Experiential Learning and PBI

Chapter 7-8 Reflection from the book:

Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models: Building a common knowledge base (Vol. III).

I really enjoyed the reading for this week – my goal as a teacher was to use as much of these two different models as possible.  I think that there is something to be said for making the learning as hands on as possible and both of these methods allow for that to happen.

One of the things that stuck out to me in the experiential article was the part reflection.  When I was an undergrad and my professors were talking about being reflective, I didn’t really listen.  It wasn’t until several years into my teaching practice that I truly started to see the value of reflecting on what I was doing and why I was doing it.  Then I started blogging my reflections, which took this to a whole new level of reflection.

There are also strong elements of gamification all through the different pieces that Lindsey and Berger share as their universal methods.

A key thought from the PBI chapter is the authentic assessment practices – I know that there have been times in my career where I have struggled with with.  There were times that would just assess for the sake of checking off the box and move onto the next task.  Authentic assessment gives the teacher the freedom to truly see where there students are and meet those needs that the student has.

In both chapters there was discussion on socially constructed learning – the more I learn about different epistemologies, the more I feel that I am firmly planted in this one.  I believe that the interactions of student/student and student/teacher provide so many different opportunities to construct knowledge.