Developed by

1
Problem-based Learning Academy

• Developed by
• Miguel Guhlin Jim Baldoni

2
What are we getting for this?

• A pen drive for my personal use.
• A working knowledge of Problem Based Learning
• A start to a PBL lesson to use in your classroom
  developed by you
• Problems as Possibilities (Torp Sage)

3
Introduce Yourself

• Your name and job assignment
• I signed up for this workshop because..

4
References

• Moersch, C. The Levels of Technology
  Implementation (LOTI). http//www.lotilounge.com
• Lanclos, P. The TEKS Technology Snapshots.
• Eisenberg, M. Berkowitz, B. The Big6.
  http//www.big6.com
• Stepien, W. Gallagher, S. (April, 1993).
  Problem-based Learning As authentic as it gets.
  Educational Leadership, v50, n7, p25(4).
• Torp, L., Sage, S. Problems as Possibilities
  ISBN0-87120-574-2

5
Day 1

• Housekeeping Goals
• Moving to Higher Levels of Integration
• Book Study
• Problem Based Learning Model
• Group Work
• A 1st draft of a PBL unit/lesson that enhances
  the scope sequence
• Reflections

6
Day 2

• Housekeeping Goals
• Reflection on Status of Project
• Information Gathering
• Rubrics and Assessment
• Group Work
• Presentations to Large Group
• Geometric Reflection / Evaluation

7
Objectives

• Design flexible learning environments for the
  classroom
• Use problem-solving processes to organize
  learning opportunities for students.
• Address specific TEKS using constructivist
  strategies
• Achieve a higher level of comfort in using
  technology with students.
• Be open to using a variety of technology tools.
• Create a problem-based unit of study.

8
Geometric Reflection

• Throughout the day, well ask you to keep these
  in mind

9
IceBreaker Questions

• Putting students in groups slows down the faster
  learners.
• I believe that technology improves student
  achievement.
• Students need to learn the basics before pursuing
  higher levels of thinking.

10
Take a Moment

• Write down as much as you know about problem
  based learning?
• Share with the group.

11
TEKS Snapshots

• The Texas Essential Knowledge and Skills (TEKS)
  technology snapshots are based on the
  instructions given to Patsy Lanclos, Chairperson
  of the Technology ApplicationsTEKS committee
• Integrate technology into content areas.
• As a result, these TEKS Snapshots represent the
  basic use of technology in the classroom, not the
  lab, regardless of the content area.

12
K-2 TEKS Snapshot

• Use Keyboard to increase motor skills.
• Learn alphabet and numbers.
• Use paint and draw.
• Use multimedia.

13
3-5 TEKS Snapshot

• Use accurate keyboarding skills.
• Increase skills with word processor.
• Use telecommunications, CD-ROMs, and
  encyclopedias.
• Publish multimedia, charts, word processed files
  on screen, through video, and the Internet.

14
6-8 TEKS Snapshots

• Desktop Operations (i.e. input/output devices,
  cross-platform and digital file format
  compatibility, keyboarding).
• Keyword and Boolean search strategies
• Self select appropriate productivity tools
• Use simulations, electronic labs, virtual field
  trips, as well as work in electronic communities.
• Publish via the Internet, on screen, paper.

15
Changing Standards

• SBEC Technology Standards for All Beginning
  Teachers, now recommended for ALL teachers.
• Standard II. All teachers identify task
  requirements, apply search strategies, and use
  current technology to efficiently acquire,
  analyze, and evaluate a variety of electronic
  information.
• Standard III. All teachers use task-appropriate
  tools to synthesize knowledge, create and modify
  solutions, and evaluate results in a way that
  supports the work of individuals and groups in
  problem-solving situations.
• Standard IV. All teachers communicate information
  in different formats and for diverse audiences.
• Standard V. All teachers know how to plan,
  organize, deliver, and evaluate instruction for
  all students that incorporates the effective use
  of current technology for teaching and
  integrating the Technology Applications Texas
  Essential Knowledge and Skills (TEKS) into the
  curriculum

16
No Child Left Behind

• Provide professional development in the
  integration of advanced technologies, including
  emerging technologies, into curricula and
  instruction and in using those technologies to
  create new learning environments
• To enable teachers to use the Internet and other
  technology to communicate with parents, other
  teachers, principals and administrators, as well
  as retrieve Internet-based learning resources
  (NCLB, Title 2, Part D, SubPart 1, Sec. 2416 (a)
  (1) A, B, C).

