Pb iday1s05

458 views

Published on

PBI

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
458
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Pb iday1s05

  1. 2. <ul><li>http://www.edutopia.org/newsome-park </li></ul>http://www.edutopia.org/magic-of-math
  2. 3. <ul><li>Driving Question = open-ended question that is meaningful and important to learners. </li></ul><ul><li>Open-ended, ill-structured problem with value in Real World </li></ul><ul><li>Learner has active role in setting outcomes </li></ul><ul><li>Anchored instruction </li></ul><ul><li>Teacher as Tutor </li></ul><ul><li>Scientific Inquiry Processes have indirect effect on artifact </li></ul><ul><li>Widespread use in a variety of disciplines </li></ul><ul><li>Assessment is on going, allowing for revision </li></ul>What is Problem Based Learning?
  3. 4. Six A’s of PBL (Steinberg, 1998) <ul><li>Authenticity </li></ul><ul><li>Academic Rigor </li></ul><ul><li>Applied Learning </li></ul><ul><li>Active Exploration </li></ul><ul><li>Adult Relationships </li></ul><ul><li>Assessment Practices </li></ul>
  4. 5. Authenticity <ul><li>Meaningful to students </li></ul><ul><li>Similar to projects undertaken by adults in workplace </li></ul><ul><li>Students produce something that has value beyond school setting </li></ul>
  5. 6. Academic Rigor <ul><li>Students acquire and apply knowledge central to one or more discipline areas. </li></ul><ul><li>Students use methods of inquiry from one or more disciplines </li></ul><ul><li>Students develop higher-order thinking skills </li></ul>
  6. 7. Applied Learning <ul><li>Students solve a problem grounded in real life and/or work </li></ul><ul><li>Students need to acquire and use skills expected in high performance work environments </li></ul><ul><li>Students develop organizational and self-management skills </li></ul>
  7. 8. Active Exploration <ul><li>Students spend significant amounts of time doing work in the field, outside of school </li></ul><ul><li>Students engage in real investigative work using a variety of methods, media and sources </li></ul><ul><li>Students expected to explain what they learned through a presentation or performance </li></ul>
  8. 9. Adult Relationships <ul><li>Students meet and observe adults with relevant expertise and experience. </li></ul><ul><li>Students work closely with at least one adult </li></ul><ul><li>Adults and students collaborate on the design and assessment of the project </li></ul>
  9. 10. Assessment Procedures <ul><li>Students regularly reflect on their learning using clear project criteria that he/she helped set. </li></ul><ul><li>Adults from community help students develop a sense of real world standards from this type of work. </li></ul><ul><li>Students work is regularly assessed through a variety of methods. </li></ul>
  10. 11. Why PBI? <ul><li>Improves students' critical thinking abilities </li></ul><ul><ul><li>(Moursund, Bielefeldt, & Underwood, 1997) </li></ul></ul><ul><li>Develops ability to ask questions </li></ul><ul><li>Taps into students' inquisitive natures (why does something work the way it does?) </li></ul><ul><li>Develops a sense of ownership in the learning process. (intrinsic vs. extrinsic) </li></ul><ul><li>Helps prepare students to meet state standards </li></ul><ul><ul><li>(Boaler, 2001; Nadelson, 2000). </li></ul></ul>
  11. 12. Why PBI? <ul><li>Motivational for student. Students who struggle in most academic settings find meaning and justification for learning by working on projects (Nadelson, 2000). </li></ul><ul><ul><li>(Bottoms & Webb, 1998; Moursund, Bielefeldt & Underwood, 1997). </li></ul></ul><ul><li>Provides a more wholistic view of the discipline (how does it tie to real world? Not just a disjointed list of vocabulary or formulas) </li></ul><ul><ul><li>(Boaler, 2001; Blank, 1997; Bottoms & Webb, 1998; Reyes, 1998). </li></ul></ul><ul><li>Aligns with current research on cognition </li></ul><ul><ul><li>(Bryson, 1994; Reyes, 1998). </li></ul></ul>
  12. 13. <ul><li>Driving Question Power Point </li></ul>
  13. 14. What is Curriculum? <ul><li>What is curriculum? </li></ul><ul><li>What are the characteristics of good curricula? </li></ul>
  14. 15. What is Curriculum? <ul><li>Curriculum is what is taught. </li></ul><ul><li>Levels </li></ul><ul><ul><li>Written curriculum </li></ul></ul><ul><ul><li>Taught curriculum </li></ul></ul><ul><ul><li>Hidden curriculum </li></ul></ul>
  15. 16. Project 2061 Characteristics of Good Curricula <ul><li>Identifying a Sense of Purpose </li></ul><ul><li>Building on Student Ideas </li></ul><ul><li>Engaging Students </li></ul><ul><li>Developing Ideas </li></ul><ul><li>Promoting Student Thinking </li></ul><ul><li>Assessing Student Progress </li></ul><ul><li>Enhancing the Learning Environment </li></ul>

×