc). The tools are often free, easy to use, and provide a wealth of information. The potential of Web 2.0 tools has probably not been hit yet, because so many people have yet to experience them. They have the potential to increase collaborative efforts when users are not close in physical proximity, and they also are able to increase the ability of students interact and communicate in mediums that seemed unfathomable 15 years ago.

To See evaluation criteria I created for evaluating Web 2.0 Tools please check out this page.



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