17
Step Up to Assessment Measures

• Step 1 Texas District STaR Chart
• Step 2 Texas Campus STaR Chart
• Step 3 Levels of Technology Implementation
  (LOTI) Survey
• Step 4 LOTI Framework Classroom Observations

18
STaR Chart

• Teaching Learning
• Educator Preparation
• Administration
• Infrastructure

19
Teaching and Learning

• Teacher is facilitator, mentor, co-learner
  students are focused on inquiry as technology
  transforms the learning process.
• Students work collaboratively to propose, assess,
  and implement solutions to real world problems,
  as well as communicate effectively.
• Technology is integral to all subject areas.

20
Educator Preparation

• Focus on creation, communication of
  technology-supported, learner-centered projects,
  vertical alignment of TATEKS, and use of the
  Texas Learning/Library Connection by entire
  school community.
• Also, 100 SBEC Standards alignment, educating
  the community, anytime, anywhere learning
  activities delivered through a variety of mediums.

21
Administration and Support

• Use of local funds to supplement Tech Allotment,
  TIF, E-Rate, competitive grants, as well as
  active support of the campus technology plan.
• Also, the campus tech plan is focused on student
  success, administrators using tech for planning
  and decision-making, assignment of a campus
  instructional technologist for each campus, as
  well as
• incentives for campus-based professional
  development.

22
Infrastructure for Technology

• 3 years or less replacement cycle,
• a 4 or less students per Internet-connected
  multimedia computer,
• on-demand access for every student, Internet
  connectivity in all rooms on campus,
• adequate bandwidth,
• easy access including wireless, one educator per
  computer,
• fully equipped classrooms including digital still
  and video cameras, scanners, document cameras and
  projectors.

23
Levels of Technology Implementation

• What impact is technology having on student
  achievement?
• How has technology professional development
  changed teaching practices?
• How are teachers and librarians "integrating"
  technology into their instruction?

24
Areas Measured by the LoTi

• PCU (Personal Computer Use)
• CIP (Current Instructional Practices)
• LoTi (Levels of Technology Implementation)

25
High PCULow CIP
Training in Constructivist approaches
Training in using computers to enhance
instruction
High CIPLow PCU
Low CIPLow PCU
Lots of Training
26
Level 0 Nonuse
Are cobwebs forming around your classroom
computers?
27
Level 1 Awareness
Who's using the computers? The teacher or the
students?
28
Level 2 Exploration
Is the focus more on computer use or on the
critical content?
29
Level 3 Infusion
Is higher order thinking and problem solving
linked to critical content as the focus of
computer use in the classroom?
30
Level 4a Integration (mechanical)
Do classroom management issues relating to
authentic, problem-based learning impede your
progress with this type of teaching and learning
approach?
31
Level 4b Integration (routine)
Is designing and managing student-based learning
experiences using the available computers the
most rewarding part of your work day?
32
What LOTI Level?

• Movie 1
• Movie 2
• Movie 3
• Movie 4
• Movie 5
• Movie 6

33
How we achieve LOTI Level 4, or Target Tech?

• Use a process that guides students through
  solving real life, authentic problems that relate
  to a theme or overall concept.
• Use the Problem Flow to Guide Development of
  Lessons You Use with Your Students.
• Use an Information Problem-Solving Process (e.g.
  KWHL, Big6, FLIP IT) that is standard across your
  campus and/or district.
• Feel free to move away from standardized
  software/hardware tools and use the tool that
  works for the purpose intended.

34
Book Study - Jigsaw

• Chapters 2 (pp. 14-22)
• Chapter 2 (pp.23-28)
• Chapter 3
• Chapter 4
• Participants get into expert groups and take 15
  minutes of quiet time to review their section.
  Use guiding questions, discuss in small groups
  and take notes. Return to home table and share
  what the expert group discussed. Take notes and
  share with large group.

