However, with this unit's theories (Goal-Based Scenarios, Anchored Instruction, MOST environments, and the STAR Legacy model), it would be very difficult to create a situation where the student didn't have to explore, discover, and create in order to complete the assignment.
Each of these theories asks the instructor to set a trail on the front end for the student to follow. Whether it be the bread crumbs of the Anchored Instruction model, the scenarios of the Goal-Based and STAR, or the mental model input for MOST, the key element is that the teacher's productive work is up front and the student's work is active throughout.
It is the up-front work required of the teacher that can be the problem to initiating this type of learning in today's schools. Each of these models requires great detail to set the story and a lot of investigation on the teacher's part in order to ensure that the appropriate resources, trails, and procedures are in place. We are talking hours and hours of preparatory work. In today's K-12 environment, at least, that amount of time is difficult to come by.
Additionally, there is the concern that teachers have to develop the skill set of facilitating rather than lecturing. Many teachers feel like they are not actually teaching if the students are doing all of the work. Unfortunately, this fear often leads to passive students, active teachers, and little learning. Models such as we have explored in this unit, though, lead to active students, active teachers, and a lot of learning! A teacher just has to put in the time and make the leap of faith once to truly believe in active learning.
Technology can help to overcome the time problem in implementing these models. Because technology and the Internet are becoming more ubiquitous, a teacher can more easily create, store, and edit these types of projects. What once took hours and a lot of filing cabinet space can now often be created with drag and drop technology and stored in Google Drive or Dropbox.
It is also easier for students to create products of which they can be proud. Movie production software has become more manipulatable, and software like iMovie, Movie Maker, or YouTube allow students to create polished final products showcasing their new-found knowledge. We have even begun to go beyond the realm of movie-making to book writing (storyjumper) and infographic production (piktochart). These things feel "adult," and when students are able to synthesize knowledge to create something attractive and useful, they gain a sense of empowerment greater than any quality lecture or worksheet can ever provide.
Thank you Dr. Purichia! I, too, have seen some PBL situations go awry. Like most things, I think practice makes perfect with teaching. I hate to see teachers give up on some of these quality theories sometimes when they don't go perfectly the first time.
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