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Published by jolaus

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Published by: jolaus on Jun 22, 2011
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02/02/2013

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©1993-2008 Illinois Mathematics and Science Academy®1500 W Sullivan Rd, Aurora IL 60506-1067 USA • +1 630-907-5000
Comparing PBL and Traditional Methods
How can you best achieve valued outcomes?
Curriculum as Prescription Curriculum as Experience
From the perspective of teacher/expert
Linear and rational
Part to whole organization
Teaching as transmitting
Learning as receiving
Structured environment
From the perspective of student/learner 
Coherent and relevant
Whole to part organization
Teaching as facilitating
Learning as constructing
Flexible environment
 
 
©1993-2008 Illinois Mathematics and Science Academy®1500 W Sullivan Rd, Aurora IL 60506-1067 USA • +1 630-907-5000
Role of the Teacher 
InstructionalApproachRole of the Teacher 
Lecture As expert:
Directs thinking
Holds knowledge
Evaluates students
Direct Instruction As conductor:
Orchestrates learning
Guides rehearsal
Evaluates students
Case Methods As consultant:
Lectures pre/post
Sets the environment
Advises
Evaluates students
Mantle of the Expert(Roles)As travelagent:
Enables learning from within group
Maps ways in which students will discover whatthey need to know to complete task
Guides their journey
Debriefs situation
Problem-centeredLearningAs resource:
Explicitly teaches content and problem-solving
Poses problems with which students relate
Translates into students' world
Evaluates students
Simulation andGamingAs stager:
Manages situation
Sets simulation/game in motion
Watches from the wings
Debriefs situation
Discovery-BasedInquiryAs mysterywriter:
Combines parts that lead to "discovery"
Sets the environment
Provides clues, foreshadows events
Evaluates students
Problem-BasedLearningAs coach:
Presents problematic situation
Models, coaches, and fades
Engages in the process as co-investigator 
Assesses learning
 
 
©1993-2008 Illinois Mathematics and Science Academy®1500 W Sullivan Rd, Aurora IL 60506-1067 USA • +1 630-907-5000
Role of the Student
InstructionalApproachRole of the Student
Lecture As receiver:
Inert
Inactive
Empty
Direct Instruction As follower:
Responsive
Semi-active
Waiting to be lead
Case Methods As client:
Responsive
Semi-active
Applying own experience
Mantle of the Expert(Roles)As traveler:
Actively experiencing the journey, journaling thetrip
Where role and task are inseparable
Problem-centeredLearningAs problem-solver:
Evaluating resources
Crafting divergent solutions
Active
Simulation andGamingAs player:
Experiencing simulation/game
Reacting to emergent conditions/variables
Active
Discovery-BasedInquiryAs detective:
Picking up clues
Semi-active
Seeking out evidence
Problem-BasedLearningAs participant:
Actively grappling with the complexity of thesituation
Investigating and resolving problem from theinside
Cognitive Focus

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