Why and how should practical reasoning and project-based learning be used in FCS classes?
Several forces have contributed to the ever-changing methodologies used in family and consumer education (FCS). These forces together with the philosophical ideologies changes in society have influenced the FCS curriculum in several ways. These factors have necessitated the use of practical reasoning and project-based learning in FCS classes (Ryburn, 65).
From the early 1980s, FCS experts have spearheaded the adoption of new curriculums in FCS classes. According to these experts, human relationships are equal and cooperative rather than patriarchal. Thus, there is a need to adopt approaches practically focused on FCS classes (Sewell, 54). With the adoption of these approaches, teachers can improve their students’ learning abilities. Teachers who have used the system have helped their students to solve numerous practical challenges. Similarly, they are able to solve students’ ethical issues by providing them with various ethical solutions. In this regard, the students become socially responsible. Through FCS classes, experts have identified practical reasoning as a critical thinking process in the education system (Sewell, 76). This is because practical reasoning allows both the teachers and students to consider carefully their appropriate factors, substitute actions, valued ends, and various consequences necessitating ethical actions. Similarly, practical reasoning is useful in effectively solving real-world challenges especially concerning problems requiring intellectual and social approaches. Therefore, all FCS classes should adopt the use of practical reasoning in their curriculums to help the students to become better family members and citizens in the future.
The practical reasoning learning process can be introduced to students by asking questions that relate to their family, school, and community challenges. The students should apply their reasoning skills to obtain solutions.
Project-based learning
Project-based learning can be advantageous in FCS classes as it engages students in cooperative investigations. With this learning framework, students learn to collaborate and work together towards a common goal. In the course of this learning process, students participate by asking questions, arguing ideas, analyzing data, and establishing facts. Teachers should encourage their students to develop and solve questions relating to their family, community, and school. Subsequently, teachers and FCS curriculum developers can develop questions and activities for their students. It is appropriate to advocate this teaching approach in all FCS classes due to its numerous benefits to both the teachers and students.
Overtime, Projects serve as a bridge between the classwork and real life experiences. Thus, through this process, students can appreciate the knowledge gained in FCS classes (Sewell, 76). Similarly, through projects, students obtain the chance to develop facts thus allowing them to expand their knowledge. By exchanging projects, students can scrutinize tasks and develop a better understanding of their families and society. Likewise, projects can provide teachers with a platform to evaluate the level of their students’ understanding. This enables teachers to analyze and assess how the students have transferred their knowledge in various situations. In this regard, it is considered important for teachers to embrace project-based learning in their teaching endeavors.
Where does the scenario assessment fit in?
In FCS classes, scenario assessment methods are the best-suited means of evaluating and grading students. In each scenario, students are should use their reasoning and apply knowledge to solve problems. This implies that scenario assessment can suit both the practical reasoning and project-based learning methods used in FCS classes. Teachers are required to rate their students’ responses in relation to every scenario. FCS experts are required to develop scenario projects for homes and career skills that are valid and reliable (Ryburn, 65).
Works Cited
Ryburn, Renee. Mentoring Practices in Family and Consumer Sciences Education. lowa: Iowa State University, 2007. Print.
Sewell, Darby. A Narrative Journey to Family and Consumer Sciences Education. Iowa : Iowa State University, 2008. Print.