The Problem is the Solution PBL in the Social Studies & Language Arts Glenn Wiebe ESSDACK [email_address] ©2007

Sticky ideas?

Solving problems is engaging

Solving problems is engaging

Research tells us that Problem Based Learning is good for kids

Research tells us that Problem Based Learning is good for kids

It’s not a silver bullet, it’s a hammer

It’s not a silver bullet, it’s a hammer

Driving question Why were American citizens placed in “relocation camps” against their will during World War II? Is it ever okay to violate the Bill of Rights?

Why were American citizens placed in “relocation camps” against their will during World War II?

Is it ever okay to violate the Bill of Rights?

How can we develop an valid argument so that Congressmen do the right thing concerning the compensation of Japanese Americans interned during World War II?

How can we develop an valid argument so that Congressmen do the right thing concerning the compensation of Japanese Americans interned during World War II?

Using evidence from the WWII Japanese American experience, contemporary documents and contact with mentoring politicians / experts, focus on the following statement: “ Descendants of those interned during WWII should be entitled to financial compensation from the federal government.” Your task

Using evidence from the WWII Japanese American experience, contemporary documents and contact with mentoring politicians / experts, focus on the following statement:

“ Descendants of those interned during WWII should be entitled to financial compensation from the federal government.”

GRASPS Goal Persuade the US Congress to support your position concerning financial compensation Role Japanese American Citizens League or Reagan White House Audience Senate Judiciary Committee (Principal / BOE president / Chamber of Commerce president)

Goal

Persuade the US Congress to support your position concerning financial compensation

Role

Japanese American Citizens League or Reagan White House

Audience

Senate Judiciary Committee (Principal / BOE president / Chamber of Commerce president)

Situation You have been asked to present arguments during committee hearings on a bill that would compensate Japanese Americans interned during WWII and/or their descendants Product You need to prepare an oral argument for or against the proposed bill

Situation

You have been asked to present arguments during committee hearings on a bill that would compensate Japanese Americans interned during WWII and/or their descendants

Product

You need to prepare an oral argument for or against the proposed bill

Standards Your presentation should be both textual and visual and include: Accurate data concerning the internment Possible consequences of compensation Amount / Type of compensation Possible funding sources Constitutional arguments

Standards

Your presentation should be both textual and visual and include:

Accurate data concerning the internment

Possible consequences of compensation

Amount / Type of compensation

Possible funding sources

Constitutional arguments

Based on these two examples and “What Does Problem-Based Learning Look Like in the Classroom,” PBL is: And has these characteristics:

Based on these two examples and “What Does Problem-Based Learning Look Like in the Classroom,”

PBL is:

And has these characteristics:

What is PBL? “A way to organize learning around ill-structured problems so that students simultaneously acquire new knowledge and experience in wrestling with problems”

“A way to organize learning around ill-structured problems so that students simultaneously acquire new knowledge and experience in wrestling with problems”

Characteristics? An actual or simulated situation Problem is ill-structured and “messy” Student centered More work than one person can do in time allowed

An actual or simulated situation

Problem is ill-structured and “messy”

Student centered

More work than one person can do in time allowed

No clear solution Requires a product or action Students must have a “stakeholder” “ Authentic” assessment

No clear solution

Requires a product or action

Students must have a “stakeholder”

“ Authentic” assessment

Why PBL?

The top 10 jobs predicted for 2010 didn’t exist in 2004 There over 100 million registered MySpace users

The top 10 jobs predicted for 2010 didn’t exist in 2004

The 25% of the population in China with the highest IQs is greater than the total population of North America Last year a seven year-old signed a six figure endorsement deal to play professional video games

The 25% of the population in China with the highest IQs is greater than the total population of North America

So what?

So what?

Great communications skills Ability to define problems, gather data, create solutions Play nice in the sandbox Real world?

Great communications skills

Ability to define problems, gather data, create solutions

Play nice in the sandbox

“ True learning is based on discovery . . . rather than the transmission of knowledge.” John Dewey

“ True learning is based on discovery . . . rather than the transmission of knowledge.”

