TIE 512 post #5 Reflecting

complex model

Complex Problem:
framed as an essential question

WHY DO WE HAVE WAR?

model: database

Elements of War

Database created using Microsoft Access


I'm not really any closer to answering the essential question, which I'm sure is the point of using a database as a mindtool and model. I'm sure it has more to do with being a novice at using Access, which I have not found too helpful when running queries. The process of gathering information and organizing it into a table provided some insight as to why we have war. It's not really anything different than what I would have guessed at before doing this though. Learning about the cost in terms of financial and human life basically made me even more repulsed. The basic pattern in the wars depicted in this table show that, as you might guess, war is extremely costly across the board. I guess I was wondering if we were better off before or after each war and that is a query I couldn't run. Maybe it's possible, but I couldn't figure out how to do it no matter how many tutorials I listened to. I could figure out the basic queries without running them, like which war was longest, shortest, bloodiest, highest or lowest cost in dollars. It's obvious that as technology advanced so did the price, but interestingly the number of casualties decreased, but that ultimately depended on where the war was fought and how many troops were deployed. I could have added a field for civilian deaths and noncombat or disease-related deaths, since there was a great deal of information on this and it was a huge factor during the 18th century wars. I would have also like to ask which war was the most widespread, but again, this was not an option, or at least I couldn't figure it out. Based on the countries involved and it's name I can tell that it's WWII without running a query. I ended up creating several tables and databases and queries. The screenshot above is the final version.

I have included screenshots of two queries to help explain why I didn't think they were all that enlightening. The first is one where I compared location and government which demonstrates what types of governments often engage in war.

The second shows the connection between outcome and cost. Was winning/losing worth it? That's hard to say and depends on how winning and losing are defined. Personally I think everyone loses in a war. The question is obviously more complex than that, but this would get students to discuss how or if the gains outway the costs.
While the queries did not help to inform me to a great extent during this exercise, I do think generating a database helped me to understand why we would want students to engage in a similar experience. I know a hell of a lot more about the details of certain wars, much of which isn't even included in the database, than I did prior to doing this and I enjoyed reading and learning about all the history involved. For example, I didn't even know there was a Haitian revolt in 1791. I think students would be extremely engaged and feel a sense of ownership when creating a model. This is a great deal more interesting than reading a table in a text and worth the extra time and effort it takes to make. Generating a learning tool/complex model such as a database deepens understanding. Like Jonassen states, "Building such models is hard work. Because learners own the models they construct, they are more willing to engage in that hard work." It doesn't necessarily provide a straight-forward simple answer (such is the nature of essential questions), but definitely helps to organize thoughts about a specific topic. I think if students were tasked with this they would have learned more because they don't necessarily know as much about history and wars.

sources:

1. War defined
   http://en.wikipedia.org/wiki/War
2. War on Terror articles
   http://www.globalissues.org/article/358/war-on-terror-articles
3. Department of Veterans Affairs - American Wars
   http://www1.va.gov/opa/fact/amwars.asp
4. PBS - Psychology of war
   http://www.pbs.org/perilousfight/psychology/
5. WW I
   http://en.wikipedia.org/wiki/World_War_I
6. WWII
   http://en.wikipedia.org/wiki/World_War_II
7. American Revolution
   http://en.wikipedia.org/wiki/American_Revolution
8. French Revolution
   http://en.wikipedia.org/wiki/French_Revolution
9. Haitian Revolution
   http://en.wikipedia.org/wiki/Haitian_Revolution
10. Korean War
    http://en.wikipedia.org/wiki/Korean_War
11. Vietnam War
    http://en.wikipedia.org/wiki/Vietnam_War
12. American Civil War
    http://en.wikipedia.org/wiki/American_Civil_War
13. Financial cost of WWI
    http://www.spartacus.schoolnet.co.uk/FWWcosts.htm
14. NPR interview - Cost of War in Iraq
    http://www.npr.org/templates/story/story.php?storyId=5151090

