pbl: which is best for gt learners? · problem based learning and project based learning...
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5/18/2018
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PBL: Which is Best for GT Learners?
Dr. Diane [email protected]
Diane Heacox 2018 all rights reserved
Problem based learning involves the student in defining the problem
that is answered through their work. There is no predetermined
outcome. However, the student follows specific, prescribed steps in
the process. (What would be the essential elements to include in a
plan for the school garden?) The student investigates the problem
using their prior knowledge as well as new knowledge built from their
research. The duration of the process is usually short term but
depending on the scope of the investigation may be lengthy. The
study itself may be the result of their work. The study may be
presented or shared with others in some capacity.
Diane Heacox 2018 all rights reserved
In project based learning, the student defines the final result of
their work prior to its start. (I want to design a plan for the school
garden.) Then students establish a way to pursue the work. The
student is given some general but flexible steps in their work
process. Students typically combine current knowledge with their
research or experimentation results. The duration of the project is
most frequently several weeks or even months. Project based
learning results in a tangible product or performance.
Diane Heacox 2018 all rights reserved
5/18/2018
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Problem Based Learning and Project Based Learning Commonalities
• Student centered learning
• Focus on open-ended tasks grounded in real life applications
• Emphasis on student independence and inquiry
• Teachers as facilitators
• Problem solving requiring critical reflection and analytical thinking
• Advances student prior knowledge on a topic or idea
• Goal setting
• Hypothesis testing
• Delivers content and skills reflecting academic standards.
• Authentic applications of content and skills
Diane Heacox 2018 all rights reserved
Steps in Problem Based Learning
Adapted from L.D. Spence, Pennsylvania State University
1. Explore the issue.
The teacher introduces a relevant, engaging problem that lacks a
single course of action or answer. Problems relate to required
academic standards. Students explore the significant parts of the
problem and gather additional information related to the problem.
Students engage with content, learn new concepts, principles, or
skills as they proceed through the problem solving process.
2. List what you know.
Make a list of what you now know based on your exploration.
Diane Heacox 2018 all rights reserved
3. Develop a problem statement.
The problem statement must reflect what you know as well as what you will need to
know in order to solve the problem. Following are formats for the problem
statement.
Write a problem statement choosing one of the following formats:
< In what ways might we (statement of the problem, challenge, issue) … so that
(what will result from the resolution)…
In what ways might we convince students to stop bullying so that all students
can learn in a safe school community?
< How might we (statement of the problem, challenge, issue)…so that (what will
result from the resolution) …
How might we convince students to stop bullying so that all students can learn
in a safe school community?
Diane Heacox 2018 all rights reserved
5/18/2018
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4. List all possible solutions.
Once listed, order your solutions from your strongest to your
weakest solution.
5. Now…what do you need to know?
Analyze the information and/or data that you collected.
What else do you need to know or do to solve the problem?
Consider if there is additional information you need
to move your solution into action. What resources, materials,
experts, websites etc. may you still need to find?
Diane Heacox 2018 all rights reserved
6. Write your “best” solution and provide support for your decision.
Share the information and/or data you collected and your analysis of that
information or data.
7. Present and be able to defend your solution.
Demonstrate your learning by sharing your findings with teachers and
classmates as well as other individuals or groups as appropriate to the
problem and solution.
8. Reflect on the strengths of your work.
Consider what you would change if you did the work again.
Diane Heacox 2018 all rights reserved
Project Based Learning in Classroom Practice
High quality project based learning reflects:
• Key knowledge, understanding, and success skills
The project is focused on academic standards as well as
skills such as critical and creative thinking, problem
solving, collaboration, and self-management.
• A challenging problem or question
The project seeks to solve a meaningful, open-ended,
engaging driving problem or question posed at an
appropriate level of challenge. Diane Heacox 2018 all rights reserved
5/18/2018
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• Sustained inquiry
The project involves the student in an active, rigorous, in-
depth process over time. The student continually poses
questions and seeks and locates resources as the answer is
developed.
• Authenticity
The project is set in a real-life context, uses real world
processes, tools and standards, and makes an impact and/or
reflects personal questions, concerns, interests or issues in
the students’ life.
Diane Heacox 2018 all rights reserved
• Student voice and choice
The project allows the student to make decisions related
to how they will work and the products they create. They
are guided by the teacher in the process.
• Reflection
The students actively reflect on their learning, the
effectiveness of their progress and the quality of their
work.
Diane Heacox 2018 all rights reserved
• Critique and Revision
Students receive descriptive feedback on their work to enable
them to revise and refine process and product as necessary and
appropriate.
• Public Product
Students demonstrate what they have learned by explaining,
displaying and/or presenting it to people beyond their classroom.
