The STAR Legacy learning model is fantastic. I have studied this model before, when I was less skilled in the use of instructional technology to enhance student learning. Now, I see this model in a whole different light!
I like that we pre-assess learners firstly, asking questions up front to help learners recall prior knowledge and compare and contrast what they know with what their classmates may already know. This reminds me of the KWL chart I have used in English/Language Arts. (K- students write what they know; W-students write what they want to learn; and L - students reflect on and revise their learning).
Schwartz et al. suggest students store ideas about issues and their answers in an electronic notebook, making thinking explicit. These should be shared so that students can see what others are thinking, encouraging collaboration of ideas and learning, is a good way for teachers to formatively assess what students are thinking and what they already know, and is a way to measure baseline knowledge. Students will, later, revisit their individual baseline knowledge to see and evaluate how much they have learned. Some technology suggestions for creating electronic notebooks include Penzu, Google docs, Google forms (then student answers are compiled into a single spreadsheet to share with class), or even a blog - where all students post all their answers on that one blog.
I like that we (designers/teachers) provide the students with all kinds of 'multiple perspectives' so the kids can decide who is credible and who is biased. This is where I think I will have the most fun, creating video interviews -- "experts" to provide the students with insights, clues and hints to solve the problem. This reminds me of the television show Mythbusters where Adam and Jamie (and the rest of the cast) try to bust commonly-believed myths. If you aren't up for making your own videos, you could wrangle some off public video sites like YouTube, SchoolTube, TeacherTube, PBS, Discovery Learning, and a new one I just found - http://schoolwaxtv.com/. Besides videos, one could create podcasts, images with audio messages synced, news articles, or simulations.
The research and revise step can be in the form of readings posted on websites, videos, audio files, skill building lessons such as experiments, interactive tools, simulations, or experiments. Check out these tools: WolframMathWorld, WebMath, Computational Chemistry, Interdisciplinary Math, Manipula Math with JAVA.
The next step is a formative assessment, experiment, or capstone project and should not be graded as a test or final project. I like that this model encourages students to amend their learning, revising and making corrections to their original thinking. Isn't this how we learn best? This is a great opportunity for learners to make mistakes -- from which deep learning begins! Schwartz et al. explained that we could use multiple choice tests, essays, test designs, check lists, rubrics, or any way to provide learners with feedback and to get them to research and revise their own learning.
As a former English/LA teacher, my favorite aspect of this model - for the students to complete - is the reflection portion. This encourages students to concisely put into words what they have learned. This is the literacy that can be integrated into any content area from math to healthful living! The goals of the STAR Legacy model are to "teach a deep understanding of disciplines -- while simultaneously fostering the skills of problem solving, collaboration, and communication -- through the use of problem-based learning" (Schwartz et al.). Some good solutions for students to post electronically include: digital portfolio (student-created website), blog, wiki, google doc shared, movie presentation, voki, pamphlet embedded with video and images… and I could go on. We just need to make sure multiple perspectives are represented and that students leave a legacy for future students (also good examples for you -- the teacher-- to show next year). Going public helps students understand why this learning is valuable to themselves and to others. Students should reflect on their entire inquiry cycle at this stage in the learning model.
So while this model does involve some creativity from the designer/instructor, I think it would be a lot of fun to put together. Students who participate in this learning model walk away knowing how to think visibly, assess others and themselves, set standards for achievement, are able to learn from their peers, and it is very motivating to have such high stakes in one's own learning.
I like that we pre-assess learners firstly, asking questions up front to help learners recall prior knowledge and compare and contrast what they know with what their classmates may already know. This reminds me of the KWL chart I have used in English/Language Arts. (K- students write what they know; W-students write what they want to learn; and L - students reflect on and revise their learning).
Schwartz et al. suggest students store ideas about issues and their answers in an electronic notebook, making thinking explicit. These should be shared so that students can see what others are thinking, encouraging collaboration of ideas and learning, is a good way for teachers to formatively assess what students are thinking and what they already know, and is a way to measure baseline knowledge. Students will, later, revisit their individual baseline knowledge to see and evaluate how much they have learned. Some technology suggestions for creating electronic notebooks include Penzu, Google docs, Google forms (then student answers are compiled into a single spreadsheet to share with class), or even a blog - where all students post all their answers on that one blog.
I like that we (designers/teachers) provide the students with all kinds of 'multiple perspectives' so the kids can decide who is credible and who is biased. This is where I think I will have the most fun, creating video interviews -- "experts" to provide the students with insights, clues and hints to solve the problem. This reminds me of the television show Mythbusters where Adam and Jamie (and the rest of the cast) try to bust commonly-believed myths. If you aren't up for making your own videos, you could wrangle some off public video sites like YouTube, SchoolTube, TeacherTube, PBS, Discovery Learning, and a new one I just found - http://schoolwaxtv.com/. Besides videos, one could create podcasts, images with audio messages synced, news articles, or simulations.
The research and revise step can be in the form of readings posted on websites, videos, audio files, skill building lessons such as experiments, interactive tools, simulations, or experiments. Check out these tools: WolframMathWorld, WebMath, Computational Chemistry, Interdisciplinary Math, Manipula Math with JAVA.
The next step is a formative assessment, experiment, or capstone project and should not be graded as a test or final project. I like that this model encourages students to amend their learning, revising and making corrections to their original thinking. Isn't this how we learn best? This is a great opportunity for learners to make mistakes -- from which deep learning begins! Schwartz et al. explained that we could use multiple choice tests, essays, test designs, check lists, rubrics, or any way to provide learners with feedback and to get them to research and revise their own learning.
As a former English/LA teacher, my favorite aspect of this model - for the students to complete - is the reflection portion. This encourages students to concisely put into words what they have learned. This is the literacy that can be integrated into any content area from math to healthful living! The goals of the STAR Legacy model are to "teach a deep understanding of disciplines -- while simultaneously fostering the skills of problem solving, collaboration, and communication -- through the use of problem-based learning" (Schwartz et al.). Some good solutions for students to post electronically include: digital portfolio (student-created website), blog, wiki, google doc shared, movie presentation, voki, pamphlet embedded with video and images… and I could go on. We just need to make sure multiple perspectives are represented and that students leave a legacy for future students (also good examples for you -- the teacher-- to show next year). Going public helps students understand why this learning is valuable to themselves and to others. Students should reflect on their entire inquiry cycle at this stage in the learning model.
So while this model does involve some creativity from the designer/instructor, I think it would be a lot of fun to put together. Students who participate in this learning model walk away knowing how to think visibly, assess others and themselves, set standards for achievement, are able to learn from their peers, and it is very motivating to have such high stakes in one's own learning.
Good connection to the KWL chart. Maybe something like this could even be incorporated at the beginning at this model, and then student could fill it in again at the end. Also, I really like the idea of Google forms where students responses would be shared in a spreadsheet. This would be a great way for students to view other classmates perspectives and thoughts about the questions presented. I also agree that students would take a lot from this model and ultimately be using a lot of 21st century skills such as problem-solving, communication, and higher order thinking skills.
ReplyDeleteI like the ideas you posed about using various collaborative tools. I think the possibilities are endless and one can create a rich multi-media learning experience. I also agree that reflection is always an important piece to any lesson. I really like your idea of integrating an electronic notebook...interesting thought.
ReplyDeleteKristy,
ReplyDeleteI like the idea of a KWL chart. I never thought of asking students what they would like to know.