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Interest Driven Curriculum:
Transcript of Interest Driven Curriculum:
Originally developed in medical school programs. (Chin & Chia, 2004)
Learning is completed through solving a lossely structured problem.
It is up to you and your group to decide how to solve the problem.
Your learning is assessed by a final presentation using just about any form of media.
Interest Driven Curriculum
It is what students are interested in!
"engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful ways."
"Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests."
Overview of the Process
Role of the Students
Identify and analyze the problem!
What information do yo already know about the problem?
What do you need to know?
Formulate a solution and action plan.
Work together to create a plausible solution.
Make an action plan for carrying out your solution.
Carry out your action plan!
It is your responisibility to gain new knowledge and use your new skills to complete your problem.
Problem Based Learning: An Interest Driven Curriculum
A problem is introduced at the beginning of a unit.
Information is gathered (learned) for the purpose of solving the problem.
Everybody works collaboratively to complete the common goal.
Present your "solution" in a final project to demonstrate your learning.
In problem based learning the role of the students and teacher are different from traditional learning!!!
You thoughts on the problem; effects, causes or resolutions.
Your information already known and gained through research.
What is needed to know or understand in order to complete the task.
Things that need to be done in order to complete the solution.
Savery & Duffy, 2001
Role of the Teacher
The teacher is a guide in problem based learning.
Through modeling and coaching.
Take on a facilitating and supporting role rather than an expert who knows all the right answers.
Chin & Chia, 2004
A curriculum that is based on the interests of students.
It is real world and relevant to the lives of learners.
Topics are generated and knowledge is formulated by students.
i.e. student centered.
"When a topic connects to what students like to do, engagement deepens as they
spend time thinking, dialogging, and creating ideas in meaningful ways." (McCarthy, 2014)
Collaborative groups are important because we can examine the understanding of others to expand and enrich our own understanding. "Other people are the greatest source of alternative views to challenge our current views and hence to serve as the source of puzzlement that stimulates new learning." (Savery & Duffy, 2001)
Chin and Cia summarize that students lear better when the material is related to real life issues that they identify with. Teachers can be more effective if they build lessons and topics around real-life and especially daily life examples that reate to students. (Chin & Chia, 2004)
Natural differentiation of interests, learning and products to demonstrate learning.
In collaborative groups everyone has an academic responsibility thus differentiating tasks and roles.
"Real-world experiences is a key learning technique with differentiating for student interests." (McCarthy, 2014)
Students take on the responsibility of learning and generating concepts.
Involves the individual interacting with a social network to contruct new knowledge and supporting students through the "zone of proximal development" as described by Vystgotsky.
Process skills such as communication, compromise, creativity and teamwork are taught through collaboration with peers.
"It is important to allow the students to make their own decisions about the directions that they will take in their investigations, what information they will need to locate, and how they will analyze andevaluate the information to understand and then resolve the problem." (Chia & Chin, 2004). This is true inquiry!!!!
Chia C. & Chin L. (2004). Problem-based learning: Using students' questions to drive knowledge construction. Retrieved from http://onlinelibrary.wiley.com.cupdx.idm.oclc.org/doi/10.1002/sce.10144/epdf DOI 10.1002/sce.10144
McCarthy, J. (2014). Learner interest matters: Strategies for empowering student choice. Retrieved from http://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy
McCarthy, J. (2014). How learning profiles can strengthen your teaching. Retrieved from http://www.edutopia.org/blog/learning-profiles-john-mccarthy
Savery, J. & Duffy T. (2001). Problem based learning: An instructional model and a constructivist framework. The center for research on learning and technology. Retrieved July 1, 2016 from https://4f9d1bea-a-62cb3a1a-s-sites.googlegroups.com/site/bilingeduc/pages-and-groups/learning-and-teaching-theories/ProblembasedlearningAninstructionalmodelanditsconstructivistframework.pdf?attachauth=ANoY7coH89FdIMou9de8qWa8lotGct7FDtFUeX7kpiCuAFyqB5w5Z2WRKWq-Vp6lmcqBxhzZ8F6ssW2919PCLfrRw3F_fPU4bndY7dD0DD5iFidxPrOcKRPKR7fDLnOLdRMFI-HWVaLsKGHFjj2bdMJDCoEqtr5FbVCRvRb_4KcjUpsrwfy9z2KOpYNaIcP8dO1P5098EhUTmnLPdDsyH8sqA-8TaONiAN7CWb5WL3WJOHVIR-t_qh9Gv5j-sruRMlhcJ872eisG9C1CKrZQ-emBR75g9KKBKYQNWLzd-SQZXEKyIcDUDfoINmcRXHzAvkYUvQCQjiGLD3Gyy0Q0oid3xmajY1O4Hnucng3K4EW0KyRF_6-3nGI%3D&attredirects=0