Be the Match
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• tonya mills & miguel guhlin
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How will he
experience
learning in
school today?

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water?
mix fire and
How can we
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minds.
Focus the
HEAT of many
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Can we fix it, yes we can!
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“We’re up against
forces that are not the
fault of any one...but
feed the habits that
prevent us from
being who we want
to be....”
--Barack Obama

What habits hold you back?
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List your “stop-doing” habits below:
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Old Habits We Feed
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We Expect Technology
to Raise Test Scores
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(by 10%...fairy dust)

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Top-down purchases of expensive
integrated learning systems

Central Office Purchases:
Integrated Learning Systems
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• In a review of 100
studies of ILSes,
Henry Jay Becker
found that they
“provide little
evidence of ILS
impact on student
achievement.”
Source: http://tinyurl.com/2flkjo
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Old Habits We Feed
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• Implementing technology programs
–without initial stakeholder support
–sustained campus level support
• Expecting technology to raise test scores
• Lack of vision.
• Lack of trust

Think-Pair-Share
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“We must all make a ‘stop doing list.’
We must
\"stop doing anything and everything\"
that doesn't get us the results we want.
-Jim Collins (2001), Good to Great

in schools now?
how do we use technology
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How can technology make
learning more real?
• The resulting
inauthenticity of
classroom activity
makes it difficult for
children to see how
school learning applies
to their lives
(Perchman, 1992).

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How can we use technology to
collapse the distance between
children in our classrooms and
meaningful contributions that
they can make?
Dr. Tim Tyson

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We need to stop simplifying this life
experience of theirs into discreet,
disconnected, learning experiences that
have the maningfulness distilled right out
of them.
Our children have the untapped capacity to
make the world a better place today.
Dr. Tim Tyson

how do you start?
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There is a
process....
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of
a sense
urgency.
1. Create
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Face the brutal facts...
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Achieve Level 5 of LOTI
Technology extends learning BEYOND the classroom....

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No HEAT = Failure in 8th grade technology literacy results

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\"We sometimes feel that
what we are doing is just a
drop in the ocean. But the
ocean would be less
because of that missing
drop.\"

guiding team.
2. Pull together a
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3. Develop
and straegy.
change vision
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buy-in.
understanding and
4. Communicate for
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5. Empower others to act.
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6. Produce short-term
wins.
(or, as Wiggins and McTighe share,
long-term goals that are manifest in short-
term work)

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http://www.beatbob.com/images/dont-quit.jpg
7. Don’t let up.

http://www.brainbasedbusiness.com/uploads/fire%20CEO-thumb.gif
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8. Create a new culture.

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Be THE match

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Problem-based
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Learning
Academy

How we achieve LOTI Level 4, or Target
Tech?
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• Use a process that guides students through solving
real life, authentic problems that relate to a theme
or overall concept.
• Use the Problem Flow to Guide Development of
Lessons You Use with Your Students.
• Use an Information Problem-Solving Process (e.g.
KWHL, Big6, FLIP IT) that is standard across your
campus and/or district.
• Feel free to move away from standardized
software/hardware tools and use the tool that works
for the purpose intended.

Problem Flow
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• Overview of the
Problem Flow
• Focus on Appropriate
Assessments
• Strategies and Tools
• Reflection/ Debriefing
on the Solution
Developed

What is PBL?
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• Problem-based learning is a system for
organizing portions of a school’s curriculum
around ill-structured problems that help
students simultaneously acquire new
knowledge and experience in wrestling with
problems.

PBL Characteristics
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• Students meet an actual or simulated situation (based
upon a real world model) at the opening of a unit. The
situation is the envelope containing a problem to be
solved.
• The problem to work with is ill-structured. It must be
analyzed through inquiry and investigation before it
can be resolved. Ill-structured problems provide an
effective learning environment because they:
– lack important information when first encountered
– require the learner to hypothesize, question, collect data,
and think

PBL Characteristics,
continued
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• Only reveal their complexity through investigation and are
liable to change as inquiry progresses.
• Defy solution by simple formula requiring the application of
reason, and
• Require action (solution) even when the problem solver is
not 100% sure of the “right” answer because data might be
missing, in conflict or able to be interpreted from different
perspectives.
• Students must solve real problems; teachers coach for
growth in metacognition and critical thinking.
• Students must have a stakeholder to identify with.

Why a Stakeholder?
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• Real world problem solvers are not objective.
• Real world problems are social constructions.
• Students learn the importance of perspective (bias) in
real-world problems
• Increases ownership
• Provides a form of apprenticeship in a discipline
• In a PBL problem a Stakeholder is someone with
authority, accountability, and responsibility to do
something about the problem.

About the Scenario
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• When it is clear that a source has the potential to
become a PBL unit, begin thinking about the situation
or scenario students will meet at the opening of the
unit.
• The opening scenario is the way students meet their
problem. It is the context for all the learning that takes
places during the unit.
• All the investigation, discussion, and embedded
lessons flow from the opening scenario.

