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Horak, 2010
PBL:ACombina.onof
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PBL:ACombina.onof
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Curriculum
PBL:ACombina.onof
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Curriculum
PBL:ACombina.onof
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Curriculum Instruc.on
Topic or Content
Stakeholder/Apprenticeship
State or National StandardsProblem Map: OptionalProblem Area
Opening Scenario
Coaching Plan
FirstDecisions
FirstDecisions
• Iden.fyingtheProblem
FirstDecisions
• Iden.fyingtheProblem
• Selec.ngtheStakeholder
WheredoIdeasforProblems ComeFrom?
SOLs
WheredoIdeasforProblems ComeFrom?
Fiction
SOLs
WheredoIdeasforProblems ComeFrom?
FictionCurrent Events
SOLs
WheredoIdeasforProblems ComeFrom?
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
Stakeholder/Apprenticeship
State or National StandardsProblem Map: OptionalProblem Area
Opening Scenario
Coaching Plan
Problem Map
Stakeholder/Apprenticeship
• A Key Decision Maker
• Someone with Authority, Accountability and Responsibility
• The Apprenticeship
Stakeholders/Appren.ces
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Selection of Stakeholder/Apprenticeship
• Nature of Content to be Studied• Size of the Problem• The Kind of Apprenticeship
NotaSimula.on
ANovel
21
Criteria for Problem Engagement
• Short• Defines Stakeholder• Gives some information, but leaves holes• Contains Emotional ‘Heat’• Provides time limit
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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
Stakeholder/Apprenticeship
State or National StandardsProblem Map: OptionalProblem Area
Opening Scenario
Coaching Plan
xx
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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?
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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
Inquiry and Investigation
Problem Definition
Problem Resolution
Problem Debriefing
The Flow of the Problem
Engagement
Inquiry and Investigation
Problem Definition
Problem Resolution
Problem Debriefing
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CurriculumasInten0onalSelec(on
PBL is NOT
InherentlyAppropriate forGifted Students
GiXedStudents
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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
33
Intelligence
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
33
OPENNESS to Experience
Intelligence
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
33
OPENNESS to ExperienceIdeas Values Action
Intelligence
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.
Aesthetics
Fantasy Feeling
GiXedStudents
33
OPENNESS to Experience
Creativity
Ideas Values Action
Intelligence
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.
Aesthetics
Fantasy Feeling
GiXedStudents
33
OPENNESS to Experience
Creativity
Moral Reasoning
Ideas Values Action
Intelligence
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.
Aesthetics
Fantasy Feeling
GiXedStudents
33
OPENNESS to Experience
Creativity
Moral Reasoning
BeliefsIdeas Values Action
Intelligence
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.
Aesthetics
Fantasy Feeling
GiXedStudents
33
OPENNESS to Experience
Creativity
Moral Reasoning
BeliefsIdeas Values Action Emotional Awareness
Intelligence
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.
Aesthetics
Fantasy Feeling
What is RIGOR?
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.
Depth
• 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.
Depth
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
Individuals, Groups, and Institutions
Make the Abstract Concrete
Individuals, Groups, and Institutions
Make the Abstract Concrete
Individuals, Groups, and Institutions
Make the Abstract Concrete
Topic or Content
Stakeholder/Apprenticeship
State or National StandardsProblem Map: OptionalProblem Area
Opening Scenario
Coaching Plan
ProblemLog
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
RESEARCHINPBL
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
1,942ar0clesfrom2008-2012
RESEARCHINPBL
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
1,942ar0clesfrom2008-2012 22ar0clesonSchoolwideEnrichment
RESEARCHINPBL
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
1,942ar0clesfrom2008-2012 19ar0clesonCurriculumDifferen0a0on
RESEARCHINPBL
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
1,942ar0clesfrom2008-2012 3ar0clesonParallelCurriculumModel
RESEARCHINPBL
45
Efficacy
PubMedListed
425ar(clesonPBL
in2012---------------------128alreadyin
2013
1,942ar0clesfrom2008-2012 3ar0clesonCurriculumCompac0ng
RESEARCHINPBL
Research on PBL: Outcomes
WhatistheLearningValueWithinPBL?
• ContentAcquisi.on• LifeLongLearning• StudentSa.sfac.on
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Content Acquisition
• Shorttermacquisi.onsignifiantlylowerbutlevelsoutover.me(MCtests)
• Shorttermacquisi.onisnodifferent,orbeaerthan,tradi.onalinstruc.on(medicalboards,highschoolstudies,clinicalreasoning)
• AddinglecturesdoesnotincreasestudentachievementinPBL(VanBerkel&Schmidt,2005)
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Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies Gallagher & Stepien, 1997
• 167GiXedStudents• Tradi.onalorPBLPost-HoleClassroom• StandardizedtestPre-andPost-• PBLStudentsSignificantlyHigher
49
Discrete Skills
• PeerTutoringandMetacogni.veReasoning(Shamiretal.,2008)
• ProblemFinding(Gallagheretal.,1992)• ExperimentalMethod(Fengetal.,2005)• RulesofArgumenta.on(Bellandetal.,2008)• Analysis(VanTassel-Baskaetal.,2008)• Diagnosis,communica.on,copingwithambiguity,responsibility,apprecia.onofethicalandlegalissues,culturalawareness--withnosacrificeincontentknowledge(Choon-HuatKohetal.,2008)
50
Group Work• 80%of.meontaskandproduc.ve(Visschers-Pleijers,etal.,2004)
• StudentsinPBLtutorialsmoreengagedthanstudentsinothercollabora.vegroups(Wunetal.,2007)
• Increasingself-regula.onleadstoincreasedmutualreliance,cri.calthinkingandconceptforma.on(Cooper,etal.,2008)
• Studentachievementishigherineffec.vePBLgroups(VandenHurk,2006)
51
Self-Directed, Life Long Learning
• Morelikelytouselibraryresourcesandan.cipateusingon-lineservicesinprofessionalprac.ce
• Morelikelytoiden.fylearningissuesbeyonddesignatedscopeandsequence
• Morelikelyasphysicianstohavekeptupwithdevelopmentsintheirfield
• Studyformeaningratherthanstudyingforfactacquisi.on
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Student Satisfaction
• Enjoymentfromtheirlearning• Amoremeaningfullearningenvironment• Morenurturance• Moreandbeaerstudent-to-studentinterac.ons• S.mula.onofagreaterbreadthofinterestinsubject
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“...no sample was found in which the students’ attitudes did not favor PBL to some degree.”
