Uploaded byBrian Housand
What's your problem? GCS 2020
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
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- 3. WHAT MAKES APROBLEM? 3 ACT PROBLEM WITH STUDENTS DEBRIEF WHAT MAKES A PROBLEM REAL?
- 4. Don't be afraidto fall in love with something and pursue it with intensity E. Paul Torrance
- 8. I am interestedin _______________.
- 9. I am interestedin _______________.EVERYTHING
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- 11. Gifted Child Quarterly Vol.26, Issue 4 1982
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- 13. PUZZLES ARE FIRSTSTEPS
- 15. What travels aroundthe 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 AshAvenue 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
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- 20. TYPE III INDEPENDENT ORSMALL 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 instructionalvideos increases confidence but not ability.
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- 32. It's more complicated thanyou think.
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- 35. THINKING FEELING DOING Create situations wherestudents are
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- 52. CREATE ON RAMPSTO INVESTIGATIONS
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- 55. WHAT DO YOU NOTICE? WHATDO YOU WONDER?
- 56. WHAT DO YOU NOTICE? WHATDO YOU WONDER?
- 57. WHAT DO YOU NOTICE? WHATDO YOU WONDER?
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- 71. What information doyou need to answer our question?
- 72. How could youget the information?
- 73. What information can Iprovide to you?
- 74. Provide JUST INTIME Knowledge as needed.
- 75. Extend the thinkingand encourage staying in the struggle.
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- 78. State the objective. Studentstitle the lesson. Identify learning.
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- 80. H E LL O My name is DR.
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- 86. How many boxes willfit in that trunk?
- 87. What is anumber that is TOO HIGH?
- 88. What is anumber that is TOO LOW?
- 89. What is your BESTguess?
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- 91. MAKE A LISTOF THE INFORMATION YOU NEED.
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- 98. HOW MANY CUBICCM ARE IN A CUBIC M?
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- 100. 100 cm 100 cm 100cm 100cm X100cm X 100cm = 1,000,000cm 3
- 101. HOW MANY CUBICCM ARE IN 1.1 CUBIC M?
- 102. SUPER SIZE THIS!!! Whatare the dimensions of a box that holds TWICE as many cookies?
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- 105. EXPLAIN WHY YOUR ANSWER ISDIFFERENT.
- 107. What was the lessonobjective?
- 108. What did welearn in the lesson?
- 109. What would you titlethis lesson?
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- 116. THE PURSUIT OFA REAL PROBLEM THE STUDY OF SOCIETAL ISSUES SIMULATION ACTIVITIES TRAINING EXERCISES PUZZLES (Renzulli, 1982)
- 117. THE STUDY OFA SOCIETAL ISSUE
- 118. SLOW DOWN & SAVORTHE CHEESE
- 119. WHAT DO YOUNOTICE?
- 120. WHAT DO YOUWONDER?
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- 124. WHAT IS THEREAL PROBLEM? WHAT ARE MY CONCERNS? IN WHAT WAYS MIGHT I… HOW MIGHT I…
- 125. THE PURSUIT OF AREAL PROBLEM
- 126. The whole processof education should thus be conceived as the process of learning to think through the solution of real problems. -- John Dewey, 1938
- 127. A real problemmust 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 problemdoes NOT have an existing or unique solution.
- 129. Calling something aproblem does NOT make it a REAL problem for a given person or group.
- 130. The purpose ofpursuing 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 ORSMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 132. TYPE III QUALITYCHECKLIST 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 asmall group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. Magaret Mead
- 134. Every great dream beginswith 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
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