This document contains tips and information about problem-based learning (PBL) and differentiation from Duke University. It discusses the benefits of PBL, including increased student achievement, engagement, and critical thinking. Key components of PBL are outlined as initiating instruction with an ill-structured problem, positioning students as stakeholders, and the teacher serving as a coach. Criteria for an effective PBL problem are provided. The document also addresses misunderstandings around differentiation and provides examples of conceptual teaching approaches.

1. TipsfromDuke:
40Hours
-in-
90Minutes
Sunday, July 27, 14

2. Tips from Duke
• Conceptual Thinking
• Problem Based Learning
Sunday, July 27, 14

3. Sunday, July 27, 14

4. “...We have been living in the 21st century for 13 years
now, and if we are only now preparing our students to be
21st century learners, we’re showing up to the party very
late. In fact, as the class of 2013 graduated from high
school, consider that this group of students was always
21st century learners regardless of what they were learning
or how they were learning it; they entered Kindergarten in
the fall of 2000. So, maybe it is time to stop talking about
the 21st century and start talking about the future.
The idea of preparing students for their
future is certain!...”
Sunday, July 27, 14

5. Sunday, July 27, 14

6. Tips from DukeDifferentiation
Sunday, July 27, 14

7. Tips from DukeDifferentiation
Concept Based Teaching
Sunday, July 27, 14

8. Source: Learning and Managing a Differentiated Classroom; C.
Tomlinson & M. Imbeau: 2010
Tips from DukeDifferentiation Instruction
Misunderstandings
Sunday, July 27, 14

9. • Misunderstandings
• Differentiations is a set of instructional
strategies
• It’s adequate for a district or school leader
to tell or show teachers how to
differentiate effectively.
• Differentiation is something a teacher
does or doesn’t do
• Differentiation is just about instructions
• Reality
• Differentiation is a philosophy- a way
of thinking about teaching & learning-
it is a set principles.
• Learning to differentiate requires
rethinking of one’s classroom practice
through assessment & adjustment.
• Most teachers in the classroom for
one day DO pay attention to student
variations, but very frew proactively
plan to address all student
differences.
• Differentiation is inseparable from a
positive learning environment,
curriculum, and flexible managementSource: Learning and Managing a Differentiated Classroom; C.
Tomlinson & M. Imbeau: 2010
Tips from DukeDifferentiation Instruction
Misunderstandings
Sunday, July 27, 14

10. THEORY
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
We want our students
to be thinking at
Higher Levels.
*represents
*Shows
*Why’s & How Comes
*Make Connections
*Dates
*Vocabulary
*Events
*Formulas
Understandings
Tips from DukeDiscipline Based Knowledge
Sunday, July 27, 14

11. Discipline
Based
Knowledge
THEORY
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
We want our students
to be thinking at
Higher Levels.
*represents
*Shows
*Why’s & How Comes
*Make Connections
*Dates
*Vocabulary
*Events
*Formulas
Understandings
Tips from DukeDiscipline Based Knowledge
Sunday, July 27, 14

12. What Students Should...
Sunday, July 27, 14

13. Know
*Facts
*Vocabulary
*Dates
*Places
*Names
What Students Should...
Sunday, July 27, 14

14. Know
*Facts
*Vocabulary
*Dates
*Places
*Names
Understand
*Concepts
*Macro-Concepts
*Principles
*Content-Specific laws
*Statements of Truth
What Students Should...
Sunday, July 27, 14

15. Know
*Facts
*Vocabulary
*Dates
*Places
*Names
Understand
*Concepts
*Macro-Concepts
*Principles
*Content-Specific laws
*Statements of Truth
Be Able To Do
*Discipline-
Specific Skills
*Thinking Skills
*Planning Skills
*Collaboration
Skills
What Students Should...
Sunday, July 27, 14

16. Know
*Facts
*Vocabulary
*Dates
*Places
*Names
Understand
*Concepts
*Macro-Concepts
*Principles
*Content-Specific laws
*Statements of Truth
Be Able To Do
*Discipline-
Specific Skills
*Thinking Skills
*Planning Skills
*Collaboration
Skills
Macro-Concepts: Broadest, most abstract
concepts (systems, structure, change, conflict,
power
What Students Should...
Sunday, July 27, 14

17. Know
*Facts
*Vocabulary
*Dates
*Places
*Names
Understand
*Concepts
*Macro-Concepts
*Principles
*Content-Specific laws
*Statements of Truth
Be Able To Do
*Discipline-
Specific Skills
*Thinking Skills
*Planning Skills
*Collaboration
Skills
Macro-Concepts: Broadest, most abstract
concepts (systems, structure, change, conflict,
power
Micro-concepts: Sub-concepts, more specific
concepts tied to discipline (slope, value, niche,
value)
What Students Should...
Sunday, July 27, 14

18. Concept Based
Sunday, July 27, 14

19. • Concepts
• one word: Change,Acceptance, Perception,
Identity, Conflict/Judgement, prejudice
Concept Based
Sunday, July 27, 14

20. • Concepts
• one word: Change,Acceptance, Perception,
Identity, Conflict/Judgement, prejudice
• Understandings (Laws)
• I want the students to understand that...
Concept Based
Sunday, July 27, 14

21. • Concepts
• one word: Change,Acceptance, Perception,
Identity, Conflict/Judgement, prejudice
• Understandings (Laws)
• I want the students to understand that...
• Skills (Always aVerb)
Concept Based
Sunday, July 27, 14

22. • Concepts
• one word: Change,Acceptance, Perception,
Identity, Conflict/Judgement, prejudice
• Understandings (Laws)
• I want the students to understand that...
• Skills (Always aVerb)
• Essential Questions
Concept Based
Sunday, July 27, 14

23. Sunday, July 27, 14

24. Ugly Duckling Activity
Sunday, July 27, 14

25. • Fold your paper into fourths
• Label the boxes:
• Concepts, Understandings, Skills,
Standards, Knowledge, Series of Lessons
and Essential Questions
Ugly Duckling Activity
Sunday, July 27, 14

26. Problem
Based
Learning
Sunday, July 27, 14

27. Benefits
Components
Criteria of an AWESOME PBL
Let’s do one!
Let’s create one!
Tips from DukePBL
Sunday, July 27, 14

28. Studies have proven that
learning is not sacrificed in
the PBL classroom(Gallaher-Depth vs. Breadth Study)
Student achievement is higher(Van den Hurk, 2006)
Tips from DukeBenefits:
Sunday, July 27, 14

29. Observed- more on-task-behavior (Visschers, 2004)
Increased critical thinking and concept
formation (Cooper, 2008)
Better student-to-student interaction,
A more meaningful learning environment,
A more engaged classroom (Wun et all, 2007)
Tips from DukeBenefits:
Sunday, July 27, 14

30. Tips from DukeKey Components of PBL
Sunday, July 27, 14

31. Tips from DukeKey Components of PBL
Initiating Instruction with an ill-
structured problem
Sunday, July 27, 14

32. Tips from DukeKey Components of PBL
Initiating Instruction with an ill-
structured problem
Student as Stakeholder
Sunday, July 27, 14

33. Tips from DukeKey Components of PBL
Initiating Instruction with an ill-
structured problem
Student as Stakeholder
Teacher as Coach
Sunday, July 27, 14

34. Criteria
Short
Defines Stakeholder
Gives some information, but leaves holes
Contains Emotional “Heat”
Provides time limit
Sunday, July 27, 14

35. TipsfromDuke:
40Hours
-in-
90Minutes
Sunday, July 27, 14