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# Frisch school pbl problem solves

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### Frisch school pbl problem solves

1. 1. PBL Problem- Solving By The Frisch School Faculty August 2013
2. 2. How much of the curriculum is covered in PBL? Is an entire course supposed to be PBL? PRACTICAL: 1) PBL integrated into HW; project-based assessments 2) mini-units of PBL 3) Textbooks with a PBL bent DISRUPTIVE: 1) Redesign whole year’s timeline around projects 4-5 x a year 2) Kids take class in PBL prior to PBL class 3) Self-selected group in PBL course “BLUE-SKY” IDEAS: 1) Mini-semester of PBL in January 2) Facts downloaded into brain like in the Matrix movie
3. 3. How can we teach students to be independent learners? Introduce and provide fundamental skills Start small and create a cumulative effect that is measureable Build incentives and rewards throughout the process and demonstrate the functionality of the knowledge
4. 4. How does one use PBL in an AP course? PRACTICAL: 1) Students write sample AP questions and why wrong answers are incorrect. Other students take those sample tests for practice. DISRUPTIVE: 1) Two-year curriculum instead of one 2) Make a two-class model: one class to learn AP material, second class to apply “BLUE-SKY” IDEAS: 1) Abolish AP’s in the school 2) Joint program with theatrical group in the school to act out psychological conditions, e.g. (for AP Psych class) so students can diagnose using info from textbook
5. 5. How to be sure all students are having a sophisticated learning experience PRACTICAL: 1) “GoogleDocs”: The contributors are tracked by color 2) “Self-Portraits”: Students film themselves working 3) “Punishment”: Penalize students who aren’t working or invested 4) “Mystery Recorder”: Everyone writes; only one is collected “BLUE-SKY” IDEAS: 1) “Crystal Ball”: Teacher can watch and grade every student equally. 2) “Future-World Technology”: Use technology implants such as Google Glass so even sick or absent students can participate
6. 6. What do you do if groups aren’t working? PRACTICAL: 1) Remind students that contracts were signed 2) Change group members 3) Re-evaluate goals 4) Set different tasks for each session 5) Teacher oversees group to analyze why it’s not working PRACTICAL, CONT.: 6) Foster team-building skills, e.g, respect, cooperation, team spirit 7) Assign specific tasks to each member of group 8) Limit time of session “BLUE-SKY” IDEAS: 1) Bribe students 2) Hypnotize students
7. 7. How can the teacher ensure all members of the group are having a similar learning experience? PRACTICAL: 1) Agree on rubric before project starts 2) ) Learn students individual strengths and apply assignments based on strengths 2) Assign a different task to each student 3) Combine team work with individual work CONTINUED: 4) Give written test to ensure 5) Every student needs to present 6) Ask students to share their experience and say what they got out of the project CONTINUED: 7) Give students voice as to what they want to learn
8. 8. Would PBL be adaptable to a math/science class? PRACTICAL: 1) Project – essential question, need to know, relevance in real world, etc. – will lead to math and science skills students need DISRUPTIVE: 1) Allow extensive math/science coordination (math teachers teach science and vice versa) 2) Allow AP sci/math to meet at least two periods a day “BLUE-SKY” IDEAS: 1) Purchase advanced, sophisticated research equipment so students can do serious research