Assignment Instruction: Below Is A List Of Sources Relating

Assignment instruction: Below is a list of sources relating to six (6) different constructivist models of instructional design. You will be using several of these models in future learning units. Explore all six of the models using the resources linked below each one. You will select three constructivist theories (3) to summarize using the assignment (see below). Model 1: Problem-Based Learning · Problem-based Learning (Links to an external site.)Links to an external site. · Problem-based Instruction (Links to an external site.)Links to an external site. Model 2: Project-Based Learning Why Teach with Project Based Learning? · Intro Video (Links to an external site.)Links to an external site. · Article (Links to an external site.)Links to an external site. | Video (Links to an external site.)Links to an external site. · Project-based Learning - What is it? (Links to an external site.)Links to an external site. Model 3: Inquiry Learning · Inquiry-based Learning (document) (Links to an external site.)Links to an external site. · inquiry-based Learning (Links to an external site.)Links to an external site. Model 4: Engaged Learning · Engaged Learning (Links to an external site.)Links to an external site. · Engaged Learning (Links to an external site.)Links to an external site. · Engaged Learning (Links to an external site.)Links to an external site. Model 5: Discovery Learning · Discovery Learning (Links to an external site.)Links to an external site. · Discovery Learning (Links to an external site.)Links to an external site. · Discovery Learning (Links to an external site.)Links to an external site. Model 6: Case-based Learning · Case-Based Learning (Links to an external site.)Links to an external site. · Case-Based Learning (Links to an external site.)Links to an external site. Directions Create a graphic organizer you summarize three of the six constructivist models provided above. In summarizing, focus on identifying the main points of the source and any conclusions or recommendations from the author(s) make the summary understandable to someone who has not read the original source You will submit TWO PARTS of this assignment using the Assignments Tool PART 1: Submit your graphic organizer using ONE of the two methods below OPTION 1: Upload a file a PDF file OPTION 2: Include the URL of your graphic organizer in the text box in the assignment tool (Be sure to share your document as "public on the web"). PART 2: Using the text box in the Assignment submission form, write a brief (1 paragraph) reflection of something NEW that you learned from the readings and how this might influence your use of technology in the classroom. Some tools available for creating a graphic organizer · OPTION: WebSpiration (Links to an external site.)Links to an external site. (register for a free trial account) · Creating a concept map with Webspiration: Watch Online (Links to an external site.)Links to an external site. | Download Video · Publishing your Webspiration concept map to the Web: Watch Online (Links to an external site.)Links to an external site. | Download Video · OPTION: Install trial version of Inspiration or Kidspiration (Links to an external site.)Links to an external site. (Click free trial) · NOTE: You would need to EXPORT your file in a format that can be opened by someone WITHOUT the software. Choose EXPORT from the file menu and choose Word Document, or graphic file format (GIF or JPEG). · OPTION: Prezi online presentation tool (Links to an external site.)Links to an external site. (register for a free account) · This is not specifically a "concept mapping" tool....but it certainly would allow you to create a concept map. · Tutorial modules about how to use Prezi are available at: (Links to an external site.)Links to an external site. · OPTION: Choose you own software · For those who are more adventurous and comfortable exploring technology options. · You should understand the basic idea of concept mapping...and many different types of software can do this to some degree. You pick your software and run with it. · You would need to create a "sharable" file that you would submit, so keep this in mind. Shareable formats include Word document, RTF document, PDFs, graphic image files (GIF and JPEG). · See list of both free and commercial products at (Links to an external site.)Links to an external site. · (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. Concept mapping on iPad · Make a Venn Diagram (Links to an external site.)Links to an external site. · There are several tools available for the iPad that allow you to create a "concept map"...you would be responsible for acquiring and learning the app Additional Skill Modules Exactly how and what you post to the forum will vary depending on which technology tool your have used to create your concept map: · If you have used Webspiration, you can publish your concept map and post a link to the published version (see video above) · If you have used Prezi, you can get the URL for a Prezi using the "share" button and post a link to the Prezi along with your description · If you have used a software option (e.g.

