Horak, 2010 - rfwp.com · Horak, 2010. PBL: A Combina.on of + PBL: A Combina.on of + Curriculum....

Horak, 2010

PBL:ACombina.onof

Curriculum

PBL:ACombina.onof

Curriculum

PBL:ACombina.onof

Curriculum Instruc.on

Topic or Content

Stakeholder/Apprenticeship

State or National StandardsProblem Map: OptionalProblem Area

Opening Scenario

Coaching Plan

FirstDecisions

• Iden.fyingtheProblem

FirstDecisions

• Iden.fyingtheProblem

• Selec.ngtheStakeholder

WheredoIdeasforProblems ComeFrom?

Fiction

FictionCurrent Events

TextbooksSOLs

The Idea:

A Moment In Need of Decision

Solar Play

Olympic Hopes

byMeganFeFg

NobelinCOURAGE

Close the Slopes!

http://www.math.utah.edu/~eyre/lectures/snow/anatomy_cross.html

FIREWORKS!

Design a Putt-Putt

Course

Problem or Topic

Moment in Need of Decision

Pollution

Fertilizer Runoff from Golf Courses

The Civil War

Slaves Hiding in a Barn

Should we Drop the Bomb?

Opportunities Concerns

Royal Fireworks Press Center for Gifted Education

Topic or Content

Opening Scenario

Coaching Plan

Problem Map

• A Key Decision Maker

• Someone with Authority, Accountability and Responsibility

• The Apprenticeship

Stakeholders/Appren.ces

Selection of Stakeholder/Apprenticeship

• Nature of Content to be Studied• Size of the Problem• The Kind of Apprenticeship

NotaSimula.on

ANovel

Criteria for Problem Engagement

• Short• Defines Stakeholder• Gives some information, but leaves holes• Contains Emotional ‘Heat’• Provides time limit

Department of the Interior US Fish and Wildlife Service

To: All Team Members, Black-Footed Ferret Recovery Reintroduction Team (BFFRRT) From: Mitchell Ladner, US Fish and Wildlife Service Subject: Ft. Collins Project Progress on the reintroduction of the black-footed ferret into natural habitats is not moving quickly enough. Already there is media coverage suggesting attempts to save the black-footed ferret are too expensive and too labor intensive given our success so far. Just look at the recent edition of the Fort Collins Coloradoan and you’ll see what I mean- the project was buried on page 4! Given the current strains on the economy, we need to make sure our efforts show decisive results. Clearly something has to change, and that is why you have been brought together as a team. In the past we have been reactive, that is, we have responded to different problems as they have cropped up. I think it is important that we become proactive by anticipating potential problems and by creating a model of a feasible, functioning habitat that’s suitable for the black-footed ferret and all other inhabitants. We will use the Ft. Collins, Colorado region as the test site to develop our model habitat. Your job is to identify the different aspects of successful black-footed ferret reintroduction, paying particular attention to these questions.

1. How suitable is the natural habitat for black-footed ferret preservation? What, if anything, needs to change before we begin reintroduction?

2. What in particular needs to happen to the Ft. Collins habitat to account for any changes the black-footed ferrets might experience as a result of the genetic bottleneck?

3. What is the nature of the “human climate” with regards to the black-footed ferret? Identify any necessary changes in that area and

provide ideas on how the changes can be made.

These questions should be enough to at least get you started but remember, this is our first attempt at a model so you may encounter other unexpected factors along the way. Keep track of these and incorporate them into your model as appropriate. You will be presenting the model and findings to members of the BFFRRT Project Oversight Committee at their meeting in about two weeks. I realize this is a complex task, but I am confident that given the nature and diversity of the membership of this group, you will be successful. With continued effort the black-footed ferret will be able to once again fill its niche in the prairie ecosystem.

Topic or Content

Opening Scenario

Coaching Plan

Telling the Story:

Problem Narrative

Learning Issues BoardWhat do we know? What are our Learning Issues? What is our Action Plan?

Theques.onsfromthefirstclasscreatethefirststepsdownthepath

What will the students learn as a result of their research?

What happens next?

