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Problem Based Learning in the Social Studies

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Problem Based Learning in the Social Studies

  1. 1. The Problem is the Solution PBL in the Social Studies
  2. 2. Where are we goingtoday?
  3. 3. Solving problems makes the brain happy
  4. 4. PBL is not a silver bullet, it’s a hammer
  5. 5. www.socialstudiescentral.com
  6. 6. Jot down at least one thing you know about problem based learning
  7. 7. Find a buddy!
  8. 8. PBL is:and has these characteristics:
  9. 9. Driving questionIs it ever okay to violate the Bill of Rights?
  10. 10. How can you develop a valid argument so that Congress does the right thing concerning the compensation of Japanese Americans interned during World War II?
  11. 11. Using evidence from the WWII Japanese American experience, contemporary documents and contact with mentoring politicians / experts, focus on the following statement:
  12. 12. “Descendants of those of Japanesedescent interned during World War IIshould be entitled to financialcompensation from the federalgovernment.”
  13. 13. GRASPS
  14. 14. GoalPersuade the US Congress to support yourposition concerning financial compensationRoleJapanese American Citizens League, WhiteHouse staff, othersAudienceSenate Judiciary Committee (Principal / BOEpresident / Chamber of Commerce president)
  15. 15. SituationYou have been asked to presentarguments during committee hearings on abill that would compensate JapaneseAmericans interned during WWII and/ortheir descendantsProductYou need to prepare an oral argumentfor or against the proposed bill
  16. 16. StandardsYour presentation should be both textualand visual and include: • Accurate data concerning the internment • Possible consequences of compensation • Amount / Type of compensation • Possible funding sources • Constitutional arguments
  17. 17. “Can We Believe This?”Buck Institute for Educationwww.bie.org
  18. 18. Based on these two examples and “What Does Problem-Based Learning Look Like in the Classroom”PBL is:and has these characteristics:
  19. 19. Based on the two examples and your article, what do we need to refine?PBL is:and has these characteristics:
  20. 20. What is PBL?“A way to organize learning around ill- structured problems so that students simultaneously acquire new knowledge and experience in wrestling with problems.”
  21. 21. Characteristics?An actual or simulated situationProblem is “messy”Student centeredMore work than one person can do in time allowed
  22. 22. No clear solutionRequires a product or actionStudents must have a “stakeholder”“Raw” data
  23. 23. what would you add or subtract?
  24. 24. why PBL?
  25. 25. “The brain developed to solveproblems relating to surviving in anunstable, outdoor environment and todo so in near constant motion.”John MedinaBrain Rules
  26. 26. can I eat it?
  27. 27. can iteat me?
  28. 28. can I have sex with it?
  29. 29. what then . . . is your job?
  30. 30. convince a middleschool kid that a fiveparagraph essay is essential for her survival
  31. 31. “If you wanted to create an educational environment that wasdirectly opposed to what the brain is good at doing . . .
  32. 32. “. . . you wouldprobably designsomething like amodernclassroom.”John MedinaBrain Rules
  33. 33. brainssearch forpatterns
  34. 34. won’t store discrete pieces of data long-term
  35. 35. brains work best when emotionalchemicals are increased
  36. 36. brains want to work with others
  37. 37. PBL provides structured patterns
  38. 38. PBL creates emotional connections
  39. 39. PBL encourages collaborative learning
  40. 40. PBL become about “survival”
  41. 41. Simpler?
  42. 42. “True learning is based on discovery . . . rather than the transmission of knowledge.” John Dewey
  43. 43. Oh . . . yeah. And there’s that whole Flat Earth thing
  44. 44. Great communications skillsAbility to define problems, gather data, create solutionsPlay nice in the sandbox
  45. 45. PBL structuresome basic assumptions concerning PBLs & social studies?
  46. 46. History is incomplete & open to interpretation • Urge use of raw evidence
  47. 47. History is incomplete & open to interpretation • Urge use of raw evidenceDifferent “levels” of PBL
  48. 48. Focus on the process
  49. 49. Focus on the processSubject matter experts provide feedback
  50. 50. Focus on the processSubject matter experts provide feedbackNeed a hook
  51. 51. Activity should be “ill structured”
  52. 52. Activity should be “ill structured”Provide access to appropriate tools & tech
  53. 53. Activity should be “ill structured”Provide access to appropriate tools & techDon’t get too involved
  54. 54. Provide scaffolding • Process / team building / thinking / reading
  55. 55. Provide scaffolding • Process / team building / thinking / readingIncorporate collaboration • A balance of individual / group / outside expert work is important
  56. 56. Other examples?WebQuestspbl-online.orgOnline sims / video games
  57. 57. WebQuests“An inquiry-oriented activity in which some or all of the information that the learner interacts with comes from resources on the Internet” Bernie Dodge 1995
  58. 58. browse the WebQuest matrix • webquest.org
  59. 59. can they be digital?
  60. 60. www.stopdisastersgame.org
  61. 61. d World FarmerThir
  62. 62. Trav eler IQ
  63. 63. What “squares” with your thinking? What’s going “around” in your head right now?
  64. 64. Can they be less “intense?” • Presidential Candidates
  65. 65. what makes a great leader?
  66. 66. Who’s who?1) John Adams2) Patrick Henry3) Ben Franklin4) Thomas Jefferson5) Benedict Arnold6) George Washington
  67. 67. Select knowledge & skills that students will demonstrate • Based on local & state standards
  68. 68. Develop a driving question • Organizes and provides focus • Thought provoking and invites inquiry • Have no simple answers • Kid friendly
  69. 69. How can we best protect the Ogallala Aquifer?Can the use of nuclear weapons ever be justified?Which came first - slavery or racism?Was FDR the best president ever?Are there modern day “witch trials?”What’s the best form of government?
  70. 70. Problem template
  71. 71. Problem templateHow can we central issue . . . so that conditions for acceptable solution
  72. 72. Problem templateHow can we central issue . . . so that conditions for acceptable solution
  73. 73. Problem templateHow can we central issue . . . so that conditions for acceptable solutionHow can we develop a water use policy so that natural resources and the economy of western Kansas are both protected?
  74. 74. What might be the content and skills in your next unit?Driving question ideas?Problem ideas?
  75. 75. Develop possible product or performance task • Use GRASPS as a starting point
  76. 76. GRASPSWhat is the Goal?What is the Role?Who is the Audience?What is the Situation?What is the Product / Performance?What are the Standards for evaluation?
  77. 77. What might be a product or performance that is aligned to your problem?
  78. 78. Determine availability of resources & tools • Books, articles, web sites, computers, fax machines, people
  79. 79. Map and manage the process • Create unit “storyboard” • Differentiated instruction • Step by step work plan • “Improvise” along the way
  80. 80. EvaluationSelf-reflection
  81. 81. The Six A’sAuthenticityAcademic RigorApplied LearningActive ExplorationAdult ConnectionsAssessment Practices
  82. 82. Other examples?WebQuestspbl-online.orgOnline sims / video gamesHSI
  83. 83. WE TALKEDABOUT PBLS. Bill Watterson ©1995
  84. 84. Three things to remember? How might I implement this?
  85. 85. “There are many ways ofgoing forward, but only oneway of standing still.”Franklin D. Roosevelt

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