INFORMATION PROCESSING FAMILY

Project Based Learning

• Students construct their own knowledge through generating their own questions, activities, and artifacts.
• The teacher acts as a support, guide, and monitor of the students’ progress.
• It enhances learning and leads to more gains in areas such as cognitive development.

Project Based Learning Continued...

• Students create the questions and activities, as well as artifacts. Artifacts are concrete, so they are able to be shared/discussed, as well as critiqued.
• Activities are designed to help students learn new information without having a driving question.
• Projects connect in class learning with real-life experiences.

Inquiry Based Learning

• New ideas are constructed upon old ideas.
• The goal is to construct meaning and further student understanding of a concept, while continually assessing their grasp of a concept.

Inquiry Based Learning Continued...

• The teacher acts as a model, guide, and facilitator. Teachers also have different means of assessments, varying upon the students. They also compare their assessment with the students’ self-assessment.
• Students are carrying out the 5 E’s.

The 5 E's

• Engagement: students make connections between past knowledge and new learning.
• Exploration: hands-on environment where students actively manipulate materials.
• Explanation: verbalizing the new learning (vocabulary, concepts, skills, etc.)

The 5 E's Continued...

• Elaboration: students practice the new concepts and skills to get a deeper understanding.
• Evaluation: students asses their own new understandings while the teacher evaluates their progress and the lesson effectiveness.

Socratic Dialogue

• The primary goal is critical thinking.
• Questioning why things are the way they are.
• Higher level thinking can be reached when students are pushed to ask questions and think critically about topics, and discussing with others/trying to persuade them, reinforces their learning.

Socratic Dialogue Continued..

• Students must support their opinions in order to persuade others.
• Students are actively listening to the discussion so they are able to participate.
• There is no one right answer.
• The teacher asks open ended questions, have them develop their own, or develop some together.

Socratic Dialogue Continued...

• The leader takes on a large role in Socratic Dialogue.
• The leader (teacher or students) should keep conversations focused on the topic at hand, allow all students an equal time for speaking, all participants should clarify and elaborate. The leader should continuously clarify, synthesize, and restate previously stated opinions.