Inspiration or Kidspiration), then you will need to EXPORT your file in a format that can be opened by someone WITHOUT the software. · Choose a format such as Word Document,PDF, RTF document, or image file (GIF or JPEG). If you need to create a PDF, here are some helpful resources on how to create a PDF: · Create a PDF in Windows (there are many, many different ways to do this, depending on what software you have) · Create a PDF using CutePDF Free Software (Links to an external site.)Links to an external site. (YouTube Video) · Create PDF using PDFCreator Free Software (Links to an external site.)Links to an external site. (YouTube Video) · Convert a Word document to PDF online via pdfonline.com (Links to an external site.)Links to an external site. (Website) · Need a few more options?...ask me...there are many, many, many different ways to do this... Submit using the Assignment tool not the discussion tool. STRATEGIES What can I do with this major? AREAS EMPLOYERS CRIMINAL JUSTICE SOCIAL SERVICES Corrections Counseling Juvenile Justice Casework Administration Probations & Parole Victim Advocacy State and federal correction facilities County jails Precinct station houses Prison camps Youth correction facilities Medium-security correction facilities Voluntary correction facilities Halfway houses and pre-release programs Reintegration programs Alternative schools Juvenile detention centers Juvenile group homes Women’s and family shelters Domestic violence agencies Immigration and naturalization services Other nonprofit organizations Seek courses or training in topics such as victimology, social problems, diversity issues, or grieving. Supplement curriculum with courses in psychology, sociology, or social work. Gain experience working with a juvenile population in any capacity (i.e., sports teams, summer camp counselor, parks and recreation programs, and community/religious youth groups). Gain related experience in employment interviewing, social casework, substance abuse, and rehabilitation. Learn to work well with people of diverse backgrounds. Consider learning a second language. Maintain a blemish-free driving and criminal record. Gain firearms and self-defense training. Earn a master’s degree in social work or counseling for therapy positions. Obtain a masters degree in criminal justice or business for upper-level positions. JUDICIARY AND LAW Court Reporting Legal Assistance Legal Research Administration Local, state, and federal courts Law firms Corporate legal departments Public interest law organizations Consider a double major or minor in the social sciences such as psychology, anthropology, sociology, or political science. Attend a postsecondary vocational or technical college that offers court reporting or paralegal certification programs. Obtain a law degree from a law school accredited by the American Bar Association (ABA). Learn to use software packages such as CD-ROM research databases. Develop strong research, computer, and writing skills. Maintain a high grade point average to gain admittance to law school. Participate in mock trial groups. STRATEGIESEMPLOYERSAREAS (Criminal Justice, Page 2) LAW ENFORCEMENT Patrolling Investigating Forensics Probation Security City/County Government Organizations including: Police departments Correction facilities County sheriff departments Liquor Control Commission State Government Organizations including: State troopers Crime labs Penitentiaries Federal Government Organizations including: U.S. Customs and Border Protection Federal Bureau of Investigations (FBI) Internal Revenue Service (IRS) Drug Enforcement Agency (DEA) Central Intelligence Agency (CIA) Department of Homeland Security Postal Service Federal Marshals Wildlife, Fisheries, and Parks United States Department of Agriculture (USDA) National Parks Service Crime laboratories Colleges and universities Obtain related training or certifications such as CPR, first aid, or EMT. Complete a formal police academy program upon graduation. Maintain a healthy and physically fit lifestyle. Volunteer to work in a police department or campus safety department. Complete an internship in a crime laboratory to gain experience in the forensic application of science. Obtain a double major in criminal justice and a hard science (biology, chemistry, or biochemistry) if interested in a career in forensics. Consider earning a master's degree in Forensic Science or related discipline. Become familiar with the government application process. Learn a second language. BUSINESS Private Security Consulting Investigating Systems Integration Global Intelligence Private Investigation Internet Security Loss and Prevention Insurance companies Banks Private security companies Software companies Hotels and resorts Health care facilities Transportation services Nuclear power plants Manufacturers Online companies Other large corporations Minor in business or computer science. Seek practicum/internship experiences that include training in the hardware and software of security systems. Maintain good physical fitness. Develop exceptional written and oral communication skills. Seek leadership opportunities and develop strong interpersonal skills. Attend firearm safety courses. Obtain first aid and CPR certification. Gain military experience and training. Earn a graduate degree in business or law for upper- level positions. STRATEGIES (Criminal Justice, Page 3) AREAS EMPLOYERS © 2004 The University of Tennessee Prepared by the Career Planning staff of Career Services at The University of Tennessee, Knoxville. (2004) UTK is an EEO/AA/Title VI/Title IX/Section 504/ADA /ADEA Employer GENERAL INFORMATION EDUCATION Teaching Research Colleges and universities Adult education providers Public and private high schools Earn a graduate degree for post-secondary teaching opportunities. Get a teaching certificate for elementary or secondary education. Gain a dual certification for increased opportunities Serve as a tutor to other students. Develop strong written and oral communication skills. Assist a professor with research. Take additional coursework related to research and statistics. • Many criminal justice professions require candidates to possess strong oral and written communication skills and good computer skills. • Develop good listening skills and the ability to work well with a wide range of diverse populations. • Most entry-level positions for criminal justice majors reside with law enforcement and social service organizations. • Be willing to start in an entry-level job in order to prepare for more advanced career opportunities. • Obtain experience through volunteer, practicum, or internship opportunities. • Supplement program of study with courses in business, psychology, anthropology, or sociology. Course work related to the hard sciences (biology, chemistry, or biochemistry) is preferred for career opportunities in forensics. • Depending upon one's career goals, earn a master's degree in disciplines such as criminal justice, forensic science, social work, counseling, or business to obtain positions involving therapy, higher levels of administration, forensics, or research. Earn the doctorate degree for university teaching positions. • Conduct informational interviews with professionals in fields of interest to learn more about opportunities.