TIE 512 Post #4 Reflecting

Problem-Based Lesson Planning and Implementing

I found Barell's 10 steps for organizing lesson concepts and ideas extremely helpful for the purpose of teaching and planning, particularly with regard to collaborating with another teacher. Since designing and writing a unit for the main purpose of teaching using problem-based learning and models, in an effort to employ problem solving as the authentic strategy and method for teaching concepts to students, is relatively new, I thought the practical information Barell provided quite useful. These steps ensured that problems were provided, student would be guided through an inquiry process, and consistently engaged. The various steps were easily amended as needed, which isn't always the case with some lesson formats. While I understand the importance of teaching inquiry, I found using the examples provided by both Barell and Jonassen to be helpful with choosing appropriate essential questions and mindtools. Students were not being spoon fed information or simply looking for information on a topic and copying it. I found the step involving creating a web particularly helpful for narrowing down and pinpointing exactly what topics the unit would include. I used this for moving from step 2 to step 3. I would not change the introduction activities, which included creating a knowledge chart, reading Just a Dream and viewing an ecological DVD on natural resources. Nor would I amend the objectives, essential questions, long-term strategies, learning experiences, assessment, reflection, and transfer and application components of the unit. I liked the way this unit flowed and how the components were divided between two teachers. Students are more excited than usual because they are learning about a system from two teachers and making connections regularly. They are constantly sharing what they learned in each class. This helped to emphasize the importance of collaboration. The essential questions provided guidance for the task and mindtool activity, which we have yet to complete since we are still creating the survey. Hopefully the database will be completed by the end of next week. While this tool is quite simple to create it will provide quite useful information that should be easily understood so students can take the next step and use what they learn to acquire conceptual change. Because students will be building this model they will be constructing their own knowledge, one of the primary goals of PBL. They are looking forward to creating the database and their plan for making our school more “eco-friendly”. We’re calling it the greening of Reilly.

I would, however, provide additional practice with creating a database prior to this lesson because creating a survey, and gathering the information needed to create the database in addition to inputting all of the survey responses into it is quite a monumental task. One that had to be divided up into several lessons due to the fact that I was teaching this part of the unit and only see students once per week for 40 minutes, at which time they also circulate books. Especially when students have not engaged in this type of learning experience and we're completing this lesson bit by bit due to scheduling. I would like to see this class at least 3 times per week for 2 weeks in order to complete the lesson adequately. As it stands, we are in the 4th week of the lesson, but I have only worked with this group twice due to illness and ISAT testing. The classroom teacher has contributed to much of the introductory components of this mini unit. In the future I would plan it so that the unit has been completed prior to ISAT testing or begin it just after testing has ended, which might be better actually because then we can focus on it in April during national poetry month and Earth day. Furthermore, I would also spend more time on the Environmental Heroes book, or at least acquire another copy or two.

Ultimately, this mini-unit provided an opportunity for students to engage in meaningful learning in conjunction with the inquiry process because they are asking questions, analyzing, investigating, collaborating and sharing information about a problematic situation, which will lead to conceptual change and enduring understanding. A bonus just happens to be that they will also be making a difference in our school community. I personally think this unit scores high in the transfer category.

SOURCES:

1. Maricopa Center for Learning and Instruction
   Problem-Based Learning
   http://www.mcli.dist.maricopa.edu/pbl/info.html
2. Davidson County Schools
   Project Based Learning
   http://davidson.k12.nc.us/pbl/pbl.htm
3. Saskatchewan Schools
   Best Practices
   http://www.saskschools.ca/curr_content/bestpractice/index.html
   BP map - http://www.saskschools.ca/curr_content/bestpractice/sitemap.html
   
4. New Horizons for Learning - Thinking Skills
   http://www.newhorizons.org/strategies/thinking/front_thinking.htm
5. Central iSchool
   http://www.centralischool.ca/
6. Baltimore County Public Schools
   Elementary School Research Models
   http://www.bcps.org/offices/lis/models/elem.html
7. P16 Science Education - Akron Global Polymer Academy (AGPA)
   Best Teaching Practices
   http://agpa.uakron.edu/p16/best-teaching-practices.php
   

