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Simulations in Teaching: Special Education Multimedia PBL Cases

Theresa A. Ochoa

School of Education

November, 2003

Ameritech Fellows Program, IU School of Education Proffitt Grant, IHETS

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• Provide messy, real-life problems• Students assume major responsibility for their

learning (anchored constructivism)• Students are assigned to project teams

responsible for framing the problem and deciding how to use knowledge obtained from readings and discussions

• Evaluation is shared (students, professor, practitioner)

PBL Instructional Approach

• Provide messy, real-life problems• Students assume major responsibility for their

learning (anchored constructivism)• Students are assigned to project teams

responsible for framing the problem and deciding how to use knowledge obtained from readings and discussions

• Evaluation is shared (students, professor, practitioner)

Narrative Phase of MUSE Problem

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Role StrandsActivity

Part 1: Follow the recipe within the module to write one goal for Andres after completing your role strand search.

Part 2: Meet with your Child Study Team to select 3 goals for Andres among the goals written from each member of your team.

Part 3: Modify the existing Classroom Schedule within the module to indicate when, where, and with whom Andres will meet during the school day to work on the IEP goals identified by the team.

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Problem Resolution

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• PBL Interactive Multimedia simulations are well regarded by students and instructors for learning and teaching about the special education referral process and disciplining students with disabilities.

• Students report that the real life nature of the simulations will prepare them to respond to the problems they will face in their careers.

• Instructors report that student engagement in the activities is genuine and significant.

Teaching Results

• PBL Interactive Multimedia simulations are well regarded by students and instructors for learning and teaching about the special education referral process and disciplining students with disabilities.

• Students report that the real life nature of the simulations will prepare them to respond to the problems they will face in their careers.

• Instructors report that student engagement in the activities is genuine and significant.

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• Dynamics within groups varies. Some groups work well together and all students engage similarly. Other groups experience challenges when one or two students do not contribute adequately.

• Instructors need group management skills in order to facilitate effective communication and cooperation among groups.

• Evaluation, albeit time consuming, is working well. Students seem to be fair and honest when assigning points to themselves and their peers.

• Dynamics within groups varies. Some groups work well together and all students engage similarly. Other groups experience challenges when one or two students do not contribute adequately.

• Instructors need group management skills in order to facilitate effective communication and cooperation among groups.

• Evaluation, albeit time consuming, is working well. Students seem to be fair and honest when assigning points to themselves and their peers.