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Week 1 Presentations Over Rapid Prototyping, Problem-Based and 5E ID Models

Week 1 Presentations Over Rapid Prototyping, Problem-Based and 5E ID Models

The Question(s)

Write a reflection about the advanced instructional designs that were presented in class. Which ones made sense? Which would you use? Why? Which did you have problems with and what problems?

Rapid Prototyping

This form of design model was created based on the ease and speed of creating content. The design uses previously created and possibly used formats of training that can easily be modified for other purposes based on topic or content. While this idea doesn’t really appeal to me aesthetically it does offer viable options for education to use to accomplish a goal. Funds are not really expended in most K-12 settings so if you can create a template that is great and modify it to re-use in little time and for little cost, it can be beneficial for students.

Problem Based Learning

PBL, as it is called, is used to teach students through problem solving. I love this method in real world use but I have also seen it cause problems in K-12 classrooms. Parents sometimes listen to their children complain that “the teacher won’t help me” because they don’t want to have to work. Part of the process involves making students think and not all students tolerate that concept well. While using that method in higher education is much more acceptable, you do still have to comfort the students that they have some leeway. There is not a specific outcome you are expecting so they just have to trust the lesson instructions and show that they have investigated and evaluated in the creation of their answer and outcomes.

5E

The 5E model has 5 stages, Engage, Explore, Explain, Extend, and Evaluate. This model was very detailed and extensive. Engage refers to getting the students engaged and linking what the students already know. Explore usually involves hands on activities. Explanation is when the students explain what they understand and the teacher can help to clarify concepts. Elaboration continues with activities to allow the students to apply the concepts they are learning. Evaluation is where the students assess their knowledge, skills, and abilities.

This process is actually something I use most every day in my 8-12 grade technology classes. We learn and practice the skills on the computer and then the lessons get more and more independent.

As we review these models I can’t help but think that the authors actually use many combinations of methods. They may document and write about specific steps and processes but there is so much involved in creating lesson content when it is done right.

 

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