Problem Based LearningLanguage Arts Florida Standards

Sandy Lewis, NEFEC Instructional Coordinator lewisk@nefec.org

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Desired Outcomes

Unpack and use the LAFS to develop a PBL lesson

Understand Problem Based Learning essential elements

Analyze and develop a Problem Based Learning lesson

Understand Problem Based Learning connections to teacher behavior indicators in observation tools

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Setting Group Norms

Setting norms focuses us on the work ahead and provides us with guidelines that will make our learning more meaningful.

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NEFEC Virtual Professional Learning Community

NVPLC www.nefecpl.com MyNEFEC Moodle Course

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Research

PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning. (Strobel& van Barneveld, 2009; Walker & Leary, 2009)

PBL aides students in remembering what they have learned over longer periods of time and allows students to apply knowledge to new situations. (Dochy, Segers, Van den Bossche, & Gijbels, 2003)

Project Based Learning type instruction has been shown to be particularly effective with lower-achieving students.(Finkelstein, et al., 2010)

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PBL and LAFS: Connections to Teacher Observation Tool

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Defining Problem Based Learning: Activity

1. What is Problem Based Learning?

2. What is the difference between Problem Based Learning and Project Based Learning?

3. Describe any experiences you have had with Project or Problem Based Learning- were they positive or negative?

4. What are your worries about implementing Problem Based Learning in your classroom?

5. What is one thing you are hoping to get from your experience today?

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Defining Project Based Learning

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. (Buck Institute for Education, http://bie.org/about/

what_pbl )

Project-based learning typically begins with an end product or "artifact" in mind, the production of which requires specific content knowledge or skills and typically raises one or more problems which students must solve.

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Defining Problem Based Learning

“Problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems"

Problem Based Learning Often Includes A Focus Project

(Exploring the Environment (ETE), http://www.cotf.edu/ete/teacher/teacherout.html )

Problem-based learning begins with a problem for students to solve or learn more about.

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Project Based

Problem Based

Product emphasis

Process emphasis

Project Based and Problem Based Learning

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The Best of Both Worlds

21st Century Learning

Project Based

Learning

Problem Based

Learning

Combining the best of Project Based Learning and Problem Based Learning provides teachers with a means of delivering authentic 21st Century Learning opportunities to their students.

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21st Century PBL begins with Standards

“The Florida Standards have been created to guide [teachers] in developing [their] students’ critical thinking and problem solving skills.”Tools and Resources for Teachers, www.flstandards.org/resources/

teachers.aspx

The Florida Standards are designed to be relevant to the real world, reflecting the knowledge and skills that our young people need for success in both college and work.

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Language Arts Florida Standards (LAFS)

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Model Eliciting Activities (MEA) LAFS Analysis

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8 Essentials

1.Read article, identify and highlight most significant idea

2.Volunteer reads idea aloud, does not share why chose

3.Group pauses to reflect

4.Other members respond for 1 minute each

5.First member now shares why they chose that idea

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PBL Essentials Checklist Activity

Identify essentials in the MEA lesson

Be prepared to share out:• What essentials are included?• What essentials are not included?

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PBL Lesson Design

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Planning with the end in mind…

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Developing a Problem Based Learning Lesson

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Step 1: Choose Your Standards

Choose Wisely• Logical, related standards• Manageable – with fidelity• Consider hard to teach / hard to “sell”

Resources

• Cpalms http://www.cpalms.org/Public/search/Standard

• Curriculum Maps

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Step 2: Create a Problem

Authentic Problem Qualities:

• “Real –life” or easy to transfer to see relevance

• Often have multiple solutions

• Require deep thinking

• Intriguing and spark natural curiosity

• Involve asking for help

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Step 3: Expectations

Consider the following:• Use a calendar to provide students

with milestones.

• Use a rubric to assess each milestone (student generated).

• How do you want students to interact with one another?

• How will you deal with the lower level learners and higher level learners?

• How will you deal with common issues (absences, suspensions, lost work)?

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Characteristics of PBL

Learning is student centered.

Independent and group investigation for construction of knowledge

Real-world context. Making connections between what students are learning and their own lives.

Development of critical thinking skills

Time to analyze and solve problems

Student autonomy and choice.

Decisions are student initiated and self-directed.

Group collaboration and teamwork, developing social and communication skills.

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Rigor

PBL Lessons that lack appropriate rigor and relevance are often fun, but usually do not result in mastery of learning for students!

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Assessment

Formative

Assessment designed to evaluate students’ current thinking.

Provides both student and teacher with feedback, and informs the teachers lesson planning.

Generally not “graded”.

Summative

Assessment designed to evaluate overall student learning.

Usually used as a “grade”.

Can take a variety of forms.

VS

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CPALMS MEA Lessons

http://www.cpalms.org/cpalms/mea.aspx

How will you identify your PBL content: • as a group or

individual?• use an MEA, other

source, or your own content?

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Developing a PBL Lesson

Begin developing your lesson

Go to NEFEC NVPLC Website for templateshttp://www.nefecpl.com/

Resource Websites:• http://www.cpalms.org/cpalms/mea.aspx • http://www.gulfcoast.edu/pbl/

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Problem Based Learning Process Model

Whatdo we know?

Problem Statement

(Hypothesis)

Scenario

Problem

What do we needto know?

BestSolution

Report

Solution

PossibleSolutions

Students confront a problem.

In groups, students organize prior knowledge and attempt to identify the nature of the problem.

Students pose questions about what they do not understand.

Students design a plan to solve the problem and identify the resources they need.

Students begin to gather information as they work to solve the problem.

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Reflection

Research shows that continually

prompting students to explain their

hypotheses, reasoning, and

processes helps them make

connections between learning

activities, goals, and their

processes.

Kolodner et al., 2003

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Reflection

Reflecting on teaching and learning happening in one’s own classroom is one of the most powerful tools a teacher can employ in order to foster their own professional growth.

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Science as Inquiry

Science as inquiry can no longer be interpreted by teachers as simply an investigative approach to science.

(Duschl & Gitomer, 1991)

http://college.cengage.com/education/pbl/background.html#Summary

Science as inquiry must now also mean a minds-on

approach.

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PBL and LAFS: Connections to Teacher Observation Tool

Do you still agree with your 5 most important choices?

Highlight all the indicators you will demonstrate

delivering the PBL lesson.

Table Discussion:

AH HAs!?

Wonderings?

Challenges?

Possible solutions?

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Follow-up and Implementation Levels

Log onto NVPLC Website www.nefecpl.com

Go to NVPLC Moodle complete Follow-up AssignmentGoal(s) / Measurement

Review Moodle components

Implementation Level 1 • Seat time hours

Implementation Level 2• Complete PBL lesson plan• Additional 4 hours

Implementation Level 3• Level 2 + complete Moodle

Implementation Assignment• Additional 4 hours

Implementation Level 4 • Deliver and video lesson• Select a 3 – 5 minute segment to

upload on NVPLC Moodle• Include a short reflection on student

outcomes, a success, and an area to improve; upload with video

• Additional 6 hours

Participation in NVPLC collaboration will provide additional hours

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Support and Coaching

Virtual office hours – Monday afternoons 3:15 – 4:15• Chat on NVPLC Moodle• Live web conferencing on ZOOM internet

connection

PLC Meetings – Wednesday afternoons

Individual virtual appointments

Resource WebinarsQuestions /Clarifications

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Thank You!Online 6 hours is optional for additional support

Recommendations? Add to evaluation

Information will be sent by email

Next PBL Professional Learning date: January 28, 2015

Please complete the Professional Learning Evaluation on NVPLC Website www.nefecpl.com