questions that prompt meaningful learning

ESSENTIAL QUESTIONS

1. What constitutes healthy eating/diet?
   STATE GOAL 22: Understand principles of health promotion and the prevention and treatment of illness and injury. B. Describe and explain the factors that influence health among individuals, groups and communities.
2. How can students be sure to stay healthy? 22
3. What makes a good President?
   STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
4. Who was more effective as a president, Washington or Lincoln?
   16 A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.
5. What makes a good leader?
   16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 16.B.2d Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
6. Why do we have war?
   16.B.2b Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.
7. What would have happened to the economy in the colonies without slavery and indentured servants?
   16.C.2a Describe how slavery and indentured servitude influenced the early economy of the United States.
8. What is the best format for taking notes?
   STATE GOAL 5: Use the language arts to acquire, assess and communicate information. NETS-S 3 a/b Research and information fluency
9. What is the best OPAC database?
   AASL 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
10. How do civilizations become extinct?
    STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
11. Why is collaboration important?
    NETS-S 2a Communication and collaboration AASL 1.1.9 Collaborate with others to broaden and deepen understanding. STATE GOAL 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
12. Why does the U.S.A. use so much fossil fuel?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. C.1c Explain the difference between renewable and nonrenewable resources. STATE GOAL 12: E.1c identify renewable and nonrenewable natural resources.
13. Why are some species extinct?
    STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. A. Know and apply concepts that explain how living things function, adapt and change.
14. Who did more to impact human rights, Martin Luther King, Jr. or Abraham Lincoln?
    16 A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
15. What patterns exist in our nation’s political history?
    16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16. Why have rules/laws?
    STATE GOAL 14: Understand political systems, with an emphasis on the United States. A. Understand and explain basic principles of the United States government.
17. Why is information censored?
    STATE GOAL 14: Understand political systems, with an emphasis on the United States. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. F. Understand the development of United States political ideas and traditions.
18. Why ban books? 14
    
19. Can/should the information available on the Internet be regulated?
    AASL 4.3.2 Recognize that resources are created for a variety of purposes.
20. Which city would be better for hosting the 2020 summer Olympics, Kuala Lumpur, Malaysia or St. Petersburg, Russia?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
21. What has been the most devastating natural disaster in the last decade? 17
22. Why do urban myths exist?
    STATE GOAL 18: Understand social systems, with an emphasis on the United States. A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
23. How do fairy tales, legends and myths reflect culture?
    STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. B. Read and interpret a variety of literary works. 18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
24. How are ecosystems impacted by the reversal of water flow in a river?
    STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts. B. Know and apply concepts that describe the interaction between science, technology and society. 2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants).
25. Why do we build skyscrapers in Chicago?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
26. How does the way humans interact with/live off land lead to disaster/devastating events?
    STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. C. Understand relationships between geographic factors and society.

TIE 512 post #3 Concept map

Inquiry Learning & Problem Solving

This map describes the ideas inherent in both inquiry and problem-based learning. Meaningful learning leads to conceptual change, which occurs when learners are engaged in experiences that are infused with solving problems and asking questions. The nodes in this map are organized in such a way that they describe methods and connections between the components that PBL encompasses. The branch describing technology and modeling mindtools is extremely extensive, but provides a thorough overview of the important concepts related to teaching learners to learn via PBL.

PBL is a student-centered complex and authentic teaching strategy that leads to inquiry and meaningful learning, which in turn causes learners to rethink and restructure their understanding and make sense of concepts in new ways, thus engaging in conceptual change. Conceptual change relates to problematic situations and theory building, which are connected to inquiry because it is a process that resolves learners’ questions, curiosities, doubts, and uncertainties about complex phenomena in life. Meaningful learning has at its core model-making, which has many facets, including assessment, construction, domain knowledge and mindtools. Domain knowledge, or facts and information, can be organized by using concept mapping tools, like the above map I generated using Inspiration, systems modeling tools that support learners’ understanding of specific subject matter content, modeling problems, experiences, and thinking. Mindtools for modeling is a complex component of model-making. Mindtools are computer-based tools that have been adapted or developed to enable learners to represent what they know and have the advantage of being efficient with regard to both time and money. Unfortunately, they are limited with regard to how learners’ think and develop. There are many options for modeling mindtools, all of which engage higher order thinking in learners, which I believe is one of the most important adantages of using them. Databases, concept maps, spreadsheets, expert systems, systems modeling, teachable agents, DMEs, visualization tools, hypermedia, and discussion boards are all a means for modeling mindtools. The most engaging and complex of all modeling tools is systems modeling, which supports specutlation, decision-making, and most importantly, problem solving. There are various computer tools used to achieve this end and organized into two areas: aggregate modeling tools, such as Stella, VenSim, PowerSim, Model-It, and population dynamics tools, such as NetLogo and EcoBeaker. These help to teach systems thinking, which is important for understanding complex, real-world systems and building mental models of those systems. Employing PBL is best practice because it is engaging for learners, demands use of MI and provides learning experiences that lead to transferrable life skills. Problematic situations require students to engage in the questioning process, one in which they often answer their own questions. Students’ questions should drive instruction/learning. By asking questions students are taking risks and driven to investigate and analyze in an effort to find answers. PBL also enables learners to share knowledge and collaborate. Teaching inquiry can be accomplished via a multidisciplinary approach and can be teacher-directed, shared, or learner-directed.

