9. Can we fix it, yes we can!
“We’re up against
forces that are not the
fault of any one...but
feed the habits that
prevent us from
being who we want
to be....”
--Barack Obama
Thursday, January 27, 2011
10. What habits hold you back?
List your “stop-doing” habits below:
http://snipurl.com/sawecan
Thursday, January 27, 2011
12. We Expect Technology
to Raise Test Scores
(by 10%...fairy dust)
Thursday, January 27, 2011
13. Top-down purchases of expensive
integrated learning systems
Thursday, January 27, 2011
14. Central Office Purchases:
Integrated Learning Systems
• In a review of 100
studies of ILSes,
Henry Jay Becker
found that they
“provide little
evidence of ILS
impact on student
achievement.”
Source: http://tinyurl.com/2flkjo
Source: http://tinyurl.com/2xfbym
Image Source: http://tinyurl.com/2e4xxv
Thursday, January 27, 2011
15. Old Habits We Feed
• Implementing technology programs
–without initial stakeholder support
–sustained campus level support
• Expecting technology to raise test scores
• Lack of vision.
• Lack of trust
Thursday, January 27, 2011
16. Think-Pair-Share
“We must all make a ‘stop doing list.’
We must
"stop doing anything and everything"
that doesn't get us the results we want.
-Jim Collins (2001), Good to Great
Thursday, January 27, 2011
17. how do we use technology
in schools now?
Thursday, January 27, 2011
18. How can technology make
learning more real?
• The resulting
inauthenticity of
classroom activity
makes it difficult for
children to see how
school learning applies
to their lives
(Perchman, 1992).
Thursday, January 27, 2011
19. How can we use technology to
collapse the distance between
children in our classrooms and
meaningful contributions that
they can make?
Dr. Tim Tyson
Thursday, January 27, 2011
20. We need to stop simplifying this life
experience of theirs into discreet,
disconnected, learning experiences that
have the maningfulness distilled right out
of them.
Our children have the untapped capacity to
make the world a better place today.
Dr. Tim Tyson
Thursday, January 27, 2011
25. Achieve Level 5 of LOTI
Technology extends learning BEYOND the classroom....
Thursday, January 27, 2011
26. No HEAT = Failure in 8th grade technology literacy results
Thursday, January 27, 2011
27. "We sometimes feel that
what we are doing is just a
drop in the ocean. But the
ocean would be less
because of that missing
drop."
Thursday, January 27, 2011
37. How we achieve LOTI Level 4, or Target
Tech?
• Use a process that guides students through solving
real life, authentic problems that relate to a theme
or overall concept.
• Use the Problem Flow to Guide Development of
Lessons You Use with Your Students.
• Use an Information Problem-Solving Process (e.g.
KWHL, Big6, FLIP IT) that is standard across your
campus and/or district.
• Feel free to move away from standardized
software/hardware tools and use the tool that works
for the purpose intended.
Thursday, January 27, 2011
38. Problem Flow
• Overview of the
Problem Flow
• Focus on Appropriate
Assessments
• Strategies and Tools
• Reflection/ Debriefing
on the Solution
Developed
Thursday, January 27, 2011
39. What is PBL?
• Problem-based learning is a system for
organizing portions of a school’s curriculum
around ill-structured problems that help
students simultaneously acquire new
knowledge and experience in wrestling with
problems.
Thursday, January 27, 2011
40. PBL Characteristics
• Students meet an actual or simulated situation (based
upon a real world model) at the opening of a unit. The
situation is the envelope containing a problem to be
solved.
• The problem to work with is ill-structured. It must be
analyzed through inquiry and investigation before it
can be resolved. Ill-structured problems provide an
effective learning environment because they:
– lack important information when first encountered
– require the learner to hypothesize, question, collect data,
and think
Thursday, January 27, 2011
41. PBL Characteristics,
continued
• Only reveal their complexity through investigation and are
liable to change as inquiry progresses.
• Defy solution by simple formula requiring the application of
reason, and
• Require action (solution) even when the problem solver is
not 100% sure of the “right” answer because data might be
missing, in conflict or able to be interpreted from different
perspectives.
• Students must solve real problems; teachers coach for
growth in metacognition and critical thinking.
• Students must have a stakeholder to identify with.
Thursday, January 27, 2011
42. Why a Stakeholder?
• Real world problem solvers are not objective.
• Real world problems are social constructions.
• Students learn the importance of perspective (bias) in
real-world problems
• Increases ownership
• Provides a form of apprenticeship in a discipline
• In a PBL problem a Stakeholder is someone with
authority, accountability, and responsibility to do
something about the problem.
Thursday, January 27, 2011
43. About the Scenario
• When it is clear that a source has the potential to
become a PBL unit, begin thinking about the situation
or scenario students will meet at the opening of the
unit.
• The opening scenario is the way students meet their
problem. It is the context for all the learning that takes
places during the unit.
• All the investigation, discussion, and embedded
lessons flow from the opening scenario.
Thursday, January 27, 2011
44. Problem Engagement
On Thanksgiving Day, you pull into a
subdivision near Goucher College. It's a
beautiful day, the warm sun comes in
through the car window. As the cool
breeze wraps around you, you feel it like
crispness of clean sheets. As you put
your head down to take a nap, the car
engines lulling you to sleep, a sudden
thump on your door startles you awake.
