Framing, Reframing, and Teaching: Design Decisions Before, during and within a Project-Based Unit

Autor/inn/en	Svihla, Vanessa; Reeve, Richard; Field, Jamie; Lane, Wendell; Collins, Jamie; Stiles, Abigail
Titel	Framing, Reframing, and Teaching: Design Decisions Before, during and within a Project-Based Unit
Quelle	In: International Journal of Designs for Learning, 7 (2016) 1, S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-449X
Schlagwörter	Active Learning; Student Projects; Decision Making; Instructional Design; Educational Planning; High Schools; Charter Schools; Authentic Learning; Emergency Shelters; Homeless People; High School Students; High School Teachers + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Decision-making; Entscheidungsfindung; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsplanung; High school; Oberschule; Charter school; Charter-Schule; Notunterkunft; Homeless person; Homeless persons; Obdachloser; High schools; Student; Students; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This design case follows the instructional planning and decision making before and during a nine-week project-based unit co-taught by three of the authors at a not-for-profit charter high school in the American Southwest. The school serves students who have not been well served by traditional schooling. The teachers partner with industry professionals to create authentic learning projects. The project detailed in this design case aimed to have students design and test temporary shelters for people who were homeless, and later learn about semi-permanent shelters. Students consistently sought to design longer-term solutions to homelessness, rather than shorter-term solutions for individual homeless clients. An embedded researcher documented project implementation and design conversations--including formal planning prior to and emergent conversations during teaching. Analysis of these conversations reveals that many design decisions made prior to instruction were guided by learning objectives, constraints and opportunities, whereas those made during teaching practice were focused directly on supporting learning. Analysis also made clear that students played a role in steering the project to focus more on solutions to long-term homelessness; based on student interests, the final project included writing letters to government representatives about their ideas for solutions. The design case concludes with reflections by the teachers on the design decisions and attendant learning. This case helps to clarify how context and timing influenced design decisions and provides an exemplar of teacher-designed complex instruction, illustrating how learners might take part in reframing a problem about which they are learning. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01