John Dewey

Brains search for patterns Discrete data doesn’t make sense

Brains search for patterns

Discrete data doesn’t make sense

So? We each have a personalized mental model of reality Existing schema are huge for new learning

So?

We each have a personalized mental model of reality

Existing schema are huge for new learning

What do you know? In the early 1860s, A______________ issued the Emancipation _____________. This order freed millions of s___________. The C____________ had the authority to enforce this order. Emancipation alone did not give the former s___________ a new life. Decades of economic hardship and unequal rights continued. A____________ plan was supported by many.

In the early 1860s, Alexander II issued the Emancipation Edict . This order freed millions of serfs . The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardship and unequal rights continued. Alexander’s plan was supported by many.

What do you see? viscog.beckman.uiuc.edu/djs_lab/demos.html

What do you see?

viscog.beckman.uiuc.edu/djs_lab/demos.html

Emotion & thinking Emotional chemicals increase cognitive activity

Emotion & thinking

Emotional chemicals increase cognitive activity

Brains are social Want to work with others

Brains are social

Want to work with others

PBLs provide structured patterns PBLs create emotional connections PBLs encourage collaborative learning Simple?

PBLs provide structured patterns

PBLs create emotional connections

PBLs encourage collaborative learning

Even simpler?

“ You don’t learn because you’re engaged. You’re engaged because you’re learning” Nick deKanter Muzzy Lane Software

“ You don’t learn because you’re engaged. You’re engaged because you’re learning” Nick deKanter

Muzzy Lane Software

Basic PBL structure What are some basic assumptions we should make concerning PBLs?

What are some basic assumptions we should make concerning PBLs?

History / literature is incomplete & open to interpretation Facts as “evidence” rather than “truth” Urge use of raw evidence Different “levels” of PBL Quick activity up to several weeks

History / literature is incomplete & open to interpretation

Facts as “evidence” rather than “truth”

Urge use of raw evidence

Different “levels” of PBL

Quick activity up to several weeks

Students must make or do something Not just a research paper Subject matter experts provide feedback Need a hook

Students must make or do something

Not just a research paper

Subject matter experts provide feedback

Need a hook

Activity should be “ill structured” Struggle is good for kids Provide access to the same tools & tech Don’t get too involved

Activity should be “ill structured”

Struggle is good for kids

Provide access to the same tools & tech

Don’t get too involved

Provide scaffolding Process / team building / thinking / reading Incorporate collaboration A balance of individual / group / outside expert work is important Focus on the process / not the “correct” answer

Provide scaffolding

Process / team building / thinking / reading

Incorporate collaboration

A balance of individual / group / outside expert work is important

Focus on the process / not the “correct” answer

Let’s look at some more Aha-aha’s Questions

Let’s look at some more

Aha-aha’s

Questions

Step one Select knowledge & skills that students will demonstrate Based on local & state standards

Select knowledge & skills that students will demonstrate

Based on local & state standards

Step two Develop a driving question Organizes and provides focus Thought provoking and invites inquiry Have no simple answers Kid friendly

Develop a driving question

Organizes and provides focus

Thought provoking and invites inquiry

Have no simple answers

Kid friendly

Why do we ban books? Can the use of nuclear weapons ever be justified? How has reading changed for teenagers over the last 30 years? Was FDR the best president ever? Why is Shakespeare still popular? What’s the best form of government?

Why do we ban books?

Can the use of nuclear weapons ever be justified?

How has reading changed for teenagers over the last 30 years?

Was FDR the best president ever?

Why is Shakespeare still popular?

What’s the best form of government?

Problem template How can we (central issue) . . . so that (conditions for acceptable solution) How can we develop an appropriate book purchasing policy so that both right-wing and left-wing library patrons are happy?

How can we (central issue) . . . so that (conditions for acceptable solution)

How can we develop an appropriate book purchasing policy so that both right-wing and left-wing library patrons are happy?

