In grade 4-7 computer skills classes, screencasts were used to study how learner needs for assistance were served by video-tutorials in which learners could control the pacing and sequence of instruction. This study measured and compared the number of student requests for assistance during video-tutorial and teacher-led lessons, their performance on posttests following both methods of lesson delivery, and their attitudes and perceptions of their experiences of learning with video tutorials. When they were using video tutorials, controlling the pace and sequence of instruction in accordance with their own preferences, learners worked more independently and requested less support from the teacher or peers than they did during teacher-led lessons. Video-led groups outperformed teacher-led groups on posttests in this study. Student survey responses indicated that most students utilized the ability to pause and replay segments of the lesson preferred video-led lessons over teacher-led lessons and reported that video-led lessons made learning easier than it was during teacher-led lessons. --P. ii.
The intent of this research project is to inform educators about implementing Project Based Learning (PBL) at the secondary school level. The information provided in this report includes the literature and resources one can use to implement PBL and create rigorous projects for students. The Teacher Reflective Planner included in this report is based on my experience of visiting schools that are presently implementing PBL and the resources I located while embedding PBL into my grade 10 Science course. My professional and personal reflections summarize teacher challenges and suggest foundational supports that must be in place before implementing PBL under the following categories: collaborative culture, research and professional development, resource sourcing, planning and implementation, and assessment. Ultimately, teachers utilizing this resource will come to understand the necessity for shared learning, teamwork and key supports to sustain motivation and reap the benefits of PBL: students with an increased capacity for collaboration and critical thinking. --Leaf ii.
