What are your initial reactions to this theory/model?
- My first initial thoughts after reading the AT Approach / Kulik articles were that it seems to be more tailored for upper grade levels. I can see the GAS (General Assembly Session) being very similar to what most elementary school teachers do when they start a new unit. They talk about the unit, what students will learn, and the expectations of what will take place. The ISS (Independent Study Sessions) are very much like independent learning task work that is directed via audio lectures. The SAS (Small Assembly Sessions) do not sound very practical for lower/middle elementary grade levels where I teach. Trying to get second graders to give a short lecture on what they previously learned can be quite challenging. There would have to be a teacher, assistant, or a parent volunteer to help guide the student led lecture/discussion to make sure they stay on task. The adult monitor would help ensure that higher order thinking / discussions are taking place. The idea of “one really learns a subject when one prepares to teach it,” is a great idea, which will require a lot of guidance in lower grade levels.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
- I can see using some audio directed learning in my classroom. The challenges I see in use them, is in the ISS and SAS sections. I have noticed it is hard to keep younger students focused and on task with just audio directions. Many students need written directions as a guide to let them know what they need to do next. This is especially important for EC / ESL students. A visual directed list helps to organize them. Students seem to do better with hands on learning, with manipulatives, and one-on-one assistance. With all the state and local budget cuts taking place, this does not sound like our public school system anymore. We are loosing assistants and it is hard to find good parent volunteers that are available on a regular basis, to help work with the students during the ISS and SAS sections.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
- I can see myself using a loose hybrid of the PSI and AT systems. Each seems to have its issues, because there is no one size that fits all. One thing that these systems miss is that some students learn better independently, while other students learn better cooperatively in groups. Human beings are very diverse in their design, as is each of our learning styles. I personally like the PSI over the AT style for my elementary classroom. I like the idea of creating self-paced web modules (PSI) that have audio (AT used loosely) capabilities integrated into them. Making use of Voki web audio to read directions and explain the lesson concepts to the students would make the modules more effective in lower grade levels. Having the ability to replay the audio again, is great for younger students. Integrating audio, video, and hands on manipulatives would create a good independent learning environment, for those students that are independent learners. Any behavioral learning system is also only as good as the motivation of its students to learn and succeed independently.
I agree, I feel that it is important to not only provide students with audio, but also visual and written items. And like you, I also think it is important for there to be some hands-on features while learning. Also, I think it would be a good idea to combine both of the learning methods (PSI & A-T). I feel as though it would be beneficial to combine audio features in to an online unit by unit learning model.
ReplyDeleteI also think that an integrated approach is definitely better. I am also concerned how well this would work for the younger students. They are not as motivated and attentive as they need to be to benefit from this design. Getting most students to stay on task for a determined amount of time is difficult.
ReplyDelete"One thing that these systems miss is that some students learn better independently, while other students learn better cooperatively in groups. Human beings are very diverse in their design, as is each of our learning styles"
ReplyDeleteI loved this statement. It does seem like they are missing that piece but maybe it is just because they are advocating for their theory. I think though as the people who apply these theories we cannot miss this and use them appropriately!
It's a good point that younger students may not be as focused and productive in areas like ISS and SAS. I think students in the elementary grade level are still "learning how to learn". In other words, they have not fully developed the proper study habits and techniques to organize the knowledge they obtain and require guidance from an instructor.
ReplyDeleteThe independent study aspect of the AT system is similar to online learning. While online learning programs have grown in higher level education, I do not know that the same growth would apply to the primary level; realtime interaction in face to face instruction seems more effective for young students.
Mike, good analysis of limits in the A-T approach for your age group. It's good to see you thinking about what might work in the classroom, ranking options like PSI and A-T, and thinking of available tools to carry them out like Voki.
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