Sources:

1. Barell, J. Problem based learning: an inquiry approach. Corwin Press: Thousand Oaks, CA. 2007.
   
2. Jonassen, D. Modeling with Technology: Mindtools for conceptual change. Pearson: Upper Saddle River, NJ. 2006.
   
3. Mindtools from Technology in Education

   http://www.quasar.ualberta.ca/edpy485/edtech/index.htm
4. Problem Based Learning Resources
   http://www.techforlearning.org/PBLresources.html
5. Project/Problem Based Learning - The I² Mission
   http://video.google.com/videoplay?docid=392657594061529011

TIE 512 post #2 describe a complex problem - relate to theories

What should I do first? How should I do it? What resources can I enlist?

Last summer I was selected to be on a new Illinois reader's choice committee for the 2011 Bluestem award, which is geared toward grades 3-5. First, a list of 100 children's titles was divided up between 50 readers, of which I had to read and evaluate 10. This segment of the process occurred during the summer months. Then, the original list was narrowed down to 50 based on readers' evaluations.

In mid-October, I was then assigned to read these 50 books by January 29 so that I would be able to argue for or against keeping a book on a FINAL list of 20. We used criteria for determining appropriate selections for the final list, but it's not relevant for explaining the problem.

In order to read all 50 titles on the list, I first had to evaluate the list, which I printed out in a spreadsheet, alphabetically by author's last name. At this point I could have begun the task of acquiring and reading each title in the order that they appeared, but in an effort to be efficient, I decided to determine which selections I had already read, or those that were part of the initial 10 books read, and those I could acquire easily. I then highlighted the books I had already read or had available in my own library. I went to my school library, brought all of those books home and very slowly began the process of reading each selection.

I then went through the list from top to bottom and searched the Chicago Public Library database to find out which titles were available and where and made notes according to what I learned as I completed this step. If books were available at branches near where I lived or worked, then I noted which branch and what in section they were located in the library on my spreadsheet, and used this as a reference sheet and checklist as I went to these libraries to check out the books. If they were not available at locations close by, then I put them on hold and awaited their arrival at my local CPL branch. I also borrowed a few from classroom teachers at my school.

I made notes and color coded my spreadsheet as I located, acquired, read each book up until January 29. I highlighted school books in pink, books I read in yellow (number of each selected was highlighted), books from my original list in blue, CPL books in green, books I borrowed from colleagues in orange. This way I was able to track what I read and what still needed to be acquired and/or read as time progressed toward the deadline. Fortunately I did not have to evaluate this list as well or I would have added a section on my spreadsheet for comments and an overall score. I used this spreadsheet constantly to check on what selections still needed to be acquired and read.

This problem solving scenario reflects Howard Gardner's theory of multiple intelligence because a logical-mathematical learner would identify the task and its components before devising a plan, and a visual-spatial learner would create a visual representation of the task and create a colorful way to plan/chart progress.

Additionally, this reflects Bransford and Stein's IDEAL problem solving model in that initially the problem was identified ( read 50 books), alternative goals were defined ( read whatever I can get my hands on without devising a plan to ensure all are read), possible strategies were explored ( read books in order appear on list or any order, try to acquire one title at a time), anticipated and acted ( I figured it would be difficult and time-consuming to get some of the books I needed so I spent a great deal of time determining where each was located and read them as I was able to acquire them), looked and learned (once I completed the task I was prepared to discuss the titles at the meeting and argue for or against keeping them on the final list of 20 titles).

Furthermore, I believe the theory of Bloom's taxonomy reflects the problem solving that occurred as well because I toggled between creating, evaluating, analyzing, applying, understanding, and remembering to attain a solution.

sources:

1. Bloom's Taxonomy of Cognitive Levels, by Mary Forehand, University of Georgia http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
2. The Art of Complex Problem Solving
   http://www.idiagram.com/CP/kindsofproblems.html
3. Gestalt psychology
   http://en.wikipedia.org/wiki/Gestalt_psychology
4. VirtualSalt - problem solving techniques
   http://www.virtualsalt.com/crebook4.htm
5. Multiple Intelligence
   http://www.thomasarmstrong.com/multiple_intelligences.htm
6. Ideal Problem Solving Template
   http://www.mindomo.com/view.htm?m=3f55b1e740bdb815dd8fe92209be01ef
   

TIE 512 post #1 model a complex system/problem

modeling a model

According to John Barell, "a model is someone or something that represents the kinds of behaviors, relationships, or parts people hold up to themselves and others as exemplary" (p. 13). Since modeling such things as good behavior and problem solving is a good way for students to learn we must keep this at the forefront of our minds when employing teaching methods to instill learning strategies that enable us to connect and instruct our students.

