1. A Multidisciplinary Problem-Based Learning Activity<br />By Michael van Maanen<br />ED4672<br />Assignment 4<br />Project Delfort<br />
2. <ul><li>On your last visit to a museum, did you stop and look at the different design features built into it?
3. Did you engage in asking questions concerning the style and location of the design?</li></ul>To Consider:<br />
4. In this project, students will be encouraged to highlight several components of contemporary museum design, and model a museum to fit the specifications proposed by the City of Toronto. <br />They will engage in four different activities:<br /><ul><li>Letter Writing
8. Project Description (Attached to Forum)<br />Student Project Handout (Attached to Forum)<br />Exemplar Letter (Attached to Forum)<br />Exemplar Model (Attached to Forum) – Sketch-Up Software Required<br />Project Presentation (Accessible at SlideShare.net)<br />Project Components<br />
9. <ul><li>Background / Introduction of Problem
10. Problem Presented to the Students
11. Cross Curricular Links
12. Description of Activities
13. Integration of Technology
14. Rationale for Technology
15. Problem Solving Strategies
18. Works Cited</li></ul>Presentation Components:<br />
19. <ul><li>This multidisciplinary project is designed for a grade 7 class. It will involve aspects from science, language arts, mathematics and ICT.
20. The project will be completed by every student individually, but for large classes, it can easily be reformatted to be done in groups of three or four.
21. Each student (or group) will need to have access to a computer for each of the four components in the project. The computers will need to be equipped with the Microsoft Office Suite, Google Sketch-Up (freeware), and the Internet. </li></ul>Background to the Problem:<br />
22. <ul><li>The City of Toronto is asking each student (as an engineering firm) to design a museum. As mentioned above, the students will partake in four different learning activities to reflect their critical thought on the material learned in the unit so far.
23. The students will be familiar with developing a report using internet technologies.
24. Within the project, students will have the opportunity to ask questions as needed, but the goal of this project is to encourage student-led learning. </li></ul>Introduction to the Problem<br />
25. <ul><li>Which elements / attributes make an effective museum design and structure? The students are asked to reply to ad below:</li></ul>The Problem:<br /> <br /> <br />The city of Toronto is looking for a team of innovative engineers to design the exterior of the new Delfort Museum. As the city is limited by financial resources we suggest that your proposal should reflect the following dimensions:<br />Floor Plan Minimum Size: 5000 Square Meters<br />Maximum Number of Stories: 2<br />Design Style: Your Choice<br />Structure: Shell or Frame<br />Please reply with your business profile letter by October 31st, 2011. Following your letter, your design should be completed by November 15th, 2011. With your design, the city asks you to present your proposal to council on November 21st, 2011. Should you have any questions, please contact the city at: firstname.lastname@example.org or 1877-264-9970. Should your design be chosen, your team will be contacted.<br /> <br />WANTED: INNOVATIVE DESIGNERS<br />
26. <ul><li>In this project, students will experience concepts tied to Science, Mathematics, Language and Information and Communication Technologies.
27. Please Download the Project Description Document attached to the forum to see all of the objectives.</li></ul>Cross-Curricular Links<br />
28. To view the full description of activities, please download the Student handout attached to the forum.<br />Formal Business Reply Letter (15%): Each student will be responsible for creating a formal business reply letter in the hope of landing the design opportunity. <br />Research Report (25%): Do research on various museums throughout the world and then select 5 common features between the museums.<br />Museum Design (40%): Each student will be responsible for designing a museum that develops a specific image (using the five features chosen earlier).<br />Final Presentation (20%): Students will be expected to create a final presentation that will encompass the previous three steps. <br />Description of Activities<br />
29. The first part of the project required students to create a business reply letter (which has been attached to the forum).<br />Integration of Technology<br />
30. 2. The second part of the assignment had students researching different designs of different museums. In this part they would have used the internet to find the five features that they would have needed, and reported them via Microsoft Word (such that the formatting and layout would be acceptable).<br />Integration of Technology<br />
31. 3. In the third part of the project they would use Google Sketch to design their museum. <br />Integration of Technology<br />
32. 4. In the fourth and final component of the project, the students would have used PowerPoint to display the procedure of their project proposal. It would have included components from the three previous components organized in a meaningful manner.<br />Integration of Technology<br />
33. Rationale for using Technology<br />
34. Creating Sub Goals – While the project may seem large at first, the students will be faced with four distinct sub-goals within the project. These sub-goals may even be broken down further if desired by the students. <br />Algorithms – The formal business letter reply will need to follow an appropriate format. Students will engage in using the algorithm to complete their own business letters, following the rules specified in the template. <br />Breadth First – As students look for similar features between different museums, they will naturally use this strategy to narrow down their searches, eventually filtering their searching when looking for specific information.<br />Reasoning – Within their reports, students will formulate reasonable arguments as to why each of the five features should be included with in the museum.<br />Strategies used in Problem Solving<br />
35. External Portrayal – It is likely that students will create representations of their projects as the move along. This is encouraged, especially in the design stages, where several different designs may be necessary.<br />Acquisition of Content – In order to define what their museum ought to look like, students will have to acquire design sketches of other museums via the internet.<br />Pattern Recognition – When students have found different museums, they will recognize patterns between them to define five common features such as finishing, access, roof style, size etc.<br />Elaboration – While presenting their proposal to their peers, students will have the opportunity to elaborate with their peers in asking questions and providing solutions.<br />Model Building – While this entire project is centered on building a model, this may become useful when they are in the preliminary stages of the design. This process will ensure that all the different features of museums are included. <br />Strategies used in Problem Solving<br />
36. Courage Span – This project is a large project, and this strategy is incredibly important for students to develop and use as several components of this project are lengthy. It will be important to make sub-goals as they move through the project. <br />Questioning – Questioning is important in every problem, but in this project is has a particular purpose. Students will begin questioning their design, as they learn of new strategies to design and model their museum. Also, in the presentation, other students will ask questions regarding their model and project proposal.<br />Strategies used in Problem Solving<br />
37. <ul><li>For the rubric please download the Student Handout attached to the forum.
38. In this Problem-Based Learning project, the job for a teacher consists of three main parts. </li></ul>The first part is to deliver the curriculum to the students (as curriculum designer) <br />the second is to guide the students through the content (as guide) <br />and third to evaluate the students learning (as evaluator). <br /><ul><li>For a problem based activity, it is fundamental that the process of learning is as important as the product. The final product should not be the only determinant of the learning, but also the process in which the students engage in their learning.</li></ul>Assessment of Learning<br />
39. <ul><li>I know that this is an effective Problem Based Learning Project because it consists of a real-world problem, has numerous problems to solve, and includes technology effectively.
40. Besides that, it has great student individuality, supports cross-circular links, and the final project is viewed by everyone.</li></ul>Conclusion<br />
41. Alberta Education. (n.d.). Programs of Study & Learning and Teaching Resources. Retrieved July 16, 2011, from http://ednet.edc.gov.ab.ca/k_12/curriculum/bySubject/<br />Wilson, Tom. (2011). Problem Solving With Computers. Retrieved July 16, 2011, from http://classes.uleth.ca/201102/educ4762ol/<br />Works Cited<br />