Vernon & Blake, 1993, p. 554
55
YouhavetodoitTWICE
ProjectP-BLISS
Spillover Effect
• Easilyobservableintheclassroom• Long-termsa.sfac.onwitheduca.on• Increasedlikingofsubjectmaaer
56
Research on PBL: Best Practice--The Problem
Alignment
• StudentswithnewPBLteacherslearnedasmuchasstudentswithexperiencedPBLteacherswhentheproblemwasalignedtowithcurriculargoals(Davis,Nairn,Paine,Anderson&Oh,1994;Goodnough&Cashion,2003;vanBerkel&Dolmans,2006).
• Alignmentimprovesconsistencyinimplementa.on.Studentsacrossiden.fied85%ofthecoursegoals(Dolmansandcolleagues,1993;Mpofu,Das,Murdoch,&Lanphear,1997).
58
The Carefully -Constructed, Ill-Structured Problem
59
clearly articulatedgoals and objectives
neither well-structurednor
completely ambiguous;contains appropriate cues
maximize overlapbetween teacher objective
and student identifiedlearning issues
ill-structuredproblem
60
Berkel&Dolmans,2006
60
Achievement
Berkel&Dolmans,2006
60
GroupFunc.oning
Achievement
Berkel&Dolmans,2006
60
QualityofPBLProblems
GroupFunc.oning
Achievement
Berkel&Dolmans,2006
60
Ac.ve/Construc.vistLearning
QualityofPBLProblems
GroupFunc.oning
Achievement
Berkel&Dolmans,2006
60
Ac.ve/Construc.vistLearning
Self-DirectedLearning
QualityofPBLProblems
GroupFunc.oning
Achievement
Berkel&Dolmans,2006
60
Ac.ve/Construc.vistLearning
Self-DirectedLearning
Collabora.veLearning
QualityofPBLProblems
GroupFunc.oning
Achievement
Berkel&Dolmans,2006
Research on PBL: Best Practice--The Tutor
Tutor Expertise• Withexper.se,studentsiden.fytwiceasmanylearningissues(Eagle,etal.,1992)
• Studentsperformbeaerwhenteachershaveanac.veinterestintheproblem(Davisetal.,1994)
• Uncertaintyaffectsqualityofstudentassessment(Kaufman&Hansell,1997)
• ------------------------------------------------------------• Experttutorscanbemoredirec.ve(Silver&Wilkerson(1991)
• Contentexper(sehelpfulwhentheproblemisvagueorstudentshaveliAlepriorknowledge(Schmidt,1994)
62
Skillful Inquiry• StudentspreferPBLteacherswho...
–useprovokingques.onstohelpestablishthelearningagenda
–simulatediscussionwhennecessary–engagestudentsinanalysis–providehelpful,specificfeedback–listentostudentsandallowthemtofumble–contributeknowledgeandexperiencewhennecessary–balancestudentdirec.onandassistance–supportpleasantandproduc.velearningenvironment
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Imperfect Ill-Structured Problem
Expert Tutor
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Self-Assured Tutor
Quality Ill-Structured Problem
Research on PBL: “Worst Practice”--What Goes Awry
Dysfunctional Classes: The Problem• Unprepared• Non-par.cipa.on• Conflictsbetweenstudentsbecauseofunclearexpecta.ons• Presentinforma.onthatisunrelatedtotheproblem• Unproduc.veclassdiscussions• Emphasisonresearchinsteadofthinkingabouttheproblem
66
Dysfunctional Classes: The Solutions• Procedural
–Listofonlineresource–Explicitrulesfordiscussion–Recordofprepara.on(ungraded)–Criterionreferencedassessment–Warmupsofkeyconceptualques.ons
• Cogni.ve–makedisciplinarythinkingexplicit–techniquestoorganizecomplextasks–methodsthatenhancecomplexity(i.e.,conceptualthinking)
–findingtheZPD67
KeyFeaturesofEffec.veTutors
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subjectmatter
knowledge
rolecongruence
authority
socialcongruence
cognitivecongruence
achievementorientation
orientation tocooperation within
tutorial group
Tutor Qualities
10,000 hours
Becoming Expert Requires All it Takes to become an Expert is 10,000 Hours of
• Practice• Practice• Practice
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...the use of our intelligence quite properly gives us pleasure. In this respect the brain is like a muscle. When we think well, we feel good.
Understanding is a kind of ecstasy.—Carl Sagan
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Implementa0onGuide