Problem-Based Learning
Integrating 21st Century Skills
Who Are We?
•
•
•
•
Name
School
Grade/Content
What do you want to get out of this class?
Housekeeping
• 8:00-4:30, 1 hour for lunch on your own
• Restrooms
• Aurora Credit—assignment due July 5th
– [email protected]
Who Are We?
•
•
•
•
Name
School
Grade/Content
What do you want to get out of this class?
Course Description
Project-based learning is a dynamic approach to teaching in
which students explore real-world problems and challenges.
With this type of active and engaged learning, students are
inspired to obtain a deeper knowledge of the subjects they're
studying (as defined by Edutopia). Participants in this course
will:
• Understand what problem based learning is and what it
isn’t
• Develop a problem-based unit of instruction incorporating
content standards and technology standards
• Explore and evaluate technologies that support problembased learning
• Collaborate with participants and share learning
Twitter
http://www.twitter.com
The Week At A Glance
Morning
Monday
Tuesday
Wednesday Thursday
Friday
Welcome and
Introductions
"Housekeeping“
Planning
Template
Unit Planning,
Phase 1
Unit Planning,
Phase 3
21st Century
Skills
Interactive
Technologies
Putting It All
Together
Guided Work
Time
Organizing and Unit Planning,
Managing the Phase 2
PBL Classroom Sharing
Instructional
Strategies
Unit Planning,
Phase 4
Sharing
Unit PlanningGuided Work
Time
Sharing
Reflection
Reflection
Reflection and
Evaluation
What is "ProblemBased
Learning"?
Try It
PBL Project
Afternoon Sharing
A Framework for
Planning
End Of
Day, Prep Reflection
For
Tomorrow
Reflection
Web Page
• http://techandpbl.wikispaces.com/home
Turn and Talk
• What did you see/hear?
• How is this similar to what you do now?
• How is this different?
Problem-Based Learning
Driving
Question
or
Challenge
Feedback
and
Revision
Need to
Know
ProjectBased
Learning
Student
Voice and
Choice
Inquiry and
Innovation
21st
Century
Skills
Excerpts from Edutopia
• Creating schools for the 21st Century requires less
time looking in the rearview mirror and more vision
anticipating the road ahead.
• Teaching has been an activity undertaken behind
closed doors between moderately consenting
participants.
• Technology enables students, teachers, and
administrators to reach out beyond the school building.
• Innovative classrooms are not defined by fixed places
but by their spirit of curiosity and collaboration among
students, teachers, and others in a true learning
community.
Problem/Inquiry Based Learning
• An inquiry process that resolves
questions, curiosities, doubts, and
uncertainties about complex phenomena
in life.
• A problem is any doubt, difficulty or
uncertainty that invites or needs some kind
of resolution.
• We want students to become deeply
involved in a quest for knowledge.
What is Problem-Based Learning?
• PBL is curriculum-fueled and standards-based.
• PBL asks a question or poses a problem that
ALL students can consider and find answers.
Concrete, hands-on experiences come
together during problem-based learning.
• PBL allows students to investigate issues and
topics in real-world problems.
• PBL fosters abstract, intellectual tasks to
explore complex issues.
Let’s Try One
• Modified for a short term experience
• Our scores in _______ have continued to
decline over the last five years. The
School Board would like to know and
understand the research-based teaching
strategies that would best address this
issue system-wide. They have asked to
see strategies modeled at the next School
Board meeting.
• Upload your filmed presentation to
YouTube so they can review multiple times
on their own after the meeting
What are our learning goals?
• Find research-based learning strategies that best
support your content area
• Collaborate with colleagues ( 21st century skill)
• Create a media-based presentation (technology, realworld)
First….
• Determine content area you are most interested
in pursuing
– Create groups of 3-4
• On your own:
– Research best-practice teaching strategies.
• With your team:
– Collaborate with your team to compare and contrast
your findings.
– Come to consensus on the "best choice."
Next….
• Plan your presentation
– Include your justification/purpose for selecting the strategy
– Storyboard and plan your shots
• Model the strategy from start to finish (tape using the
FLIP camera)
• Use Windows Movie Maker to finish your presentation
• You will not be physically present at the presentation; be
thorough in your filmed project
In your presentation:
• Provide an overview of the strategy chosen by
your team.
• Summarize your team's "compare and
contrast of other strategies" discussion.
• Justify your choice.
Resources
• Class website
• Research Based Teaching Strategies
• Planning for video-taping
– Story Board
– Types of shots
• How-to guides for
– FLIP cameras
– Windows Movie Maker
Debrief
• How was the experience for you?
– What did you like?
– What frustrated you?
– What did the facilitator do to support you?
– How would you have structured this
differently?
• There was no formal assessment
– What were the learning goals?
– Did you reach them?
– How would you build an assessment plan for
this process?
Transformation
• The teacher cultivates a rich learning
environment, where blending choice of
technology tools with student-initiated
investigations, discussions, compositions, or
projects, across any content area, is
promoted.
Let’s Look At Some More Examples
• Arizona Technology Integration Matrix—a
closer look at the matrix, types of learning
experiences
• http://www.azk12.org/tim/
• Explore on your own
Big Ideas
How Does Problem-Based Learning Work?
• Question
• Plan
• Schedule
• Monitor
• Assess
• Evaluate
• Problem-based learning, as with all lessons, requires much preparation
and planning.
• When designing the project and the student question that will launch the
project, it is essential that you have in mind exactly which content
standards will be addressed.
