2. Putting the Passion in PBL
Today’s Objectives:
Participants will gain background
knowledge about Problem Based Learning
and how to integrate PBL into a standardsbased curriculum.
Introductions
PBL Overview
How To Create a PBL
Sharing PBL Examples
3. *Set up at the
beginning of the year
for the class to run
smoothly.
CLASSROOM MANAGEMENT
Standards Based
Pre-Standards
*Set up specifically for
student collaboration
and independence
Curriculum
TOPIC
*Teacher Produced
*Collect information
to report out
*Essential Question
*Building Background
knowledge to prepare for
research
*Students generate questions
to answer
RESEARCH
*Teacher directed
*Web-based
research
*Interviews
*Books RESEARCH
*Collaborative
PRODUCTS/GROUPS
*Student driven *Student Choice
*May be student choice
*Includes authentic and meaningful
*May present to classroom
presentation
*Teacher creates groups
PRODUCTS of products not always
*Myriad
using tech
*One group the whole
*Groups form by interest, student
project
*Teacher decision
*One grade at the
end
choice w/ guidance, may change
throughout process
ASSESSMENT
*Student input on rubrics
*Standards based
*Listening & speaking crucial
*Many small assessments
along the way to check
standards are being met
4. Concept
Develop concept based on recurring themes and patterns in the standards.
Essential
Driving
Guiding
• Open ended
• Thought provoking
• Higher order thinking
skills
• Transferrable
• Inquiry generating
• Requires support
• Repeatable over time
•
• Student or teacher
created
• Focused research
• Numerous
• Somewhat open
ended
• May be inferential
• Basic content
knowledge
• Feed the driving
question
•
•
•
•
Make the abstract
concrete
Engage students
Open ended
Higher order
thinking skills
Directly connected
to:
Content
Problem
Project
5. Turn and Talk:
Think about the standards you are currently using,
what overarching concepts and essential questions
can you envision?
6. Second Grade: Structure and Properties of
Matter
Concept: Change
Essential Question: How does matter change?
Based on these big ideas what
would you use as driving and guiding questions in this
unit?
7. Teaching
• Explicit content knowledge
• Skills to be assessed
Building Background Knowledge-For example “Life Cycles”
SIOP Strategy for Background Knowledge
8. RESEARCH
•
Web-based research. Use text and web resources
responsibly
•
Collaborative- teams of students with similar questions
can work together to gather information and data
•
Use community members and other experts-have a
bank of experts on hand for the school or classroom
that can be used throughout the year for different
projects
Community Fair Clip
Surveys and interviews-students gain knowledge about
the topic by creating surveys and interview questions
•
9. First Graders learned about the life cycle of a plant by
exploring and observing seeds, growing their own plants,
and studying the plant environment in Ben Franklin’s Courtyard.
12. PRODUCTS AND GROUPING
Student Grouping:
• Interest Based
• Product Based
• Reflection on collaboration is
ongoing using daily updates and a
final collaboration rubric
13. PRODUCTS AND GROUPING
EAB Final Presentation- iMovie
Student Driven Products-Not always
tech based
Authentic Presentations to more
than just peers
15. Turn and Talk: What type of final presentations or
products would be most beneficial for your students
to be a part of?
16. ASSESSMENT
Standards Based
• Short Quizzes along the way
• Assess while teaching background
knowledge
• Rubrics created with students using
standards
Listening and Speaking Standards can be
assessed with final presentations
Deconstruction Example
17. • What aspects of Problem Based
Learning do you still have questions
about?
18. Basic Info
• Sarah Rodriguez
– srodriguez@d41.org
• Stacy Slater
– sslater@d41.org
• Slide Share
– http://www.slideshare.net/stacyslater18/puttingthe-passion-in-pbl
Editor's Notes
Sarah
Sarah – classroom mgt, research,assessStacy – topics, products
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Sarah – 1st 2 bulletsStacy last 2 bullets
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