May 2016 EDT605 Instructional Models: REALs aka Rich Environments for Active Learning-by Michilyn Gonzalez

What is REALs?

REALs stands for Rich Environments for Active Learning. In this model students are no longer passive learners who memorize information merely to regurgitate it for a test and later not have the skills to use that knowledge for problem solving in the real world. Oh no, with the REAL model students learn in a collaborative setting with comprehensive instruction systems that promote study and investigation with realistic, meaningful, relevant, complex and information-rich contexts. Students can take the content they are learning and apply that to projects based on their personal interests. REALs engages students in the process of analyzing, defining, creating and evaluating their work and others.

According to Grabinger and Dunlap REALs:

Promote study and investigation with authentic contexts
Encourage growth of student responsibility, initiative, decision making and intentional learning
Cultivate collaboration among teachers and students
Utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures: and
Assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. (2012)

Learning Theory Root

REALs is a learner-centered model rooted in Constructivist philosophies and theories even though the actual practice has been around for centuries. The Constructivist theory asserts that learning takes place through a continual process of constructing, interpreting and modifying our own perspectives of reality based on our personal experiences. Introduced as a “new” theory in the early 20^th century, Constructivism views knowledge as constructed by the learner not as mere information transmitted from a teacher as in Cognitive theories nor as stimulus-response or the need to closely control learning through instructional design as in Behaviorism theories. Fathers of the constructivist theory in the early 1900s were Piaget and Vygotsky. Piaget believed that knowledge was constructed by the learner due to his/her physical development and maturity whereas Vygotsky viewed knowledge as primarily influenced on the socio-cultural context of the learner. Today our views on the Constructivist theories have expanded and the learner is the leader. In Constructivism the teacher act as a coach or mentor guiding students along a path of knowledge and understanding and discovery. Long before Piaget and Vygotsky came up with their theories Socrates (470-390 BC) was teaching and coaching his students using problems and questions to guide his students to think through their environments and come to their own conclusions. The notion that students should learn through practice, application and apprenticeship has been around for centuries. (Grabinger, 1995) That is the root of Constructivism.

Application of REALs in the Classroom

Instead of just leading endless lectures and non-stop drill and practice assignments CREATING a rich environment for active learning in a classroom is great FUN and INVITES students in for a learning ADVENTURE! In the 6^th grade classroom I substitute teach in on a regular basis our history focus for the year is on ancient history. This is a rich history and so much can be used from this subject alone to make my classroom environment a fun, creative, expressive learning environment where we are constantly evaluating and growing. Students see how what we are learning about ancient history, the Roman Empire and other subjects directly affect their everyday lives and they actively use this information to make the classroom run smoothly and to learn at a deeper level.

Here’s how this classroom is REAL:

Classroom desks are arranged in groups of 6 and named for ancient Roman cities, groups research the names and pick. (Collaboration)
During class time and collaboration time groups are referred to as their Roman city names and groups can gain or lose point according to their performance and conduct. These points are always on the board and monitored by the group leader. (Math)
One group is the designated “Government” group and consists of a President, Vice President, Secretary and Treasurer, and Convoy. Every student gets a chance to hold these offices at least once and since democracy began in the roman days they are able to be voted out by their citizens (aka classmates). (Social Studies)
Groups have to do projects based on their city names and roman occupations of choice and present to the class. They are able to work collaborate on these projects. (History, Geography)
Projects are encouraged to be communicated in ways the students enjoy. If they love to make videos then they are welcome to record their reports and show to the class. If they enjoy PowerPoint presentations their information can be presented that way. If they love to write they are encouraged to write as creatively as they need but to convey the information succinctly. (Language Arts)
Students always stand and address the teacher and students with “Mrs. Gonzalez and my fellow scholars, I believe the answer is….”. (Manners, Respect)
Every once in a while the whole class will have to stand up and take a lap around the classroom just to get our blood flowing and brains moving. (Physical Education)
We stand when learning new math concepts and recite fun rhymes to help us remember the concepts. ( Math)
Groups are encouraged to have a board meeting and assess understanding or confusion of concepts covered. Findings are shared as a group and I can instruct group or confused student can choose to be pulled for further instruction. (Business, Collaboration, Team Work)
Engage students when answering questions by having other students agree or disagree with their answers. (Critical Thinking)