Presentation for Baptist College of Health Science by Dr. Michael M. Grant. Focuses on problem-based and project-based learning.

1. Engaging Students
with Inquiry
Strategies for Effective Teaching
& Engaging Students

2. Michael
M.
Grant
Instruc(onal
Design
&
Technology
h5p://viral-­‐notebook.com
mgrant2@memphis.edu
@michaelmgrant
Michael M. Grant 2012

3. http://ijpbl.org
Michael M. Grant 2012

4. Agenda
• How learning occurs
• Problem-based learning "
& examples
• Project-based learning "
& examples
• Engaging strategies online "
& on ground

5. How does learning occur?

6. Cognitive Learning

7. Cognitive Load

8. Constructivist Learning

9. Assimilation v.
Accommodation

10. Who likes learning new stuff?

11. Who likes going school?

12. We’ve got to change that!
It’s up to me & you!

13. Authen(c
Learning
Ar(ficial
Real
world
relevance
Situated
Cogni(on
CraI
Appren(ceships
Problem-­‐based
Learning
Project-­‐based
Learning
Cogni(ve
Flexibility
Theory
Direct
Instruc(on
Cases/Case
Studies

14. Authen(c
Learning
Ar(ficial
Real
world
relevance
Situated
Cogni(on
CraI
Appren(ceships
Cogni(ve
Flexibility
Theory
Direct
Instruc(on
Cases/Case
Studies
Problem-­‐based
Learning
Project-­‐based
Learning

16. Problem-based
Learning
1. Students must have the
responsibility for their own
learning.
2. The problem simulations used in
problem-based learning must be
ill-structured and allow for free
inquiry.
3. Learning should be integrated
from a wide range of disciplines or
subjects.
4. Collaboration is essential.
5. What students learn during their
self-directed learning must be
applied back to the problem with
reanalysis and resolution.
6. A closing analysis of what has been
learned from work with the
problem and a discussion of what
concepts and principles have been
learned is essential.
7. Self and peer assessment should
be carried out at the completion of
each problem and at the end of
every curricular unit.
8. The activities carried out in
problem-based learning must be
those valued in the real world.
9. Student examinations must
measure student progress
towards the goals of problem-
based learning.
10. Problem-based learning must be
the pedagogical base in the
curriculum and not part of a
didactic curriculum.

17. The PBL Learning Process
Learners encounter a problem and attempt to solve it
with information they already possess, allowing
them to appreciate what they already know. They
also identify what they need to learn to better
understand the problem and how to resolve it.
Once they have worked with the problem as far as
possible and identified what they need to learn, the
learners engage in self-directed study to research
the information needed, finding and using a variety
of information resources.

18. The PBL Learning Processcont’d
The learners then return to the problem and apply
what they learned to their work with the problem in
order to more fully understand and resolve the
problem.
This process is iterative until the problem is resolved.
After they have finished their problem work, the
learners assess themselves and each other to
develop skills in self-assessment and the
constructive assessment of peers.

19. The PBL Learning Processcont’d
The learners then return to the problem and apply
what they learned to their work with the problem in
order to more fully understand and resolve the
problem.
This process is iterative until the problem is resolved.
After they have finished their problem work, the
learners assess themselves and each other to
develop skills in self-assessment and the
constructive assessment of peers.
PBL Tutorial

21. A more accurate title might be"
SPBIICRL

22. A more accurate title might be"
“student-centered, problem-
based, inquiry-based,
integrated, collaborative,
reiterative learning.”
SPBIICRL
But that’s not as sexy.

23. Some Examples

24. Math & Environmental Science: !
We Need Trees
• We need the trees — Scene One"
https://docs.google.com/document/pub?id=1OP-
kYkWquyMT5Kfb-k74Cu9bmvK0FwoopU0Mbw-jQ5w
• We need the trees — Scene Two"
https://docs.google.com/document/pub?
id=11f9nmQmUAF8QIkU2K6uzE3tALPF0i1We6CaJZDzGnOk

29. Genetics & Math: !
Wondering about Via, too?
• Overview
• Scene 1
• Scene 2
• Scene 3
• Scene 4
• Learning Grid

35. ijpbl.org

36. Analyzing the PBL Approach
1. What is the product or artifact of learning? Can
you hold it?
2. Is the product or artifact of learning the same for
everyone?
3. Does the instructional model provide steps/guides
for the elements of instruction.
4. How is it assessed?
5. Why would you do it?

38. PBL Problems
• The problems used are ill-structured, messy
problems like those the learner will encounter in the
real world.
• The learning process requires the skills expected of
learners when the encounter problems in their lives
and careers.

39. Generating the Problem
• The problem must be authentic.
• The problem has one or more solutions with one or
more pathways to the outcome.
• Initial presentation of the problem should provide
minimal information requiring the problem solver to
formulate requests for vital information.
• Information should be available upon request or by
progressive disclosure.
• Expert review of the case will anticipate the problem
solving process and needed information.
• Expert review will predict some alternative
pathways and non-productive pathways.

