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Pb iday1s05

Pb iday1s05







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    Pb iday1s05 Pb iday1s05 Presentation Transcript

      • http://www.edutopia.org/newsome-park
      • Driving Question = open-ended question that is meaningful and important to learners.
      • Open-ended, ill-structured problem with value in Real World
      • Learner has active role in setting outcomes
      • Anchored instruction
      • Teacher as Tutor
      • Scientific Inquiry Processes have indirect effect on artifact
      • Widespread use in a variety of disciplines
      • Assessment is on going, allowing for revision
      What is Problem Based Learning?
    • Six A’s of PBL (Steinberg, 1998)
      • Authenticity
      • Academic Rigor
      • Applied Learning
      • Active Exploration
      • Adult Relationships
      • Assessment Practices
    • Authenticity
      • Meaningful to students
      • Similar to projects undertaken by adults in workplace
      • Students produce something that has value beyond school setting
    • Academic Rigor
      • Students acquire and apply knowledge central to one or more discipline areas.
      • Students use methods of inquiry from one or more disciplines
      • Students develop higher-order thinking skills
    • Applied Learning
      • Students solve a problem grounded in real life and/or work
      • Students need to acquire and use skills expected in high performance work environments
      • Students develop organizational and self-management skills
    • Active Exploration
      • Students spend significant amounts of time doing work in the field, outside of school
      • Students engage in real investigative work using a variety of methods, media and sources
      • Students expected to explain what they learned through a presentation or performance
    • Adult Relationships
      • Students meet and observe adults with relevant expertise and experience.
      • Students work closely with at least one adult
      • Adults and students collaborate on the design and assessment of the project
    • Assessment Procedures
      • Students regularly reflect on their learning using clear project criteria that he/she helped set.
      • Adults from community help students develop a sense of real world standards from this type of work.
      • Students work is regularly assessed through a variety of methods.
    • Why PBI?
      • Improves students' critical thinking abilities
        • (Moursund, Bielefeldt, & Underwood, 1997)
      • Develops ability to ask questions
      • Taps into students' inquisitive natures (why does something work the way it does?)
      • Develops a sense of ownership in the learning process. (intrinsic vs. extrinsic)
      • Helps prepare students to meet state standards
        • (Boaler, 2001; Nadelson, 2000).
    • Why PBI?
      • Motivational for student. Students who struggle in most academic settings find meaning and justification for learning by working on projects (Nadelson, 2000).
        • (Bottoms & Webb, 1998; Moursund, Bielefeldt & Underwood, 1997).
      • Provides a more wholistic view of the discipline (how does it tie to real world? Not just a disjointed list of vocabulary or formulas)
        • (Boaler, 2001; Blank, 1997; Bottoms & Webb, 1998; Reyes, 1998).
      • Aligns with current research on cognition
        • (Bryson, 1994; Reyes, 1998).
      • Driving Question Power Point
    • What is Curriculum?
      • What is curriculum?
      • What are the characteristics of good curricula?
    • What is Curriculum?
      • Curriculum is what is taught.
      • Levels
        • Written curriculum
        • Taught curriculum
        • Hidden curriculum
    • Project 2061 Characteristics of Good Curricula
      • Identifying a Sense of Purpose
      • Building on Student Ideas
      • Engaging Students
      • Developing Ideas
      • Promoting Student Thinking
      • Assessing Student Progress
      • Enhancing the Learning Environment