What's your problem? GCS 2020
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This document discusses problem-based learning and gifted education. It defines what makes a real problem, including that it must have personal meaning, no unique solution, and aim to create change. Real problems are different than puzzles or exercises. The document advocates for Type III investigations where students independently investigate real problems. Checklists are provided to ensure Type III work is high-quality and impactful. Overall, the document promotes helping students pursue meaningful problems through noticing, wondering, and independent investigation.
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What's your problem? GCS 2020
- 3. WHAT MAKES A PROBLEM? 3 ACT PROBLEM WITH STUDENTS DEBRIEF WHAT MAKES A PROBLEM REAL?
- 4. Don't be afraid to fall in love with something and pursue it with intensity E. Paul Torrance
- 8. I am interested in _______________.
- 9. I am interested in _______________.EVERYTHING
- 11. Gifted Child Quarterly Vol. 26, Issue 4 1982
- 12. PUZZLES
- 13. PUZZLES ARE FIRST STEPS
- 15. What travels around the world staying in the same corner? It only increases and never decreases. What is it? What can be seen once in a minute, twice in a moment, and never in a thousand years?
- 17. Johnsons Kerrs Nortons Russells Sheltons Thompsons Friday Monday Saturday Thursday Tuesday Wednesday AshAvenue BrianLane FrontStreet KermitLane LakeStreet ToddStreet Families Days Streets RentsStreetsDays $800 $810 $820 $830 $840 $850 Ash Avenue Brian Lane Front Street Kermit Lane Lake Street Todd Street Friday Monday Saturday Thursday Tuesday Wednesday 4x6 Logic Puzzle Presented by Puzzle Baron Puzzle ID: J332UM For hints, solutions and more puzzles, go to our website: www.Printable-Puzzles.com PUZZLES ARE NOT PROBLEMS
- 20. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 27. HYPOTHESIS: Repeatedly watching YouTube instructional videos increases confidence but not ability.
- 28. Table Cloth
- 29. DOSE EFFECT
- 30. WATCH LEARN
- 31. WATCH LEARN≠
- 32. It's more complicated than you think.
- 34. Hold this.
- 35. THINKING FEELING DOING Create situations where students are
- 44. http://img3.wikia.nocookie.net/__cb20150325213755/disney/images/e/eb/SpaceMountainVintagePoster.jpg
- 47. disneyyouth.com
- 52. CREATE ON RAMPS TO INVESTIGATIONS
- 53. NOTICE & WONDER
- 55. WHAT DO YOU NOTICE? WHAT DO YOU WONDER?
- 56. WHAT DO YOU NOTICE? WHAT DO YOU WONDER?
- 57. WHAT DO YOU NOTICE? WHAT DO YOU WONDER?
- 62. ACT ONE
- 70. ACT TWO
- 71. What information do you need to answer our question?
- 72. How could you get the information?
- 73. What information can I provide to you?
- 74. Provide JUST IN TIME Knowledge as needed.
- 75. Extend the thinking and encourage staying in the struggle.
- 76. ACT THREE
- 77. THE REVEAL
- 78. State the objective. Students title the lesson. Identify learning.
- 79. Yes, and…
- 80. H E L L O My name is DR.
- 81. NOTICE & WONDER
- 82. ACT ONE
- 86. How many boxes will fit in that trunk?
- 87. What is a number that is TOO HIGH?
- 88. What is a number that is TOO LOW?
- 89. What is your BEST guess?
- 90. ACT TWO
- 91. MAKE A LIST OF THE INFORMATION YOU NEED.
- 97. 1,207.908 cm 3
- 98. HOW MANY CUBIC CM ARE IN A CUBIC M?
- 99. 1m 1m 1m
- 100. 100 cm 100 cm 100cm 100cm X 100cm X 100cm = 1,000,000cm 3
- 101. HOW MANY CUBIC CM ARE IN 1.1 CUBIC M?
- 102. SUPER SIZE THIS!!! What are the dimensions of a box that holds TWICE as many cookies?
- 103. ACT THREE
- 105. EXPLAIN WHY YOUR ANSWER IS DIFFERENT.
- 107. What was the lesson objective?
- 108. What did we learn in the lesson?
- 109. What would you title this lesson?
- 110. THANK YOU!
- 111. DEBRIEF
- 112. What did you NOTICE?
- 113. What do you WONDER?
- 114. But…
- 116. THE PURSUIT OF A REAL PROBLEM THE STUDY OF SOCIETAL ISSUES SIMULATION ACTIVITIES TRAINING EXERCISES PUZZLES (Renzulli, 1982)
- 117. THE STUDY OF A SOCIETAL ISSUE
- 118. SLOW DOWN & SAVOR THE CHEESE
- 119. WHAT DO YOU NOTICE?
- 120. WHAT DO YOU WONDER?
- 124. WHAT IS THE REAL PROBLEM? WHAT ARE MY CONCERNS? IN WHAT WAYS MIGHT I… HOW MIGHT I…
- 125. THE PURSUIT OF A REAL PROBLEM
- 126. The whole process of education should thus be conceived as the process of learning to think through the solution of real problems. -- John Dewey, 1938
- 127. A real problem must have a personal frame of reference, since it involves an emotional or affective commitment as well as an intellectual or cognitive one.
- 128. A real problem does NOT have an existing or unique solution.
- 129. Calling something a problem does NOT make it a REAL problem for a given person or group.
- 130. The purpose of pursuing a real problem is to bring about some form of CHANGE and/or to contribute something new to the sciences, the arts, or the humanities.
- 131. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 132. TYPE III QUALITY CHECKLIST 1. Did every student do it? 2. Should every student do it? 3. Would every student want to do it? 4. Could every student do it? 5. Did the student do it willingly and with zest? 6. Did the student use appropriate resources and methodology? 7. Was the work directed toward having an impact upon an audience?
- 133. Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. Magaret Mead
- 134. Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world. – Harriet Tubman