Assignment 4

I teach Language Arts to three six grade classes: two regular classes and one gifted class. I incorporate multimedia into the curriculum by using webquests, presentation techniques, desktop publishing, word processing, research, and digital photographing, just to name a few areas.

According to Dick, Carey and Carey, performance technology is where instructional goals are set in response to problems or opportunities (2001).

My definition of performance technology is incorporating multimedia into the curriculum so that students can achieve learning success using technology. I prefer hands-on activities when I learn, so I try to provide opportunities for my students to experience these types of learning situations. I try to teach with the following Chinese proverb as a foundation:

Tell me, I will forget

Show me, I may remember   

 Involve me, and I will understand.

Project-based learning is a format I like to utilize with my classes. Using this technique allows students to become active in their learning process. It also prepares them for real world situations by acquiring skills in teamwork, problem solving, research, time management, and utilizing high-tech tools. This approach encourages students to become lifelong learners, critical thinkers and independent workers. In addition, students learn to take responsibility for their own learning.

The teacher’s role in project-based learning is that of a coach and facilitator. She/he looks for and acts on teachable moments. She/he is also a learner and models being a lifelong learner. The teacher provides resources, guidance and advice to students.

Regie Stites, of SRI, indicates that researchers have seen an increase in student motivation and improvement of student problem-solving and higher order thinking skills when project based learning is incorporated in curriculum.

When integrating project-based learning skills, the usual old school format of testing students isn’t the best way to find out what they have learned. The assessment approach is subjective and usually doesn’t rely on answer keys to score a performance. Rubrics can provide a way to assess student work. It provides a uniform set of guidelines for students to accomplish.

References

Dick, W., Carey L., and Carey, J. (2001) The systematic design of instruction. New York, New York: Longman

Stites, R. (1998). “What does research say about outcomes from project-based learning?” Online http://pblmm.k12.ca.us/PBLGuide/pbiresch.htm