35
Problem Flow

• Overview of the Problem Flow
• Focus on Appropriate Assessments
• Strategies and Tools
• Reflection/ Debriefing on the Solution Developed

36
What is PBL?

• Problem-based learning is a system for organizing
  portions of a schools curriculum around
  ill-structured problems that help students
  simultaneously acquire new knowledge and
  experience in wrestling with problems.

37
PBL Characteristics

• Students meet an actual or simulated situation
  (based upon a real world model) at the opening of
  a unit. The situation is the envelope containing
  a problem to be solved.
• The problem to work with is ill-structured. It
  must be analyzed through inquiry and
  investigation before it can be resolved.
  Ill-structured problems provide an effective
  learning environment because they
• lack important information when first encountered
• require the learner to hypothesize, question,
  collect data, and think

38
PBL Characteristics, continued

• Only reveal their complexity through
  investigation and are liable to change as inquiry
  progresses.
• Defy solution by simple formula requiring the
  application of reason, and
• Require action (solution) even when the problem
  solver is not 100 sure of the right answer
  because data might be missing, in conflict or
  able to be interpreted from different
  perspectives.
• Students must solve real problems teachers coach
  for growth in metacognition and critical
  thinking.
• Students must have a stakeholder to identify with.

39
Why a Stakeholder?

• Real world problem solvers are not objective.
• Real world problems are social constructions.
• Students learn the importance of perspective
  (bias) in real-world problems
• Increases ownership
• Provides a form of apprenticeship in a discipline
• In a PBL problem a Stakeholder is someone with
  authority, accountability, and responsibility to
  do something about the problem.

40
About the Scenario

• When it is clear that a source has the potential
  to become a PBL unit, begin thinking about the
  situation or scenario students will meet at the
  opening of the unit.
• The opening scenario is the way students meet
  their problem. It is the context for all the
  learning that takes places during the unit.
• All the investigation, discussion, and embedded
  lessons flow from the opening scenario.

41
Problem Engagement

• On Thanksgiving Day, you pull into the
  Hollywood Park subdivision. It's a beautiful day,
  the warm sun comes in through the car window. As
  the cool breeze wraps around you, you feel it
  like crispness of clean sheets. As you put your
  head down to take a nap, the car engines lulling
  you to sleep, a sudden thump on your door
  startles you awake. The car rushes to a swerving
  stop, and in the road, behind you, there's a dark
  brown shape. As the deer struggles to its feet,
  you see a small herd swirl past you.Pulling
  into the drive, you see a homeowner with a small
  BB-gun shooting at deer in his front yard, while
  a small group yells at him. A TV crew is pulling
  up behind you. The deer your car hit is gone, but
  there's trouble brewing just the same.

42
Hunches

• Questions for You
• What hunches do we have about the deer in
  Hollywood Park?
• What do you know about the deer and the sub
  division?
• What questions do we need answer in order to do
  something about this situation?
• After exploring and prioritizing the questions,
  share with students that they will be exploring
  animal life cycles and human intervention in
  animal habitats.

• After the Unit Engagement, ask students these
  questions.
• Have them use the KWHL form.

43
Stakeholders

• A critical feature of the units opening scenario
  is the stakeholders role students will occupy
  throughout the problem. The stakeholder is the
  persona through which students will work on the
  problem. It gives the apprentice investigators
  the perspective, responsibilities, and authority
  they will use as the unit unfolds.
• For example, the following stakeholder roles
  might be used with student groups
• Home Owner(s)
• City Council member
• Animal rights activist
• Deer Hunter
• Judge
• Choose roles that will explore/investigate the
  content you want children to discover.

44
Ensuring Problem-Solving

• Ask 3 questions
• What is the connection between curriculum real
  life?
• How is technology connected and used?
• How will students be assessed?