40. Generating the Problem
1. What is the desired
outcome?
2. What is the plan that
would address the
desired outcome?
3. What is the problem
solution(s) that would
generate the plan?
4. What key pieces of
information would lead
to the solution(s)?
6. What key pieces of
information might be
external to the solution,
but related?
7. What pieces of
information might be
requested but
irrelevant?
8. How does the problem
present?
9. What are the cues/clues
that need to be included
to prompt problem
solving?

41. Teacher Role
• Facilitator, guide on the side, coach,
model, scaffold
• Will not align with everyone’s
epistemology.
• Pitfalls?

42. Assessment in PBL
Who?
What?
When?
How?

43. Elements to consider when
planning for PBL

44. Bloom’s Taxonomy
Evalua(on
Synthesis
Analysis
Applica(on
Comprehension
Knowledge
Lower
Order
Thinking
Skills
(LOTS)
Higher
Order
Thinking
Skills
(HOTS)

45. Course
Embed
1
(me
Whole
course
Across
courses
Collabora(on
None/minimal
Essen(al
Ambiguity
Low
High
Solu(ons
Single
Mul(ple
Problem
Solving
Single
paths
Mul(ple
paths
Difficulty
Applica(on
Analysis
Evalua(on
Synthesis

46. Expert/teacher
role
Direc(ve
Facilita(ve
Assessment
Ar(facts
Product
Process
Mul(ple
Assessment
Perspec(ves
Single/Instructor
Mul(ple
Authen(city
Ar(ficial
Real
world
relevance
Resources
Just
in
case
Just
in
(me
Instruc(onal
Purpose
Problem
Iden(fica(on
Problem
Solving
Both

47. Goal-based Scenarios
• Target skills have been identified for the learners.
• Mission refers to the primary goal that the learner
pursues within the scenario.
• Mission focus determines the class of task the
learner will accomplish (i.e., Design, Diagnosis,
Discovery, Control).
• Cover story refers to the premise designed by the
instructor under which the mission will be pursued.
• Operations are the specific activities (tasks)
learners will go through to learn the target skills in
the mission.

48. Components of Projects
1. Production of a
learning artifact
2. An introduction,
emotional anchor,
or mission
3. Driving question
4. Definition of the
learning task
5. Procedure for
investigation
6. Suggested resources
7. Scaffolding
8. Collaborations
9. Reflections &transfer
activities

49. (cc)
2013
Michael
M.
Grant
|
Directions
1. Choose a topic.
Hands-on: Developing Driving Questions
practice

50. (cc)
2013
Michael
M.
Grant
|
Directions
1. Choose a topic.
2. Think about where or how that
knowledge or skill is used in the
real world and would matter to
your students.
Hands-on: Developing Driving Questions
practice

51. (cc)
2013
Michael
M.
Grant
|
Directions
1. Choose a topic.
2. Think about where or how that
knowledge or skill is used in the
real world and would matter to
your students.
3. Break out the Tubric.
Hands-on: Developing Driving Questions
practice

52. http://tubric.com

54. http://tubric.com

55. (cc)
2013
Michael
M.
Grant
|
Directions
1. Choose a topic.
2. Think about where or how that
knowledge or skill is used in the
real world and would matter to
your students.
3. Break out the Tubric.
4. Translate your knowledge/skill
with your context into a driving
question.
Hands-on: Developing Driving Questions
practice

56. (cc)
2013
Michael
M.
Grant
|
Directions
1. Choose a topic.
2. Think about where or how that
knowledge or skill is used in the
real world and would matter to
your students.
3. Break out the Tubric.
4. Translate your knowledge/skill
with your context into a driving
question.
5. Try 2-3 questions to see which
one is the best.
Hands-on: Developing Driving Questions
practice

57. COMPONENTS OF PROJECTS

58. Projects require a task or
series of tasks.

59. Students follow a process or
investigation to complete
task(s) and produce artifact.
Project are not recipes.

60. Project task(s) afford
multiple paths to completion
and learning.

61. Students should have choice
in the topic(s) and/or
process of investigation.

62. Scaffolds help students
perform at a higher level
with project tasks.

63. Resources are evaluated
and synthesized to produce
artifact(s).

64. Collaborations allows
students to negotiate
content and receive
feedback.

65. Assessment encompasses
process and product.

66. Artifacts afford multiple
representations of
knowledge.
Projects are not recipes.

67. Projects should encourage
students to at least apply
knowledge.

68. Bloom’s Taxonomy
Evalua(on
Synthesis
Analysis
Applica(on
Comprehension
Knowledge
Lower
Order
Thinking
Skills
(LOTS)
Higher
Order
Thinking
Skills
(HOTS)

69. It is practically impossible
for an artifact to represent
all that has been learned.

71. How Teachers Use
Project-based Learning
Reinforcer
Extender
Initiator
Navigator

72. FACTORS THAT WILL INFLUENCE
THE SUCCESS OF PBL
FOR FACULTY & LEARNERS

73. Teachers and students must
recognize and accept their
roles in project-based
learning.

74. Teachers and students must
be comfortable with the
physical messiness of
project-based learning.

75. Teachers and students must
have a tolerance for
ambiguity in project-based
learning.

76. Project-based learning must
be integrated with the
reality outside a teacher’s
classroom.

77. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0
United States License.
Michael M. Grant, PhD 2013