Authentic learning and direct instruction, with or without technology, are constantly being discussed by my administration through meetings and workshops. As I can see the benefits of both, I believe both forms of instruction, in regards to the intended learning outcomes of the learners coinciding with the level of knowledge the learners bring to the lesson, have a definite advantage/disadvantage over the other. Herrington, Reeves, and Oliver stated in Lowyck (2014, p. 408) that “direct instruction may work best for novices in a field of study marked by fixed content and specific behavioral objectives.” They continued that “direct instruction may be ineffective and inefficient when helping workers who have already developed a level of expertise and on-the-job experience (Lowyck, 2014, p. 408).” As a veteran educator, I agree with the authors that if a learner does not have the necessary background knowledge of a particular task or lesson objective, direct instruction may be necessary to provide that particular knowledge. After that basic knowledge has been acquired through direct instruction, true authentic learning opportunities can be instituted. This will provide learners with the necessary opportunities to not only continue learning but rather master their craft. For instance, a doctor who has only researched and learned through academia will be less prepared for the job-related tasks needed to be successful than that a doctor who practiced what he/she researched and learned through academia on real-life individuals or computer simulations via virtual reality or another form of authentic learning opportunities. In essence, I would want a doctor who not only knows the information but also has the skills and practice of using that information in real-world situations.
In regards to the Edutopia (2017) video where Sal Khan was interviewed about using technology to support personalized education, everything Sal said I agree with and try to model my classroom instruction around. He eloquently stated that educators could “allow students to learn at their own pace, and more classrooms move towards personalization, towards mastery-based learning, to free up class time for more human interaction (Edutopia, 2017, 0:16).” I try to implement instructional videos, readings, direct instruction, and small group instruction simultaneously when possible. Not every student learns the same way, and once I, and the student, identify the student’s best way to acquire knowledge and understanding, true learning and understanding can occur. Herrington, Reeves, and Oliver also stated that “in some cases, the affordances of a Web-based delivery primarily serve to strengthen the impact of an authentic task on student learning, if other elements of authentic learning designs are also in place, such as strong support provided by the teacher and collaborators (Lowyck, 2014, p. 405).” The video lessons help drive home the learning opportunities for certain students, while the small-group and direct instruction help students correct any misconceptions. Students and teachers need to be on the same page in regard to the lesson outcomes. It is a challenge, but that is the job.
Another model is project-based learning and although, in theory, could open up more human interaction in the classroom, this model only works if the teacher and students are capable of taking on this type of learning. Unfortunately, there are educators stuck in the traditional model of direct instruction who do not possess the skills necessary to implement project-based learning. This may be due to a lack of training or simply put, a lack of drive in the individual educator. The same can be said for specific students as it may be difficult for students to work through any of the five essential keys described in the Edutopia (2014, 1:06) video on the rigors of project-based learning. Of the five listed, certain students may have difficulty “collaborating with others” and not be able to take the wheel through the “student-driven” component of a project-based learning lesson. It will take practice, as all things do, but without everyone working together on the same page and thinking with the end in mind, project-based learning assignments and assessments may not reach the specific learning goals of the particular lesson.
After reading and watching the videos assigned, I am left with one over-arching question that directly relates to each of these models of instruction. The question is - who is going to train the teachers in the implementation of any of these models? I know in my past districts if there were any pieces of training, they were more of a glance over random models at best. For veteran teachers, it may be years since being taught as a student on how to teach students in a different model of instruction than they are accustomed to. That’s not to say they are not effective teachers, just that they do not have the on-the-job training that is necessary for them to be able to truly provide the aforementioned authentic learning opportunities for students. Teachers need continued educational opportunities and if teachers are going to best reach students, positions within districts need to be created.
From this list of educational models, I believe that personalized learning has the best chance to be the most successful at my school. For starters, besides me, there are other teachers already trying to implement this model for their students. My school focuses on building positive relationships with students, as teachers should so that through those relationships, trust and respect can be built and developed over time. As teachers get to know their students, knowing how each student learns best usually is a promising outcome of positive relationships. As teachers learn how their students learn, personalized learning can begin. I have seen the benefits, and challenges, of implementing personalized learning opportunities for students. There has to be a level of trust that students are engaged in the specific type of learning that best suits them. For teachers, it may be difficult to give away the idea that the teacher needs to provide the knowledge, whereas, in this model, the teacher is providing a specific learning opportunity for each student to acquire knowledge typically presented by a teacher to students. With the change in how students acquire knowledge, it may actually become easier to teach through targeted data-driven lessons so that maximum learning and understanding can take place for each learner. As my school already has teachers implementing this model, from time to time, other educators in the building can learn through observing lessons and discussing with data teams the best ways in which to get started. With a continued quest to become better teachers and not sit idle in the comfort zone of traditional instruction, the students will be more engaged, possibly open to learning from new methods, and ideally, understand and achieve at higher levels in education.
Edutopia. (2014, June 26). 5 Keys to Rigorous Project-Based Learning [Video]. YouTube. https://youtu.be/hnzCGNnU_WM
Edutopia. (2017, September 21). Supercharging the Classroom: Using Technology to Support Personalized Learning [Video]. YouTube. https://www.youtube.com/watch?v=OlhxpU5QdM8&t
Lowyck, J. (2014). Bridging learning theories and technology-enhanced environments: A critical appraisal of its history. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 3-20). Springer. https://doi.org/10.1007/978-1-4614-3185-5_1