Comments from a homeschool family using Problem Based Learning strategies:
A "magic solution" our homeshooling family finds is the "personal
gratification" of having set goals and the subsequent achievement of those
goals. We do most of our learning in project-based format. We set family
goals, research, reason and solve. The result is a sense of satisfaction
that usually leads to more threads to take off on for additional research,
reasoning and quests for solutions.
We have found, that once that sense of satisfaction had been experienced it
remained with us as a "positive memory" and encouraged motivation to
continue Another part of our success is that we recognize that stuggling
with possible solutions, is the process that leads us to our solutions. I
think the hardest part is getting started and following through on the first
project.
To understand how these strategies have been applied in our homeschooling,
an example of a Problem Based Learning Project is given below:
Our 4th Grade student was studying number systems when he posed a question
to his Dad. "What would happen if a Base 'Negative' number system was used?"
The idea that the Base 'Negative Two' number system might have an
application in computer design was considered. Thus a Problem Based Learning
Project was initiated.
Our 9th Grade Student joined in on the family project. Tables translating
the Base 10 number system to the Base 'Negative Two' number system were
developed. Repeating patterns were found, leading to the determination of a
formula that would handle this translation. Investigations continued and
formulas for doing mathematical operations such as addition and subtraction
were determined. A map of logic gates was then created to demonstrate a
possible computer hardware model. The project was entered into the State
Science Fair.
The following year, the now 10th grade student posed a new question, "Would
the Base 'Square Root of Negative Two' number system prove useful in
applications requiring Complex Numbers?" This question was based on the
consideration that the Base 'Square Root of Negative Two' number system can
inherently represent Imaginary Numbers. As with the Base "Negative Two'
number system investigation, repeating patterns and methods to simplify
mathematical operations and translations were found.
This example demonstrates how the project evolved as investigations
continued. Information was re-organized in new ways and the consideration of
perspectives forced the project to evolve in new directions. The culmination
of the project was the composition of a research paper outlining the
mathematical investigations and the results of those investigations. The
project was interdisciplinary, including Mathematics, Language Arts, and
Technology.
Roys family
Homeschoolers in Alaska
----- Original Message -----
From: "Anita pincas" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Saturday, October 16, 2004 10:58 PM
Subject: Learning - no magic solution
There have been several recent posts about problem based learning, where I
sense there is a tug between those who feel that it ought to stimulate
learners, but often apparently has the opposite effect, and those who know
that there is no general solution to lack of student motivation because
everything is highly dependent on so many contextual factors [including
variable human attributes]. Indeed, if one were to analyse this more
deeply, one would hardly be able to pin down what "good motivation" is
anyway. We all know many students who slog their way through, though
seemingly unmotivated by the subject, and others who appear to be very keen
but dont bother with "the work".
What do do? Be realistic. But in order to achieve a degree of realism as
teachers, I strongly believe it is necessary to go back to being a learner
again. Not just a lifelong learner, ie not just someone who learns
independently as things need to be learned in everyday life, but a learner
in a structured environment where stuff just has to be done, ie learning
discipline has to be self-imposed.
I started the post by wanting to recommend our course in Online Education &
Training. I have got slightly - but not totally - sidetracked. But I
would still like to suggest that people who want to be a learner again,
and/or people who would like to test out e-learning as students, would find
it a very interesting and valuable experience. It is international, so
there is UK as well as global peer discussion.
It is a long established course that has now been restructured to run both
10 weeks online from 28 January 2005 - 7 April 2005,
and by
5 weeks blended mode 25 April -27 May, 2005.
Content is the same in both, and the course carries 20 credits that can be
taken into either an Advanced Diploma in Professional Studies or a Master's.
For full details and application form, visit:
http://www.ioe.ac.uk/english/oet.htm
Enquiries to the London office:
[log in to unmask]
using for reference the subject header: OET
Places are limited - deadline for applications is 15 November 2004
Anita
-----------
Anita Pincas, Senior Lecturer,
Lifelong Education and International Development [LEID}
Institute of Education,
20 Bedford Way
University of London
London WC1H 0AL
Tel +44 0207 612 6522
Tel +44 0207-286-5324 {home}
Personal Web page <http://www.ioe.ac.uk/english/Apincas.htm>
Short course: Online Education and Training
Full details and application form:
<http://www.ioe.ac.uk/english/OET.htm>
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