Buck Institute for Education (2015)
Buck Institute for Education (2017) Retrieved from www.bie.org Project Based Learning
Diane Heacox 2018 all rights reserved
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Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
5/18/2018
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P R O J E C T D E S I G N : O V E R V I E W page 1
Name of Project: Duration:
Subject/Course: Teacher(s): Grade Level:
Other subject areas to be included, if any:
Key Knowledge and
Understanding
(CCSS or other standards)
Success Skills
(to be taught and
assessed)
Critical Thinking/Problem Solving Self-Management
Collaboration Other:
Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Driving Question
Entry Event
Products Individual: Specific content and success skills to be assessed:
Team: Specific content and success skills to be assessed:
Diane Heacox 2018 all rights reserved
P R O J E C T D E S I G N : O V E R V I E W page 2
Making Products Public
(include how the
products will be made
public and who students
will engage with
during/at end of project)
Resources Needed On-site people, facilities:
Equipment:
Materials:
Community Resources:
Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
project)
Journal/Learning Log Focus Group
Whole-Class Discussion Fishbowl Discussion
Survey Other:
Notes:
Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
5/18/2018
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Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
5/18/2018
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Diane Heacox 2018 all rights reserved
Buck Institute for Education (2017)
Retrieved from www.bie.org Project Based Learning
Available Materials:
Project Design: Student Learning GuideProject Design: Overview Project Design SampleEssential Project Design Elements ChecklistProject Design Rubric for Student EvaluationPBL Teaching Rubric
Diane Heacox 2018 all rights reserved
Biodomes Engineering Design Project teachengineering.org
In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process.
The procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome.
Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers.
Students consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities.
Diane Heacox 2018 all rights reserved
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This activity can be conducted as either a verystructured or open-ended design.
Diane Heacox 2018 all rights reserved
Biodome Design Process
1. Initial draft design2. Build the biodome3. Determine energy flow4. Add plants5. Add or imagine appropriate animals6. Consider decomposers
Diane Heacox 2018 all rights reserved
Assessment Pre-AssessmentDiscussion Questions: Solicit, integrate and summarize student responses.•What is an environment? What types of things does an environment include? Can you think of any artificial environments?•Are you familiar with the engineering design process? Can you name any steps in the engineering design process?
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Post-Activity AssessmentRe-Engineering: Ask student teams to brainstorm to come up with many ideas on how they could improve their biodomes. Have them sketch the most promising ideas.Show and Tell: Have student groups show off their biodomes to the rest of the class. Have them explain: 1) how they developed their design, 2) the best part of their design, 3) what could go wrong with it, and 4) what could be fixed or improved in future models. Remind students that engineers go through the design-build-redesign process many times before they are satisfied with a finished product.Engineering Poster: Using the knowledge they learned in the biodomes lessons and activities, have student engineering teams each create a poster to present their best design for a biodome of a particular environment. Ask them to title their posters with an engineering company name that they invent, such as, Eco Engineering Corporation. Diane Heacox 2018 all rights reserved
Activity Extensions < Have students conduct research to find out what types of construction methods have been used in real biodomes. See if they can find any details on how these design ideas were reached.< Have students make a bar chart of the animals and plants they included in their biodomes. Gather all class data and make a class chart. From the data, ask the students how biodome engineers make sure they gather an appropriate sample of plants, animals and decomposers. Point out that most of students probably gathered the easiest animals and plants to find. What would happen if biodome engineers did this? Would it be a good representation of life? Ask the students to do this for their own biodomes.< Have students research real-world biodomes and find out what animals, birds and fish are inside. How do biodome managers control how the animals come into contact with each other in order to maintain healthy populations of both predators and prey? Diane Heacox 2018 all rights reserved
Activity Scaling •For lower grades, adjust the amount of detail required for the biodome design project. You could have the students create identical plant-only biodomes or cover only Parts 1, 2 and 4 of the activity.•For upper grades, give students more constraints on materials and size, and/or come up with other "customer" requirements. Add a math component by requiring them to draw their designs to scale, or measure and graph the growth of their plants, or survival rate of their animals and decomposers. You could also have students design their biodomes using a computer-aided design software. Student teams could present their projects to the class as if they were a professional engineering firm.Diane Heacox 2018 all rights reserved
5/18/2018
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Spence, L.D. (n.d.) Problem based learning: Lead to learn, learn to
lead. Retrieved from www.studygs.net/pblhandbook.pbl
ALTEC. (n.d.) Checklists to support project based learning and
evaluation. Retrieved from http.pblchecklist.4teachers.org/index.shtml.
Landsberger, J. (n.d.) Problem based learning. Retrieved from
http:wwwstudygs.net/pbl.htm.
Miller, A. (2011). How to write effective driving questions for project-
based learning. Retrieved from http:www.edutopis.org/blog/pbl-how-to-
write-driving-questions-andrew-miller.
Diane Heacox 2018 all rights reserved
Diane Heacox 2018 all rights reserved
Dr. Diane [email protected]@dianeheacox
Bring me to your school!
Diane Heacox 2018 all rights reserved