Title
Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study
Document Type
Article
Publication Title
RMLE Online
Publication Date
2020
Published Version
Originally published:
Jessica DeMink-Carthew & Mark W. Olofson (2020) Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study, RMLE Online, 43:2, 1-17, DOI: 10.1080/19404476.2019.1709776
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.
DOI
10.1080/19404476.2019.1709776
Recommended Citation
DeMink-Carthew, Jessica and Olofson, Mark William, "Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study" (2020). Tarrant Institute for Innovative Education Publications. 8.
https://scholarworks.uvm.edu/tiie/8