Criteria

Flexibility Adaptive Instructional Designs

Primary Contributors

Daniel L Schwartz, Xiaodong Lin, Sean Brophy, John D. Bransford

Reference

(Schwartz, Lin, Brophy, & Bransford, 1999)

Goals

To teach a deep understanding of disciplines; to foster the skills of problem solving, collaboration & communication

General Characteristics

·        constructivist type approach

·        stakeholder participation in systemic learning

·        more customized and holistic than other cognitive approaches

·        10 steps

• Look ahead & reflect back - holistic look at what is to be learned
• Initial challenge – motivating challenge to develop a group mental model
• Generate ideas – make thoughts explicit so the teacher and learners can assess current knowledge level
• Multiple perspectives – learn about solving the problem from experts
• Research & revise – exposing learners to other resources and information 
• Test your mettle – formative assessment provides a barometer for knowledge level and motivation for further research & revision of problem solution
• Go public – learners present their solutions and leave a legacy
• Progressive deepening – provides cycles of challenges that build on previous knowledge, problem-based to project based
• General reflection & decisions about legacies – learners look at where they started and how much they have learned

·         Assessment -  summative assessment of goals and objectives

What is Knowledge?

Type of Learning

all domains can be involved

higher-order thinking

inquiry

Control of Learning

learner-centered

facilitated by instructor

stakeholder group involved in the design of curriculum

Focus of Learning

problem/project based learning

Grouping for Learning

usually project groups or whole class depending on the availability of resources (computers)

Interactions for Learning

Problem-based learning à open-ended project-based learning

teacher facilitates, outside research, collaborative reflection and discussion

Support for Learning

multiple perspectives, in-class and outside resources, self-reflection, formative assessments

Relevant use to K-12 Education

This theory would be perfect for the K-12 environment if there were more hours in the school day and less mandated content to be covered.  It would provide students with the chance to become life long learners by developing the skills necessary such as self-inquiry, seeking multiple perspectives, working collaboratively, creating a mental models and goal setting.

Relevant research