What might be the content and skills in your next unit? Driving question ideas? Problem ideas?

What might be the content and skills in your next unit?

Driving question ideas?

Problem ideas?

Step three Develop possible product or performance task Use GRASPS as a starting point Examples?

Develop possible product or performance task

Use GRASPS as a starting point

Examples?

GRASPS What is the G oal? What is the R ole? Who is the A udience? What is the S ituation? What is the P roduct / P erformance? What are the S tandards for evaluation?

What is the G oal?

What is the R ole?

Who is the A udience?

What is the S ituation?

What is the P roduct / P erformance?

What are the S tandards for evaluation?

Step four Determine availability of resources & tools Books, articles, web sites, computers, fax machines, people

Determine availability of resources & tools

Books, articles, web sites, computers, fax machines, people

Step five Map and manage the process Create unit “storyboard” Differentiated instruction Step by step work plan Be willing to “improvise” along the way

Map and manage the process

Create unit “storyboard”

Differentiated instruction

Step by step work plan

Be willing to “improvise” along the way

Students select a possible hypothesis Gather data to prove their hypothesis Share their hypothesis and research Students revise hypothesis based on research and feedback Conduct additional research Students create final product or performance

Students select a possible hypothesis

Gather data to prove their hypothesis

Share their hypothesis and research

Students revise hypothesis based on research and feedback

Conduct additional research

Students create final product or performance

Step six Evaluation Self-reflection

Evaluation

Self-reflection

Is it any good? The Six A’s & rubric Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices

The Six A’s & rubric

Authenticity

Academic Rigor

Applied Learning

Active Exploration

Adult Connections

Assessment Practices

Teacher role?

Create safe environment Content specialist Provide focus & resources Challenge thinking Manage group dynamics Maintain timeline Assess learning

Create safe environment

Content specialist

Provide focus & resources

Challenge thinking

Manage group dynamics

Maintain timeline

Assess learning

Other examples? WebQuests Language Arts Archeology unit Who Killed William Robinson? What Really Happened at Thanksgiving? Video games

WebQuests

Language Arts

Archeology unit

Who Killed William Robinson?

What Really Happened at Thanksgiving?

Video games

WebQuests “An inquiry-oriented activity in which some or all of the information that the learner interacts with comes from resources on the Internet” Bernie Dodge 1995 Information leads to a challenging, engaging, and satisfying task

“An inquiry-oriented activity in which some or all of the information that the learner interacts with comes from resources on the Internet” Bernie Dodge 1995

Information leads to a challenging, engaging, and satisfying task

WebQuests Lots of WebQuests online < webquest.org > Do some searching at the WebQuest matrix for your content and grade level Nothing? Try Google

Lots of WebQuests online

< webquest.org >

Do some searching at the WebQuest matrix for your content and grade level

Nothing?

Try Google

LA examples? Students write & submit proposals to potential sponsors to fund a field trip Students develop a booklet of American idioms / slang for school’s ELL students

Students write & submit proposals to potential sponsors to fund a field trip

Students develop a booklet of American idioms / slang for school’s ELL students

LA examples? American Passages: A Literary Survey <www.learner.org/amerpass/index.html>

American Passages: A Literary Survey

<www.learner.org/amerpass/index.html>

Archeology unit This person has taught us more about pre-history than any other person even though the person probably didn’t know the meaning of the word history. How did he die?

This person has taught us more about pre-history than any other person even though the person probably didn’t know the meaning of the word history.

How did he die?

Gather data What can you infer from the evidence? Task group / Share group Possible solutions? Select best & one question you still have Send a rover to “dare & share” Revise your original hypothesis

Gather data

What can you infer from the evidence?

Task group / Share group

Possible solutions?

Select best & one question you still have

Send a rover to “dare & share”

Revise your original hypothesis

“ A friend of yours found the following objects on his farm. He believes you as a amateur archeologist might be able to figure out what they mean.” Several decorated shards of pottery Small blue beads Charred wood in a pit Obsidian Projectile point about one inch long Large flat bone Animal tooth with small hole

“ A friend of yours found the following objects on his farm. He believes you as a amateur archeologist might be able to figure out what they mean.”

