REALs by Tim Kelly

Rich Environments for Active Learning (REALs) is an instructional model from the Constructivist/Interpretivism family tree. This model lends itself well to the idea of project-based learning where students can use new knowledge in a variety of real-world environments.

Theoretical Family Tree       

            The Constructivist/Interpretive theory is one in which learners build personal interpretations of the world based on their experiences. It states that knowledge is embedded in the context through which it used and that knowledge can be situation specific and should be (or can be) flexible in the way that it is used. Finally, this theory states meaning is imposed by the individual’s use of the knowledge rather than existing in the world independently. Within this broad definition of the theory is the embedded theory of cognitive flexibility. Cognitive flexibility is the ability to use new knowledge in different ways. It is concerned mostly with the transfer of knowledge from initial learning to the learner using the information in a new and complex way. For this reason, cognitive flexibility is more interested in the presentation of knowledge from multiple perspectives. In other words, can the learner us the knowledge in a real-world scenario?

            The goals of the above theories include the ideas that content should not be structured around a task, but rather should be centered on the idea of using knowledge for some greater purpose and that purpose should be to solve a problem or puzzle as perceived by the learner. Finally, the theory rests on the idea that the learner should focus on the process not the end result.

Instructional Model

REALs is the model that challenges students to constantly reshape their knowledge. It can be implemented in through cooperative learning, student-centered learning and/or problem based learning. Problem based learning is the implementation mode that can most accomplish the REAL model. Students that can solve a real-world problem using new knowledge will develop a relevant meaning for the knowledge and therefore will learn based on the use of the knowledge in a real-world context.

Implementation: Project-Based Learning

The project (or problem) in this learning model forces students to develop a solution to a real-world issue and present their findings a selected method. In an ideal setting it would even give the student the freedom to choose which problem they wanted to solve. The added benefit that student autonomy used in project-based learning should help student motivation is also a bonus.

Project based learning can be used across the curriculum and at any skill level. The idea of project learning seems to be becoming increasingly popular and therefore more resources are available for educators to use to develop projects. Some useful resources include the Buck Institute of Education, Edutopia, and this blog that includes many links to more resources.