• Once these standards are in mind, then devise a plan that will integrate
as many subjects as possible and appropriate into the project. Have in
mind what materials and resources will be accessible to the students to
assist them.
• Next, what time allotment will be given to the project? Will this project
be conducted during the entire school day or during dedicated blocks of
time? How many days will be devoted to the project?
• Students will need to be given direction for managing their time, a
definite life skill.
• Finally, have a means for assessing your students’ completion of the
project. Did the students master the content? Were they able to apply
their new knowledge and skills?
• The question that launches your project-based learning lesson must be
one that engages the students. It will pose a problem or a situation that
the students can tackle knowing that there is no ONE answer or solution.
Question
• Start with the Essential Question.
• Take a real-world topic and begin
an in-depth investigation.
• Make sure it is relevant to your
students.
• We will spend more time on this
later this week.
Questions
• The question that launches your learning lesson must be
engaging to the students.
• It is greater than the task at hand. It will pose a problem or a
situation that the students can tackle knowing that there is
no ONE answer or solution.
• Base your question on a situation or topic that is authentic.
What is happening in your classroom? In your community?
• Make it a one that students can feel that they are making an
impact by answering the question or solving the problem.
• The question should be a “NOW” question -- a question that
has meaning for the students in their lives at this moment in
time.
Plan
• Plan which content standards will be
addressed while answering the
question.
• Involve students in the questioning,
planning, and project-building process.
• Teacher and students brainstorm
activities that support the inquiry.
Planning Considerations
• Problem-based learning, as with all lessons, requires
much preparation and planning.
• When designing the project/inquiry and the student
question that will launch the project, have in mind
exactly which content standards will be addressed
through your inquiry and project development.
• Students feel ownership of the project when they have
an active role in the decision making for the activities.
• Devise a plan that will integrate as many subjects as
possible and appropriate into the project. Have in mind
what materials and resources will be accessible to the
students to assist them.
Schedule
• Teacher and students design a
timeline for project components.
• Set benchmarks.
• Keep it simple and age-appropriate.
Schedule Considerations
• What time allotment will be given to the project? Will
this project be conducted during the entire school day
or during dedicated blocks of time? How many days
will be devoted to the project?
• Give students direction for managing their time. Teach
them how to schedule their tasks. Remind them of the
timeline. Help them to set deadlines.
• The “big question” acts as the catalyst. Initiate projects
that will let all students meet with success. Allow
students to go in new directions, but guide them. Help
them stay on course: the path to knowledge.
Monitor
• Facilitate the process.
• Mentor the process.
• Utilize rubrics.
Monitoring
• Teach the students how to work collaboratively.
Designate fluid roles for group members. Have
students chose their primary roles but assume
responsibility and inter-activity for all group
roles. Provide resources. Provide guidance.
• Create team rubrics:
– Team rubrics state the expectations of each team member. Watch the group dynamics.
How well are the members participating? How engaged are they in the process?
• Create project rubrics:
– What is required for project completion? What is the final product: a word-processed
document? A multimedia presentation? An oral report? A poster? A combination of products?
What does a good report/multimedia presentation/poster/product look like? Make the
requirements clear to the students so that all can meet with success.
Assess
• Make the assessment authentic.
• Know authentic assessment will require
more time and effort from the teacher.
• Vary the types of assessments used.
Types of Authentic Assessment
• Constructed-response items: a student has to state the answer to a
problem. These tests often can allow more than one answer letting all
students have a chance to demonstrate their new knowledge.
• Essays: students are asked to analyze and synthesize their new
knowledge and then write about it.
• Performance tasks: students are asked to perform a task that will
demonstrate the application of the new knowledge.
• Exhibitions and demonstrations: these projects can be done individually
or within a group and demonstrate the application of the new knowledge.
• Portfolios: students keep a collection of work that best demonstrates
the understanding and application of the new knowledge.
• Classroom presentations and oral discussion: students can orally
demonstrate the application of the new knowledge.
Evaluate
• Take time to reflect individually and as a
group.
• Share feelings and experiences.
• Discuss what worked well.
• Discuss what needs change.
• Share ideas that will lead to new inquiries,
thus new projects.
Differences Between Project Based and
Problem Based Learning
• In Project based learning, the students define the
purpose for creating an end product.
• In Problem based learning, the students are presented
with a problem to solve.
• In Project based learning, the students present their
conclusion and there is an end product.
• In Problem based learning, when the students present
their conclusion, there may or may not be an end
product.
An education company has asked for your help to
create an activity with the following materials. 20
pieces of paper, 4 paper clips, 10 inches of tape and a
tennis ball. The activity should include 21st Century
Skills and other content areas. Work in groups of 3 to
5. You have 20 minutes to complete and present
your group results.
You have been given 20 pieces of paper, 4
paper clips and 10 inches of tape.
Your group is to build the highest paper tower
possible that will support a tennis ball for 10
seconds when placed on top. The structure is to
be free standing and cannot touch any other
object that would aid in support. The tape is also
not to be used to attach the tower to any other
object. One final objective for your group is to
make connections to STEM content areas relating
to this activity. You have 20 minutes to complete.
Your Unit
• Think About It
– What content areas are you considering?
– What specific units are you considering?
• Share
– Are there colleagues who have similar interests?
– You may create a “group unit” if you wish
Rigor and Relevance
• What is the framework? What do you know?
• Read the article
• With 1-2 colleagues, discuss connection to
problem-based learning
• Be prepared to share your thinking
Reflection
• Discussion Board
• Thoughts about the day
• What would you like to make sure we do/talk
about/learn this week?
• Other