Several decorated shards of pottery

Small blue beads

Charred wood in a pit

Obsidian

Projectile point about one inch long

Large flat bone

Animal tooth with small hole

Your problem “Who left these behind? How do you know?”

“Who left these behind? How do you know?”

Online PBLs Who Killed William Robinson? <web.uvic.ca/history-robinson> What Really Happened at Thanksgiving? <www.plimoth.org/education/olc/ index_js2.html>

Who Killed William Robinson?

<web.uvic.ca/history-robinson>

What Really Happened at Thanksgiving?

<www.plimoth.org/education/olc/ index_js2.html>

“There are many ways of going forward, but only one way of standing still.” Franklin D. Roosevelt

“There are many ways of going forward, but only one way of standing still.”

Franklin D. Roosevelt

Resources Kansas Educational Resource Center <www.kerc-ks.org> NARA Digital Classroom < www.archives.gov/education/index.html > Library of Congress American Memory < memory.loc.gov > Our Documents <www.ourdocuments.gov>

Kansas Educational Resource Center

<www.kerc-ks.org>

NARA Digital Classroom

< www.archives.gov/education/index.html >

Library of Congress American Memory

< memory.loc.gov >

Our Documents

<www.ourdocuments.gov>

Resources Social Studies Central <www.socialstudiescentral.com> America’s Library <www.americaslibrary.org> University of Kansas links <www.ku.edu/carrie/docs>

Social Studies Central

<www.socialstudiescentral.com>

America’s Library

<www.americaslibrary.org>

University of Kansas links

<www.ku.edu/carrie/docs>

Resources Reading Quest: Making Sense in Social Studies <www.readingquest.org> National Council for the Social Studies <www.socialstudies.org> Marco Polo <marcopolo-education.org>

Reading Quest: Making Sense in Social Studies <www.readingquest.org>

National Council for the Social Studies <www.socialstudies.org>

Marco Polo <marcopolo-education.org>

Resources Edsitement <edsitement.neh.gov> History Matters! <historymatters.gmu.edu>

Edsitement <edsitement.neh.gov>

History Matters! <historymatters.gmu.edu>

Web resources History and Politics Outloud <www.hpol.org> Wayback Machine <www.archive.org> Smithsonian Institute <www.smithsonianeducation.org/educators>

History and Politics Outloud

<www.hpol.org>

Wayback Machine

<www.archive.org>

Smithsonian Institute

<www.smithsonianeducation.org/educators>

Web resources Internet History Sourcebook Project <www.fordham.edu/halsall> National Park Service / Links to the Past <www.cr.nps.gov> Teaching & Learning with Historical Documents <www.kn.pacbell.com/wired/fil/pages/ listsocailsca.html>

Internet History Sourcebook Project

<www.fordham.edu/halsall>

National Park Service / Links to the Past

<www.cr.nps.gov>

Teaching & Learning with Historical Documents

<www.kn.pacbell.com/wired/fil/pages/ listsocailsca.html>

Resources Caine, Geoffery. (2001) The Brain, Education, and the Competitive Edge . Lanham, Maryland: Scarecrow Education. Committee on Developments in the Science of Learning. (1999) How People Learn: Brain, Mind, Experience, and School . Washington, DC: National Academy Press.

Caine, Geoffery. (2001) The Brain, Education, and the Competitive Edge . Lanham, Maryland: Scarecrow Education.

Committee on Developments in the Science of Learning. (1999) How People Learn: Brain, Mind, Experience, and School . Washington, DC: National Academy Press.

Resources Kobrin, David. (1996) Beyond the Textbook: Teaching History Using Documents & Primary Sources . Portsmouth, New Hampshire: Heinemann. Lewin, Larry; Betty Jean Shoemaker. (1998) Great Performances: Creating Classroom-Based Assessment Tasks . Alexandria, Virginia: Association of Supervision and Curriculum Development.

