The document discusses problem-based learning and how it differs from traditional teaching styles. It notes that problem-based learning aids retention and motivation by acquiring knowledge in the context of problems to be solved. The teacher acts as a facilitator rather than solely delivering information. Students direct their own learning through self-directed small groups. The key aspects of problem-based learning are discovery and extension of knowledge through problems rather than lists, with knowledge retention improved through contextual problem-solving.

1. Problem Based Learning
OR
Henry Gustav Moliason
Why Your Phone
Number Has 7 Numbers

2. Henry had a bike wreck when he was nine.
He began to suffer grand mal seizures.
Doctors removed these parts of his brain.
http://brainconnection.positscience.com/topics/?main=fa/hm-memory3

3. Henry was able to hold information short
periods of time.
Most people can retain about seven pieces of
information (a telephone number, for
example) in memory for about thirty seconds,
and Henry scored normally on these kinds of
tasks.
The main problem for Henry was converting
short-term memories into permanent
storage, a process called consolidation.
That part of his brain was gone.
http://brainconnection.positscience.com/topics/?main=fa/hm-memory3

4. The Implications
1.) Short-term memories are biologically different from
long-term memories because they do not require the
hippocampus for formation.
2.) Long-term memories are stored throughout the brain,
but the hippocampus is necessary for the information to
reach long-term storage.
Said another way: the hippocampus is important for long-
term memory formation, but not for memory maintenance
or retrieval.

5. Dr. George Miller
7 +/-2 ITEMS
Working memory is generally considered to have limited capacity. The earliest
quantification of the capacity limit associated with short-term memory was the
"magical number seven" introduced by Miller (1956)
He noticed that the memory span of young adults was around seven elements,
called chunks, regardless whether the elements were digits, letters, words, or
other units.
Later research revealed that span does depend on the category of chunks used
(e.g., span is around seven for digits, around six for letters, and around 5 for
words), and even on features of the chunks within a category.
http://en.wikipedia.org/wiki/George_Armitage_Miller

6. Dr. George Miller
7 +/-2 ITEMS
Working memory = limited capacity.
Earliest capacity limit for short-term memory was the "magical number seven"
Memory span of young adults was around seven elements, called chunks
Span depends on category of chunks used 7 for digits,
+/-six for letters • around 5 for words •
even on features of the chunks within a category.
http://en.wikipedia.org/wiki/George_Armitage_Miller

7. 7 +/-2 ITEMS
Implications in Marketing
“Try everyone else and then you will come back to us.”
The Low Fare Airline.

8. 7 +/-2 ITEMS
Top 10 Taglines
1. "Got milk?" (1993, California Milk Processor Board)
2. "Don't leave home without it" (1975, American Express, AXP)
3. "Just do it" (1988, Nike, NKE)
4. "Where's the beef?" (1984, Wendy's)
5. "You're in good hands with Allstate" (1956, Allstate Insurance, ALL)
6. "Think different" (1998, Apple Computer, AAPL)
7. "We try harder" (1962, Avis)
8. "Tastes great, less filling" (1974, Miller Light)
9. "Melts in your mouth, not in your hands" (1954, M&M Candies)
10. "Takes a licking and keeps on ticking" (1956, Timex)

9. 7 +/-2 ITEMS
Jon, Why are we
Watching this???
Let’s use the way the brain works
to make lessons more memorable

10. “Too often, we give answers
to remember, instead
of problems to solve.”
Roger Lewin

11. PROBLEM BASED LEARNING
The Teacher Must Become the Facilitator of
Information, not the Creator of Information

12. PROBLEM BASED LEARNING
Knowledge is acquired in context
This aids retention, interest and the motivation to learn
Students reflect on their skills, knowledge and strategies to
address them. This enhances life long learning.

13. We force kids to
live on this level with
our lesson designs!

15. Speed the
cycle up!
Can we
cycle in 30
minutes?

16. Problem-Based
Teaching Styles Problem Solving
Learning
Role of the teacher Content Expert Facilitator/Coordinator
Depends on self-directed
Learning Passive
small group, more active,
Environment Teacher centered
student centered
Who Directs The student has more choice
Teacher only
The Learning? and input

17. The Message for MHS Staff
The rule of 7+/-2 Keep lessons, goals and rubrics short
The rule of 7+/-2 Get things to transfer from SHORT to LONG term
The rule of 7+/-2 Work in discreet CHUNKS
PBL Discovery and extension, instead of delivering LISTS
PBL Knowledge in problem based context is memorable
PBL Stay in the ZONE: Create/Evaluate Apply/Analyze
Soft Skills You are the Facilitator, not the end all be all

18. Examples
Cybersafety Preso
5 x 5 in Math
Latin Roots and Gravy
The Weekly Show

19. Let’s go do
this for
Henry!!