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PBL Defined

Savery, J. Overview of Problem-Based Learning. The Interdisciplinary Journal of Problem-based Learning. 1.1 (2006). 9-20. Summary Savery describes the characteristics of PBL: ill-structured require collaboration self-directed tutor to ask questions debriefing peer and self-assessment activities that are valued in real world goals are knowledge-based or process-based Savery then compares PBL with project-based, case, and inquiry… Continue reading PBL Defined

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Doorways and dilemmas in design

Wiggins, G.P. and McTighe, J. (2005). Understanding by Design. 2nd ed. Alexandria. VA: Association for Supervision & Curriculum Development. While I found myself combining the six (there's that number again) doorways, I liked the ideas in this chapter, especially the concept that an ID model is not a history (chronological) but a way to self-assess… Continue reading Doorways and dilemmas in design

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Direct(ing) instruction

Wiggins, G.P. and McTighe, J. (2005). Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision & Curriculum Development. I liked the idea in this chapter of Wiggins that direct instruction is only one aspect of causing learning, and that design is perhaps more important. I especially appreciated the amplification of uncovering as way to… Continue reading Direct(ing) instruction

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Tactics without strategy is noise

Dick, W., Carey, L., and Carey, J.O., (2005). The Systematic Design of Instruction, 6th ed. Boston, MA: Allyn & Bacon. Dick and Carey’s initial discussion of a delivery system seems to break into 3 aspects: Social mode (lecture, lab and tutor, small group, self-study: I liked the inclusion of student groupings as a major decision… Continue reading Tactics without strategy is noise