Students understand the relevance of contentStudents become self-directed learnersBuilds critical thinking skills of students and teachersHelps build connections across content areas.Fosters a culture of group work that matches the workplace environmentConnects multidisciplinary contentEncourages self-directed learnersBuilds critical thinking skills Fosters collaboration and communication skills
Challenge; Generate ideas; Gather multiple perspectives; Research; Test your mettle; Go publicExample of an external scaffold for developing self regulation with k-16 students in any given area of study.
Generate Ideas: Is one paper towel really better than another? Does price reflect quality? What does it mean to be better? Stronger? More Absorbent? (see handout)What properties of a paper towel make it both efficient and economical? What are your initial ideas for product testing? (see handout)
Research and Revise: Add to your initial ideas on how to recommend the best brand of paper towel to school district officials. (see handout)
Test the Paper Towel Brands for: StrengthRate of absorbencyOverall absorbency Cost
Create a presentation based on your findings and present it to the school board. Your presentation must include a recommendation to the school board for the purchase of a particular brand of paper towel. You must support your recommendation with evidence that you collected during your research. (See attached rubric)
Problem based learning: Preparing students to solve real world problems in the STEM disciplines<br />Martha M. Day, Ed.D.<br />Lee Ann Smith, M.A.<br />
Why PBL? <br />Connects content<br />Encourages learners<br />Builds critical thinking skills <br />Fosters collaboration and communication skills<br />
References<br />Petrosino, A. (2011). The legacy cycyle. <br />http://www.edb.utexas.edu/visionawards/petrosino/<br />Waterman, E. and Thompson, S. (1995). Small-scale chemistry laboratory manual. Addison-Wesley. <br />
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