Paper For Above instruction

Constructivist instructional models emphasize active, student-centered learning approaches that promote critical thinking, problem-solving, and the application of knowledge in real-world contexts. Among the various models, Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry Learning stand out as three influential theories that foster meaningful engagement and deep understanding. This paper provides a comprehensive summary of these three constructivist models, highlighting their main principles, instructional strategies, and implications for effective teaching.

Problem-Based Learning (PBL)

Problem-Based Learning is an instructional approach where learners are presented with real or simulated problems that they must solve collaboratively. The core principle of PBL is that students acquire knowledge most effectively when they actively engage in solving authentic problems that mirror real-life situations (Barrows & Tamblyn, 1980). PBL emphasizes the development of critical thinking skills, diagnostic reasoning, and self-directed learning. Instructors serve as facilitators rather than traditional transmitters of knowledge, guiding students through investigative processes to discover relevant content. The model encourages teamwork, communication, and reflection, making it highly applicable in medical, engineering, and business education where real-world problem solving is essential.

Project-Based Learning (PjBL)

Project-Based Learning involves students working on extended projects that often culminate in a tangible product or presentation. This model centers on engaging students in complex tasks that require planning, research, creativity, and collaboration. The primary goal of PjBL is to promote active learning through the construction of meaningful products that demonstrate understanding and skills (Thomas, 2000). Teachers act as mentors guiding students through project development stages, from conception to execution. PjBL fosters skills such as teamwork, communication, time management, and technical proficiency. It aligns well with real-world competencies required in careers like engineering, technology, and social sciences, encouraging students to apply theoretical knowledge in practical contexts.

Inquiry Learning

Inquiry Learning emphasizes the investigative process where learners formulate questions, conduct research, and build understanding through exploration. The fundamental tenet is that knowledge is constructed through active inquiry, with students taking ownership of their learning journey. Teachers facilitate by posing stimulating questions, providing resources, and supporting students as they develop hypotheses and analyze findings (Bruner, 1961). Inquiry Learning stimulates curiosity, promotes critical thinking, and enhances understanding of scientific and social phenomena. It is particularly effective in science education and social studies, fostering skills such as hypothesis formulation, data analysis, and evidence-based reasoning.

Implications for Teaching and Technology Integration

These three models underscore the importance of learner autonomy, authentic tasks, and active engagement, which can be significantly enhanced through educational technology. Digital tools such as simulation software, online collaboration platforms, and research databases support the implementation of PBL, PjBL, and Inquiry Learning by providing accessible resources, fostering communication, and enabling virtual experimentation. For instance, virtual labs and simulation environments allow students to explore scientific concepts in Inquiry Learning more interactively. Portfolio and presentation tools facilitate documentation and dissemination of project work in PjBL. Moreover, online discussions and collaborative platforms promote teamwork and reflection, central to all three models. Integrating technology in such ways can transform traditional classrooms into dynamic environments that better prepare learners for real-world challenges.

Conclusion

In conclusion, Problem-Based Learning, Project-Based Learning, and Inquiry Learning exemplify constructivist principles that prioritize active, meaningful, and student-centered instruction. These models foster essential skills such as problem-solving, collaboration, critical thinking, and inquiry. When effectively integrated with technology, they can enhance engagement and deepen understanding, ultimately preparing students for complex, real-world tasks across diverse disciplines. Educators leveraging these models are better equipped to facilitate learning that is not only informative but transformative, aligning with modern educational goals for preparing lifelong learners.

References

  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
  • Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
  • Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
  • Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
  • Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Higher Ed.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
  • Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 317-333). Cambridge University Press.
  • Kolodner, J. L. (1997). Educational implications of analogy-making. In C. C. Muller & B. R. Foy (Eds.), The science and technology of reasoning (pp. 245–272). Erlbaum.

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