Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study

Abstract

This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well as future research directions.

Integrating instructional designs of personalized learning through the lens of universal design for learning

“…Blended learning : Provide options for students to develop and share their final project product that demonstrates their understanding (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Olofson, 2020); Support multiple means of demonstrating understanding in PL environments (Basham et al, 2016)…”

“…Current PL studies reported a variety of interest-driven strategies for optimizing individual choice and autonomy (CP7.1; see Table 3). These strategies include, but not limited to, involving students in making decisions on what to investigate and/or how to demonstrate understanding (e.g., Looi et al, 2009), allowing students to choose learning tasks based on interest (e.g., Clinton & Walkington, 2019), and increasing student autonomy through interest-driven goal setting and choice making (DeMink-Carthew & Olofson, 2020).…”

“…Personalized learning (PL) designs and practices aligned to UDL: Provide multiple means of action and expression Mobile learning: Offer options to create versatile and multi-modal (picture or text) products(Looi et al, 2009;Song et al, 2012); Blended learning: Provide options for students to develop and share their final project product that demonstrates their understandingDeMink-Carthew & Olofson, 2020); Support multiple means of demonstrating understanding in PL environments(Basham et al, 2016) 5.2 NA 5.3 ITS: Provide 'help fading' function to give students maths problems of similar difficulty and decreases the level of assistance until students demonstrate mastery (Arroyo et al, 2014) Mobile learning: Guide appropriate goal-setting by using e-ORDER that consists of six cyclical stages of an experiential learning model (Song et al, 2012) LMS: Support students to post learning goals and criteria in LMS to identify their individual needs (Edmunds & Hartnett, 2014) Human-mediated: Use I Can statements to guide goal-setting (Basham et al, 2016); Students set individual learning goals-initially with guidance and then independently (Abawi, 2015); Students received support to engage in cycles of strengths-based goal-setting, performance, and reflection (McCarthy, Liu, & Schauer, 2020); Conference with students to provide feedback and support goal setting (DeMink-Carthew & Netcoh, 2019) 6.2 Human-mediated: Support students in planning and acting to achieve goal, and to persist until goals are achieved (Abawi, 2015); Co-plan with students and provide feedback on their planning tools (DeMink-Carthew & Netcoh, 2019); Students received frequent strengths-based planning and goal-setting using flexible learning paths (McCarthy, Liu, & Schauer, 2020) 6.3 Human-mediated: Curate resources and offer minilessons on research and note-taking skills (DeMink-Carthew & Netcoh, 2019) 6.4 ALS/ITS: Provide timely feedback reports on students' learning process to support self-evaluation and Personalized learning (PL) designs and practices aligned to UDL: Provide multiple means of engagement Various technologies: Optimize individual choice and autonomy over learning such as what to investigate and demonstrate, working at their pace, working independently or in groups, sequencing of learning content (…”

“…For example, many systems progressively release information to allow students to progress based on demonstrated mastery of academic content (e.g.,Baxter et al, 2017;Cornelisz & van Klaveren, 2018), and concept maps as a teacher-mediated practice in a PL environment(Abawi, 2015).In addition, the intelligent tutoring system examined inArroyo et al (2014) provided a 'help fading' technique that could simultaneously assign learners a new problem of similar difficulty after they learned one maths problem. This function was designed to encourage learners to T A B L E 2 self-efficacy development(Arroyo et al, 2014;Chen, 2009b;Phillips et al, 2020;You et al, 2019) Mobile learning: Support self-reflection via Worksheets on mobile devices;Song et al, 2012; Human-mediated a : Provide formative assessment, feedback, and/or self-assessment strategies, tools (e.g., progress trackers) to support monitoring progress(Basham et al, 2016;DeMink-Carthew & Netcoh, 2019;DeMink-Carthew & Olofson, 2020;McCarthy, Liu, & Schauer, 2020) or post questions in LMS to invite student self-reflection(Edmunds & Hartnett, 2014) Abbreviations: ALS, adaptive learning system; G, guideline; ITS, intelligent tutoring system; LMS, learning management system; NA, not applicable; UDL, universal design for learning.a Human-mediated instructional strategies and/or learning activities could be carried out by both teachers and students.T A B L E 3…”

Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

“…Vocational education learning, especially agricultural technology education learning, needs to provide examples of problem-solving in real life (Kricsfalusy, George & Reed, 2018;Lucas, Spencer & Claxton, 2012). The learning that can develop the ability to solve problems and manufacture real products are project-based learning (PjBL) (Bell, 2010;DeMink-Carthew & Olofson, 2020;Smith & Rayfield, 2016) and problem-based learning (PBL) (Diegel, Nordin & Motte, 2019;Phungsuk, Viriyavejakul & Ratanaolarn, 2017). A few studies have evaluated PjBL in agricultural technology learning (Kibett & Kathuri, 2005;Smith & Rayfield, 2016), as well as PBL (Abbey, Lord, Dowsett & Sullivan, 2017;Parr & Edwards, 2004).…”