The car rushes to a swerving stop, and in
the road, behind you, there's a dark
brown shape. As the deer struggles to its
feet, you see a small herd swirl past you.
Pulling into the drive, you see a
homeowner with a crossbow shooting at
deer in his front yard, while a small
group yells at him. A TV crew is pulling
up behind you. The deer your car hit is
gone, but there's trouble brewing just the
same.
Thursday, January 27, 2011
45. Hunches
Questions for You:
1) What hunches do we have about the
deer in Hollywood Park? •After the Unit
2) What do you know about the deer and Engagement,
the sub division?
ask students
3) What questions do we need answer in these questions.
order to do something about this
situation? • Have them use
• After exploring and prioritizing the the KWHL
questions, share with students that form.
they will be exploring animal life
cycles and human intervention in
animal habitats.
Thursday, January 27, 2011
46. Stakeholders
• A critical feature of the unit’s opening scenario is the stakeholder’s role
students will occupy throughout the problem. The stakeholder is the
persona through which students will work on the problem. It gives the
apprentice investigators the perspective, responsibilities, and authority
they will use as the unit unfolds.
• For example, the following stakeholder roles might be used
with student groups:
– Home Owner(s)
– City Council member
– Animal rights activist
– Deer Hunter
– Judge
• Choose roles that will explore/investigate the content you
want children to discover.
Thursday, January 27, 2011
47. Ensuring Problem-Solving
Ask 3 questions:
• What is the connection between curriculum &
real life?
• How is technology connected and used?
• How will students be assessed?
Thursday, January 27, 2011
48. Making the Connection
• What real life problem or connection can we make to
the TEKS we have to teach?
• How do we introduce students to a problem, or project,
that is based on the TEKS?
• To make the connection, we can use:
– A scenario/simulation students have to participate in
character
– Vignette
– Play
– Video, newspaper, or radio announcement
Thursday, January 27, 2011
49. Teachers Make the
Connection
• Be sure to share with students what is
involved, such as:
– Project/Problem Introduction
– Student Grouping & Roles
– Research Model Students will use
– Student Outcome
Thursday, January 27, 2011
50. Questions?
• What questions would you like to explore?
• Divide into groups and assign roles
Thursday, January 27, 2011
51. Creation Checklist
qProblem Engagement
qProblem statement
qCurriculum Map with TEKS Correlation
qEngagement Activity
qInquiry & Investigation
qWhich process will you use?
qCooperative Learning will occur how?
qConsequences?
qProblem Resolution
qSolution Product
Thursday, January 27, 2011
52. Day 2
• Housekeeping & Goals
• Reflection on Status of Project
• Information Acquisition / Investigation
• Rubrics and Assessment
• Group Work
• Presentations to Large Group
• Geometric Reflection
Thursday, January 27, 2011
53. Objectives
• Engage in understanding assessment
• Find best possible solutions
• Group work: (add to PPT)
–One activity
–Culminating activity
–Think about assessments at each step
• Present to large group
Thursday, January 27, 2011
54. Information Problem-
Solving
Although students have access to a variety of
resources, how will they make sense of them?
• Use an Information Problem-Solving Process
such as:
– K.W.H.L (a modified KWL)
– Big6
– FLIP IT!
Thursday, January 27, 2011
55. Information Gathering
BIG 6:
v Task Definition
v Information Seeking Strategies
v Location & Access
v Use of Information
v Synthesis
v Evaluation
Thursday, January 27, 2011
56. Thinking about
Assessment
• How will you assess your students?
– As individuals?
– In small groups?
– As a whole class?
• Use rubrics to assess:
– Content Knowledge
– Products Created
– Group Processes and Collaboration
Thursday, January 27, 2011
57. What goes on the walls?
• As students do their work and work with information
to make it their own…as Judi Harris says,
Transformed it from public information to private
knowledge...
– How are they going to show what they know?
– What products will you hang on the walls, whether virtual
or actual?
– How will you assess students as you consider use of
cooperative groups?
Thursday, January 27, 2011
58. Wall Decorations
Products can include:
• Graphic Organizers (created with
• Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs
• Web Page(s)
Thursday, January 27, 2011
59. Assessments
Products can include:
• Graphic Organizers (created with Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs (Excel, GraphMaster)
• Web Page(s)
Thursday, January 27, 2011
60. Things to Consider
• Why must we assess the learning?
• What do you need to know to conduct the
assessment?
• What forms – product or performance – might
assessment take?
• How will the assessment take place?
• Who will receive the information and how will
they use it? (stakeholders)
Thursday, January 27, 2011
61. Rubrics are a continuum,
not a competition.
Thursday, January 27, 2011
64. Present the Solution
–A scenario/simulation students have to
participate in character
–Speech or debate
–Play
–Video, newspaper, or radio
announcement
–Expert Convention
Thursday, January 27, 2011
65. Debrief the Problem
• The goal is for learners to reflect on what they
have learned
• Sense of completion
• Make connections to standards-based
outcomes
• Journal entries used to debrief
PBL is authentic learning!
Thursday, January 27, 2011
66. Creation Checklist
qProblem Engagement Reminders:
qProblem •Construct
qCurriculum Map with TEKS Correlation assessments that
qInquiry & Investigation will fit in along the
way.
qWhich process will you use?
qCooperative Learning will occur how? •Feel free to ask
qConsequences? facilitators for
assistance.
qProblem Resolution
qSolution Product
Thursday, January 27, 2011