Effective and appropriate communication as a means for commenting on other's work or verbal input is a problem I have consistently experienced with students. With this in mind I try to model appropriate and constructive verbal interactions with my students so that they learn how to apply communication skills effectively. I want my students to be able to listen and comment on each others' remarks during whole-group and small-group discussions. Therefore, I use the following sentence stems during discussions and ask that my students do the same:
• I agree with...
• I disagree with...
• I'd like to comment on...
Additionally, I use something similar for the purpose of peer editing/review. In this case students are to use a visualization tool or chart, what we call PQS (Praise, Question, Suggestion). Students use this tool in order to offer praise (positive comments on work), ask questions about what students have completed in order to help them clarify their writing/thoughts, and finally, offer suggestions as to what can be done to possibly improve something. This model enables student to engage in articulation and reflection, components of cognitive theory.

Students are quite receptive to both strategies, which are modeled in my classes from the onset of the school year. Both sentence stems and PQS are models for interacting and communicating that help create an positive risk-taking environment (see Barell, ch. 2). While learning is a very social activity, students are not always comfortable commenting on each others' remarks or offering feedback in a constructive format. Therefore, employing the above described models (via modeling) provides opportunities for developing what I consider to be life skills, and communication in itself is a component of a complex system. When students engage in successful communication they are learning. "It follows that only through interactions with one's peers and environment can a learner negotiate comprehension" (Stein, 1998). It is my belief and experience that students need to be shown how to interact verbally and given every opportunity to practice and master this skill so that they can successfully converse, inquire, and solve problems collaboratively.

As we learn more about what models of complex systems/problems entail and how to create models that reflect these, I will be able to choose an actual model of a complex problem and articulate the process more thoroghly. While this is thoroughly explained in Jonassen's book, Modeling with Technology, p. 17-18, I need more practice with this concept in order to do so. I checked out the STELLA modeling site to get more of a flavor for what this type of model can do, like simulate a system over time, jump the gap between theory and real world, enable students to creatively change systems, teach students to look for relationships, communicate system inputs/outputs and demonstrate outcomes.

sources:
1. Barell, J. Problem based learning: an inquiry approach. Corwin Press:
Thousand Oaks, CA. 2007. http://morecuriousminds.com/problem.htm
2. Mindtools from Technology in Education

http://www.quasar.ualberta.ca/edpy485/edtech/index.htm
3. Educational Psychology and Learning Technologies

http://web.missouri.edu/jonassend/
4. Emerging Perspectives on Learning, Teaching, and Technology

http://projects.coe.uga.ed/eplt/index.php?title=Articulation_and_Reflection
5. isee systems - STELLA Modeling

http://www.iseesystems.com/softwares/education/stellasoftware.aspx

Reflecting on Process

Beginning with defining inquiry, evaluating inquiry levels of various Web quests and the designing a task made moving toward a final product easier for me. The teaching guide and storyboard truly helped to fine tune the inquiry process and what students will being doing throughout this Web-based learning experience. The components also helped me to better understand what I was trying to create by having students learn about how information is controlled and why, as well as whether it is appropriate or not and in line with first amendment rights. I also think dividing up the project, in this case a Web quest, into 5 components helped to organize what, when and how things would happen. I like the organization of a Web quest because students can manipulate back and forth between pages as information is needed. I think doing things in this order helped me to amend my ideas so that there is more technology involved in students creating products and communicating ideas and opinions. I added the class Wiki as a forum for discussing experiences with how students access to information is monitored and/or controlled and Google docs to write and publish their persuasive essays for saving the book they chose to read as well as iMovie or Animoto to create and share their ads for saving a challenged or banned book.I feel like I will be going back to the storyboard and refining it even more as I work out some more kinks in my Web quest. I have amended the teaching guide a few times already, but all of this just makes me go back to another component and further define what students will experience and how. For example, I continue to edit the storyboard and will do so again as soon as I publish this post because I keep thinking of more things to add. It’s all been very cyclical, which I suppose is the point. Lessons and units can always be refined and tailored to meet the needs of whatever group you are teaching at the time. The point is to compare what’s been created to the initial inquiry rubric so that students are indeed engaging in an authentic inquiry-based learning experience that will in fact lead to an enduring understanding of the topic of focus.