P B L

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Problem-based learning (PBL) is a student-centered approach where students work in groups to solve an authentic problem. The teacher acts as a facilitator, not lecturer, helping students develop questions about the problem, find resources, and create a final product to present their proposed solutions. Assessment focuses on authentic performance tasks and group collaboration skills. Technology tools like videos and webquests can support PBL by providing online resources for student-led investigation of problems.

Education Technology

Using Technology with Authentic Learning in a PBL classroom.

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Teacher Tube http://www. teachertube .com

University of Delaware http://www. udel . edu/pbl/

Applications http://www4. nau . edu/eeop/aqcp/general_pbl .asp

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Instructional rounds will take place on two levels this year. First, rounds will be an important part of small group reflection, where a team of teachers who share a common planning hour observe two classrooms a month. In this format teachers will look for descriptive evidence and avoid subjective speculation about practice. Small groups will use our faculty protocol form and will also look for evidence in support of NEE indicators 1.2, 4.1, 5.1, and 7.4. Second, rounds will be used by department chairs as a school-wide strategy to identify problems of practice. As defined by Roberts: "a problem of practice is a statement that describes the instructional problem that a school is struggling with and that serves as a focus for classroom observations" (page 4). Department chairs will conduct rounds twice this year (once each semester) to support our progress toward our building goals. The purpose of this practice is not evaluative, this practice will report broad trends for staff reflection from a school-wide perspective; no individual teacher data will be reported. These slides were discussed during collaboration on September 19, 2013.

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roject-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

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P B L

1. Using Technology with Authentic Learning in a PBL classroom.

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15. Webquest

16. Teacher Tube http://www. teachertube .com

17. Youtube http://www. youtube .com

18. University of Delaware http://www. udel . edu/pbl/

19. Applications http://www4. nau . edu/eeop/aqcp/general_pbl .asp

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