Problem Engagement
On Thanksgiving Day, you pull into a
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subdivision near Goucher College. It's a
beautiful day, the warm sun comes in
through the car window. As the cool
breeze wraps around you, you feel it like
crispness of clean sheets. As you put
your head down to take a nap, the car
engines lulling you to sleep, a sudden
thump on your door startles you awake.
The car rushes to a swerving stop, and in
the road, behind you, there's a dark
brown shape. As the deer struggles to its
feet, you see a small herd swirl past you.
Pulling into the drive, you see a
homeowner with a crossbow shooting at
deer in his front yard, while a small
group yells at him. A TV crew is pulling
up behind you. The deer your car hit is
gone, but there's trouble brewing just the
same.

Hunches
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Questions for You:
1) What hunches do we have about the
deer in Hollywood Park? •After the Unit
2) What do you know about the deer and Engagement,
the sub division?
ask students
3) What questions do we need answer in these questions.
order to do something about this
situation? • Have them use
the KWHL
• After exploring and prioritizing the
form.
questions, share with students that
they will be exploring animal life
cycles and human intervention in
animal habitats.

Stakeholders
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• A critical feature of the unit’s opening scenario is the stakeholder’s role
students will occupy throughout the problem. The stakeholder is the
persona through which students will work on the problem. It gives the
apprentice investigators the perspective, responsibilities, and authority
they will use as the unit unfolds.
• For example, the following stakeholder roles might be used
with student groups:
Home Owner(s)
–
City Council member
–
Animal rights activist
–
Deer Hunter
–
Judge
–
• Choose roles that will explore/investigate the content you
want children to discover.

Ensuring Problem-Solving
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Ask 3 questions:
• What is the connection between curriculum &
real life?
• How is technology connected and used?
• How will students be assessed?

Making the Connection
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• What real life problem or connection can we make to
the TEKS we have to teach?
• How do we introduce students to a problem, or project,
that is based on the TEKS?
• To make the connection, we can use:
– A scenario/simulation students have to participate in
character
– Vignette
– Play
– Video, newspaper, or radio announcement

Teachers Make the
Connection
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• Be sure to share with students what is
involved, such as:
– Project/Problem Introduction
– Student Grouping & Roles
– Research Model Students will use
– Student Outcome

Questions?
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• What questions would you like to explore?
• Divide into groups and assign roles

Creation Checklist
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Problem Engagement
Problem statement
Curriculum Map with TEKS Correlation
Engagement Activity
Inquiry & Investigation
Which process will you use?
Cooperative Learning will occur how?
Consequences?
Problem Resolution
Solution Product

Day 2
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• Housekeeping & Goals
• Reflection on Status of Project
• Information Acquisition / Investigation
• Rubrics and Assessment
• Group Work
• Presentations to Large Group
• Geometric Reflection

Objectives
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• Engage in understanding assessment
• Find best possible solutions
• Group work: (add to PPT)
–One activity
–Culminating activity
–Think about assessments at each step
• Present to large group

Information Problem-
Solving
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Although students have access to a variety of
resources, how will they make sense of them?
• Use an Information Problem-Solving Process
such as:
– K.W.H.L (a modified KWL)
– Big6
– FLIP IT!

Information Gathering
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BIG 6:
 Task Definition
 Information Seeking Strategies
 Location & Access
 Use of Information
 Synthesis
 Evaluation

Thinking about
Assessment
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• How will you assess your students?
– As individuals?
– In small groups?
– As a whole class?
• Use rubrics to assess:
– Content Knowledge
– Products Created
– Group Processes and Collaboration

What goes on the walls?
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• As students do their work and work with information
to make it their own…as Judi Harris says,
Transformed it from public information to private
knowledge...
– How are they going to show what they know?
– What products will you hang on the walls, whether virtual
or actual?
– How will you assess students as you consider use of
cooperative groups?

Wall Decorations
Products can include:
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• Graphic Organizers (created with
• Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs
• Web Page(s)

Assessments
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Products can include:
• Graphic Organizers (created with Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs (Excel, GraphMaster)
• Web Page(s)

Things to Consider
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• Why must we assess the learning?
• What do you need to know to conduct the
assessment?
• What forms – product or performance – might
assessment take?
• How will the assessment take place?
• Who will receive the information and how will
they use it? (stakeholders)

not a competition.
Rubrics are a continuum,
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Assessment Websites
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• http://www.glef.org/Assessment/index.html
• http://rubistar.4teachers.org/index.shtml
• http://www.middleweb.com/rubricsHG.html
• http://www.4teachers.org/projectbased/checklist.shtml
• http://www.sdcoe.k12.ca.us/score/actbank/srubrics.htm
• http://www.odyssey.on.ca/%7Eelaine.coxon/rubrics.htm

Decision Making Matrix
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Strategy Pros Cons Consequences

Present the Solution
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–A scenario/simulation students have to
participate in character
–Speech or debate
–Play
–Video, newspaper, or radio
announcement
–Expert Convention

Debrief the Problem
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• The goal is for learners to reflect on what they
have learned
• Sense of completion
• Make connections to standards-based
outcomes
• Journal entries used to debrief
PBL is authentic learning!

Creation Checklist
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Problem Engagement Reminders:
Problem •Construct
Curriculum Map with TEKS Correlation assessments that
will fit in along the
Inquiry & Investigation
way.
Which process will you use?
•Feel free to ask
Cooperative Learning will occur how?
facilitators for
Consequences?
assistance.
Problem Resolution
Solution Product