Kobrin, David. (1996) Beyond the Textbook: Teaching History Using Documents & Primary Sources . Portsmouth, New Hampshire: Heinemann.

Lewin, Larry; Betty Jean Shoemaker. (1998) Great Performances: Creating Classroom-Based Assessment Tasks . Alexandria, Virginia: Association of Supervision and Curriculum Development.

Resources Lindquist, Tarry. (1997) Ways That Work: Putting Social Studies Standards into Practice . Portsmouth, New Hampshire: Heinemann. Steffey, Stephanie; Wendy Hood. (1994) If This is Social Studies, Why isn’t it Boring? York, Maine: Stenhouse Publishers.

Lindquist, Tarry. (1997) Ways That Work: Putting Social Studies Standards into Practice . Portsmouth, New Hampshire: Heinemann.

Steffey, Stephanie; Wendy Hood. (1994) If This is Social Studies, Why isn’t it Boring? York, Maine: Stenhouse Publishers.

Resources Zemelman, Steven, et al. (1998) Best Practice: New Standards for Teaching & Learning in America’s Schools . Portsmouth, New Hampshire: Heinemann. Zull, James. (2002) The Art of Changing the Brain. Sterling, VA. Stylus Publishing.

Zemelman, Steven, et al. (1998) Best Practice: New Standards for Teaching & Learning in America’s Schools . Portsmouth, New Hampshire: Heinemann.

Zull, James. (2002) The Art of Changing the Brain. Sterling, VA. Stylus Publishing.

Resources Fischer, Max W. (1993) American History Simulations . Westminster, CA: Teacher Created Materials. Levstick, Linda, Barton, Keith. (2001) Doing History: Investigating with Children in Elementary & Middle Schools . Mahwah, NJ: Lawrence Erlbaum Associates. Irvin, Judith (2002) Reading Strategies for the Social Studies Classroom. Holt, Rinehart and Winston.

Fischer, Max W. (1993) American History Simulations . Westminster, CA: Teacher Created Materials.

Levstick, Linda, Barton, Keith. (2001) Doing History: Investigating with Children in Elementary & Middle Schools . Mahwah, NJ: Lawrence Erlbaum Associates.

Irvin, Judith (2002) Reading Strategies for the Social Studies Classroom. Holt, Rinehart and Winston.

Resources Beck, John. (2004) Got Game: How the Gamer Generation is Reshaping Business Forever . Harvard Business School Press. Gee, James. (2003) What Video Games Have to Teach Us About Learning & Literacy . Palgrave / MacMillan.

Beck, John. (2004) Got Game: How the Gamer Generation is Reshaping Business Forever . Harvard Business School Press.

Gee, James. (2003) What Video Games Have to Teach Us About Learning & Literacy . Palgrave / MacMillan.

Resources Johnson, Steven. (2004) Mind Wide Open:Your Brain and the Neuroscience of Everyday Life . Scribner. Johnson, Steven. (2005) Everything bad is Good for You: How Today’s Popular Culture is Actually Making Us Smarter . Riverhead Books.

Johnson, Steven. (2004) Mind Wide Open:Your Brain and the Neuroscience of Everyday Life . Scribner.

Johnson, Steven. (2005) Everything bad is Good for You: How Today’s Popular Culture is Actually Making Us Smarter . Riverhead Books.

“ Everything Bad is Good for You” Steven Johnson “ Got Game?” John C. Beck, Mitchell Wade “ Don’t Bother Me, Mom - I’m Learning!” Marc Prensky

“ Everything Bad is Good for You”

Steven Johnson

“ Got Game?”

John C. Beck, Mitchell Wade

“ Don’t Bother Me, Mom - I’m Learning!”

Marc Prensky

www.making-history.com

www.making-history.com

www.discoverbabylon.org

www.discoverbabylon.org

www.knowledgematters.com

www.knowledgematters.com

www.educationalsimulations.com

www.educationalsimulations.com

www.peacemakergame.com

www.peacemakergame.com