The Problem NarrativePROBLEM ENGAGEMENT The students are in the stakeholder role of a member of the Black-Footed Ferret Recovery

Implementation team tasked with creating a model habitat using Ft. Collins, Colorado as a test site. The team receives a memo from their boss complaining that interest in the ferret is waning. Attached to the memo is a newspaper with an article about the ferret that validates those fears (while the ‘team members’ probably will not recognize this yet, a majority of the other articles in the newspaper also connect to the problem of reintroducing the black footed ferret—making this newspaper a useful touchstone throughout the unit). The team must research the critical elements necessary for optimizing successful reintroduction of the ferrets, and give their presentation to members of the BFFRIT Project Oversight Committee.

Key Questions to Answer • Why do the ferrets need to be reintroduced? • What is the Black Footed Ferret Recovery Implementation Team and what is its goal? • What are the critical habitat elements needed for successful reintroduction? • What, if anything, needs to change about the test site before reintroduction can begin? • What needs to be considered to account for the fragility of the black-footed ferret? • What kinds of things need to be included in the model? INQUIRY AND INVESTIGATION Students will begin researching the various learning issues associated with the current problem.

As they work they will begin to gain a greater understanding of the fragility of the black-footed ferret and the complex ecosystem in which it lives. Exploration of the ferret’s genetic bottleneck will reveal the long term impact of limiting the size of any species. They will also come to realize that, fragile or not, the ferret cannot survive unless there is also a thriving prairie dog community on which to feed.

Kickers!

Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

The Flow of the Problem

Engagement

Problem Definition

Problem Resolution

Problem Debriefing

The Flow of the Problem

Engagement

Problem Definition

Problem Resolution

Problem Debriefing

CurriculumasInten0onalSelec(on

PBL is NOT

InherentlyAppropriate forGifted Students

GiXedStudents

Based on Gallagher, S. (in press, 2012). Building bridges: Using the Big Five, Jungian type, and overexcitabilities to Explore Personality Differences of Gifted Youth. In C. Neville, M. Piechowski, & S. Tolan (Eds.). Off the charts! Asynchrony and the gifted child. Unionville, NY: Royal Fireworks Press.

GiXedStudents

Intelligence

GiXedStudents

OPENNESS to Experience

Intelligence

GiXedStudents

OPENNESS to ExperienceIdeas Values Action

Intelligence

Aesthetics

Fantasy Feeling

GiXedStudents

Creativity

Ideas Values Action

Intelligence

Aesthetics

Fantasy Feeling

GiXedStudents

Creativity

Moral Reasoning

Ideas Values Action

Intelligence

Aesthetics

Fantasy Feeling

GiXedStudents

Creativity

Moral Reasoning

BeliefsIdeas Values Action

Intelligence

Aesthetics

Fantasy Feeling

GiXedStudents

Creativity

Moral Reasoning

BeliefsIdeas Values Action Emotional Awareness

Intelligence

Aesthetics

Fantasy Feeling

What is RIGOR?

Rigor is a quality of instruction that requires students to construct meaning for themselves, impose structure on

information, integrate individual skills into processes, operate within but at the outer edge of their abilities, and apply what they learn in more than one context and to

unpredictable situations

•  To explore the hidden forces of which we are seldom aware;

•  To invoke, often through images, the ways in which we think and feel that are not usually represented in common speech;

•  To disclose and dramatize the often hidden effects of history and culture.

•  To explore the hidden forces of which we are seldom aware;

•  To invoke, often through images, the ways in which we think and feel that are not usually represented in common speech;

•  To disclose and dramatize the often hidden effects of history and culture.

Complexity

•  Governed by a number of interacting factors -- environment, character, situation and so forth, and

•  Comprised of a number of different elements -- thought, feeling, sensation, memory, imagination, significant symbols, conventions, culturally-formed ways of saying and thinking.

Complexity

•  Governed by a number of interacting factors -- environment, character, situation and so forth, and

•  Comprised of a number of different elements -- thought, feeling, sensation, memory, imagination, significant symbols, conventions, culturally-formed ways of saying and thinking.

Risk and Vulnerability

Risk: How HOT is it?

Individuals, Groups, and Institutions

Make the Abstract Concrete

Topic or Content

Opening Scenario

Coaching Plan

ProblemLog

Efficacy

PubMedListed

425ar(clesonPBL