45
Making the Connection

• What real life problem or connection can we make
  to the TEKS we have to teach?
• How do we introduce students to a problem, or
  project, that is based on the TEKS?
• To make the connection, we can use
• A scenario/simulation students have to
  participate in character
• Vignette
• Play
• Video, newspaper, or radio announcement

46
Teachers Make the Connection

• Be sure to share with students what is involved,
  such as
• Project/Problem Introduction
• Student Grouping Roles
• Research Model Students will use
• Student Outcome

47
Questions?

• What questions would you like to explore?
• Divide into groups and assign roles

48
Creation Checklist

• Problem Engagement
• Problem statement
• Curriculum Map with TEKS Correlation
• Engagement Activity
• Inquiry Investigation
• Which process will you use?
• Cooperative Learning will occur how?
• Consequences?
• Problem Resolution
• Solution Product

49
Day 2

• Housekeeping Goals
• Reflection on Status of Project
• Information Acquisition / Investigation
• Rubrics and Assessment
• Group Work
• Presentations to Large Group
• Geometric Reflection

50
Objectives

• Engage in understanding assessment
• Find best possible solutions
• Group work (add to PPT)
• One activity
• Culminating activity
• Think about assessments at each step
• Present to large group

51
IceBreaker Questions

• Find one person that is not in your group.
• Share with them how far your group has come in
  the process and what you have learned so far
  about PBL.
• Tell how to plan to use this back in your
  district.

52
Information Problem-Solving

• Although students have access to a variety of
  resources, how will they make sense of them?
• Use an Information Problem-Solving Process such
  as
• K.W.H.L (a modified KWL)
• Big6
• FLIP IT!

53
Information Gathering

• BIG 6
• Task Definition
• Information Seeking Strategies
• Location Access
• Use of Information
• Synthesis
• Evaluation 

54
Book Study

• Each person at the table selects a section to
  review take notes share ideas with table
• Chapter 6 (pp. 68-77)
• Chapter 6 (pp. 77-83)
• Chapter 7 (pp. 84 90)
• Chapter 7 (pp. 90-101)

55
Thinking about Assessment

• How will you assess your students?
• As individuals?
• In small groups?
• As a whole class?
• Use rubrics to assess
• Content Knowledge
• Products Created
• Group Processes and Collaboration

56
What goes on the walls?

• As students do their work and work with
  information to make it their ownas Judi Harris
  says, Transformed it from public information to
  private knowledge...
• How are they going to show what they know?
• What products will you hang on the walls, whether
  virtual or actual?
• How will you assess students as you consider use
  of cooperative groups?

57
Wall Decorations

• Products can include
• Graphic Organizers (created with
• Inspiration)
• Multimedia Presentations (created with Powerpoint
  or Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop,
  Print Artist)
• Charts/Graphs
• Web Page(s)

58
Assessments

• Products can include
• Graphic Organizers (created with Inspiration)
• Multimedia Presentations (created with Powerpoint
  or Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop,
  Print Artist)
• Charts/Graphs (Excel, GraphMaster)
• Web Page(s)

59
Things to Consider

• Why must we assess the learning?
• What do you need to know to conduct the
  assessment?
• What forms product or performance might
  assessment take?
• How will the assessment take place?
• Who will receive the information and how will
  they use it? (stakeholders)

60

• Rubrics are a continuum,
• not a competition.

61
Assessment Websites

• http//www.glef.org/Assessment/index.html
• http//rubistar.4teachers.org/index.shtml
• http//www.middleweb.com/rubricsHG.html
• http//www.4teachers.org/projectbased/checklist.sh
  tml
• http//www.sdcoe.k12.ca.us/score/actbank/srubrics.
  htm
• http//www.odyssey.on.ca/7Eelaine.coxon/rubrics.h
  tm

62
Decision Making Matrix
63
Present the Solution

• A scenario/simulation students have to
  participate in character
• Speech or debate
• Play
• Video, newspaper, or radio announcement
• Expert Convention

64
Debrief the Problem

• The goal is for learners to reflect on what they
  have learned
• Sense of completion
• Make connections to standards-based outcomes
• Journal entries used to debrief
• PBL is authentic learning!

65
Creation Checklist

• Problem Engagement
• Problem
• Curriculum Map with TEKS Correlation
• Inquiry Investigation
• Which process will you use?
• Cooperative Learning will occur how?
• Consequences?
• Problem Resolution
• Solution Product

• Reminders
• Construct assessments that will fit in along the
  way.
• Feel free to ask facilitators for assistance.

66

• Dont be afraid to take a big step when one is
  indicated. You cant cross a chasm in two small
  steps.

67

• There are many ways of going forward, but only
  one way of standing still.
• Franklin D. Roosevelt