Self Paced Learning through the GRID Method
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Introduction
Two of the biggest buzz-words in education right now are self-paced learning and problem-based learning. In addition, technology is being integrated into classrooms faster than ever before. Those teachers that undertake self-paced learning can use a variety of resources and tools to assist in learner understanding. Problem-based learning offers students a chance at more real-world type situations where they are given a problem and must use their knowledge to find a solution. The GRID method combines these two strategies, along with the use of technology, to implement units that allow for more student input into their learning.
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Performance Objectives
At the completion of this course, learners will have a GRID unit that they can implement into their classroom. Learners can:
- describe how the role of the teacher and the student change in a self-paced and problem-based learning classroom setting.
- explain the benefits and drawbacks of the GRID method.
- develop a GRID based on a unit of choice.
- implement the GRID unit and reflect on areas of success and weakness for improvement of the GRID unit.
Course Units
This mini-course includes the following units. Click the title of a unit to go to its page.
Unit 1: Self-Paced Learning and Problem-Based Learning
In this unit of the course, learners will gain a deeper understanding of self-paced learning and problem-based learning as it refers to a primary or secondary classroom setting. The implications of these styles will be explored.
During this portion of the course, learners will learn about the GRID method - a system of teaching that implores teachers to become facilitators and utilize self-paced and problem-based learning.
Unit 3: How to Develop and Implement a GRID Unit
Finally, learners will create their own GRID unit through models and explanation. The strategies for implementation in a classroom will also be discussed.
References and Resources
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Casey, K. (2018). Moving toward mastery: Growing, developing and sustaining educators for competency-based education. CompetencyWorks Report. In iNACOL.
Debs, L., Miller, K. D., Ashby, I., & Exter, M. (2019). Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program. In Research in Science & Technological Education, 37(3), 297-323.
Friend, B., Patrick, S., Schneider, C., & Vander Ark, T. (2017). What’s possible with personalized learning: An overview of personalized learning for schools, families, & communities. In iNACOL.
Headden, S. (2013). The promise of personalized learning. Education Next, 13(4), 14–20.
Light, D. & Pierson, E. (2014). Increasing student engagement in math: The use of Khan Academy in Chilean classrooms. International Journal of Education and Development using Information and Communication Technology, 10(2), 103-119.
Jalali, A., Leddy, J., Gauthier, M., Sun, R., Hincke, M., & Carnegie, J. (2011). Use of podcasting as an innovative asynchronous e-learning tool for students. Online Submission, 741-748.
Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended, and competency education. In International Association for K-12 Online Learning.