Learning+Model+Comparative+Article

=** Comparative Learning Model Article **= =** What is Constructivist Learning? ** = Constructivist learning is based upon the learners thought processes and construction of the concepts being discovered. Everyone learns through connecting previous learned ideas and information with new information and ideas. According to the [|NCREL], “constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.” Most approaches to constructivist learning are hands-on approaches. The two models that I will research further are Problem-based Learning and Conversation Theory. =** What is Problem Based Learning(PBL) and how can it benefit mathematics students? **=

[|Problem based learning] is focused around an interesting problem (hopefully related to a real-world situation) in which there is more then one correct solution. The goal for problem based learning is for students to develop problem solving skills, teamwork skills and the ability to discover new concepts without explicitly being told. The idea is that if they discover these concepts on their own they will retain them longer and be able to apply and connect them to everyday problems that might arise. Problem based learning has many benefits for mathematical students. The major benefit of PBL on students is the change of student dispositions towards mathematics. Many students view mathematics as memorization and repetition of problems with one solution. Many students fail to truly understand the mathematical concepts behind the rules and procedures we often teach them. PBL can change these dispositions and students will begin to realize that they have all the necessary tools to solve even the most complicated problems.
 * Check out my [|commercial] for Problem based learning!**

=** What is Conversation theory and what are its benefits in Mathematics? **=

[|Conversation Theory] was developed by Pask and is based on the concept that learning takes place through students communicating with their environment. The 3 levels of conversations that Pask discussed are: *Natural Language (general discussion) *Object languages (for discussing subject matter) *Metalanguages (for discussing learning and thought processes     It is through these conversations that knowledge is made explicit. This makes clear communication essential in the classroom. Pask recommends that teachers give their students structures/outlines of what is to be learned so that their students understand the expectations and the structure of the concepts they will be learning. One common approach to Conversational Theory is for the students to teach back what they have learned by explaining the concepts to their fellow classmates.     The primary benefit of Conversation Theory in mathematics is for students to grow accustomed to discussing mathematical concepts. This will helps students become more comfortable with standardize tests like the WASL that require student explanations. Students need to become fluent in the language of mathematics.

In conclusion, Problem Based Learning and Conversational Theory can be very successful in mathematics classes. Some major differences in Problem based learning and Conversational Theory is that PBL requires less structure and is more student centered than Conversational Theory and Conversational Theory requires more open communication between the teacher and the students. While both approaches can be useful, teachers must not forget that approaches should vary as objectives vary.


 * Comparison Criteria || Problem-based Learning || Conversation Theory ||
 * Student centered level || High, Teacher presents a situation/scenario and basic guidelines for the project. The teacher is seen more as a facilitator and the students must collaborate and formulate their own action plan. || Medium. Theory based upon teacher/student, student/resource, and peer communication. So the teacher is a big part of the learning that takes place and must communicate the subject matter to their students ||
 * Assessments || Difficult to assess. Some criteria I would use for assessing a PBL project is: Organization of thoughts and plans, group participation, correct solution with a justification and extension of concepts || Fairly easy to assess as long as teacher spends appropriate time discussing what is expecting of the students work and explanations of the subject matter. A lot of partial credit. ||
 * 21st Century Fluencies || Works well, can use technology to find interesting problems and can show students scenarios in interesting ways and a variety of media. || Works well as long as there are ways for 2 way communicate. Both parties need to be able to communicate for this constructivist model. ||
 * Ease of Use || Lesson plans can be challenging and can be time consuming. Teachers must set up check points for students to make sure they aren’t falling behind in their project. || Fairly easy to use once students are accustomed to discussing mathematics. Still fairly teacher oriented, but requires much student participation and interaction. ||


 * Other Resources:**
 * 1) For Problem based Learning: http://www.ericdigests.org/2004-3/math.html, http://www.ed.psu.edu/nasa/probtxt.html
 * 2) For Conversation Theory: http://web.cortland.edu/andersmd/learning/Pask.htm, http://www.thehope.org/convtheo.htm, http://www.learningandteaching.info/learning/pask.htm, http://www.ugc.edu.hk/tlqpr01/site/abstracts/104_bodomo.htm