Problem-Based Learning Educating for Innovation Heather Mullins Professional

Problem-Based Learning Educating for Innovation Heather Mullins Professional Development Consultant North Carolina Department of Public Instruction

http: //rt 3 region 7. ncdpi. wikispaces. net

“The formulation of a problem is often more essential than its solution. ” – Albert Einstein http: //www. factsofworld. com/albert-einstein-facts

Learning Targets I can explain Problem -Based Learning. I can find PBL planning resources, tools, and sample lessons. I can pinpoint a specific concept in my standards that would be appropriate for a PBL experience.

Why Problem-Based Learning? Standard I: Teachers Demonstrate Leadership Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students Standard IV: Teachers Facilitate Learning for their Students Standard III: Teachers Know the Content They Teach Standard V: Teachers Reflect on their Practice

Heidi Hayes Jacobs: What year are we preparing our students for?

Table Talk • What will it take to get to the point of developing curriculum as Jacobs suggests? • What can we do that is in our control right now? http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=xo. Kwz. V 4 jwhnrd. M: &imgrefurl=http: //cedsgt. com/teamblog/general/team-diversity 2/&docid=a. SRc. Yf. Zwof. Vjw. M&imgurl=http: //cedsgt. com/teamblog/wp-content/uploads/2011/04/7 -Free-Teamwork-Clip-Art-Of-A-Circle-Of-Diverse-People. Holding-Hands-11300 x 298. jpg&w=300&h=298&ei=To. EQT 6 E 8 hp. O 3 B 8 n. Nwfw. B&zoom=1&iact=rc&dur=725&sig=114730900127101918374&page=6&tbnh=133&tbnw=134&st art=103&ndsp=21&ved=1 t: 429, r: 4, s: 103&tx=72&ty=52

What we Valued Then and Now 20 th Century View 21 st Century View • Completing homework and • Generating and applying class work correctly knowledge • Mastering the basics must • Using creative and critical occur before students approaches to problemmove to broader skills solving and decision-making • Educational Success = Reproducing Knowledge Extrapolating from what we know and applying that knowledge to novel situations

A Generation Ago… • Teachers could expect that what they taught would last students a lifetime. • One of our greatest challenges was FINDING information. • Our major task was to be able to RECALL it. http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en-US: official&biw=1366&bih=664&tbm=isch&tbnid=ff. Ig. Ht 8 b. PXCh. M: &imgrefurl=http: //etseq. law. harvard. edu/2011/09/calling-all-research-assistants/&docid=V 1 t. M 9 a. Dn 74 BVy. M&imgurl=http: //etseq. law. harvard. edu/wpcontent/uploads/2011/09/Card_Catalog_Student-401 x 600. jpg&w=401&h=600&ei=T 1 o. QT 4 VPp. PRAZHw_Kw. D&zoom=1&iact=rc&dur=305&sig=114730900127101918374&page=3&tbnh=132&tbnw=90&start=40&ndsp=20&ved=1 t: 429, r: 13, s: 40&tx=14& ty=95

Now… • Our world is experiencing rapid economic and social change • Schools must prepare students for jobs that have not yet been created, technologies that have not yet been invented, and problems that we do not yet know will arise.

http: //www. google. com/imgres? start=176&num=10&hl=en&client=firefox-a&hs=74 f&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=fgm. Qc. NV 5 km. Ko. YM: &imgrefurl=http: //ibnlive. in. com/news/making-sense-of-googles-seeminglywhacky-concepts/132946 -11. html&docid=Jeqf 3 qst. DOAc. M&imgurl=http: //static. ibnlive. in. com/ibnlive/pix/sitepix/10_2010/google_131010. jpg&w=630&h=420&ei=x. RAQT_7 UCNGatwf. Oqoi. AAg&zoom=1&iac t=hc&vpx=909&vpy=291&dur=328&hovh=183&hovw=275&tx=119&ty=102&sig=114730900127101918374&sqi=2&page=9&tbnh=115&tbnw=173& ndsp=18&ved=1 t: 429, r: 16, s: 176

And yet… http: //www. google. com/imgres? hl=en&client=firefox-a&hs=c. LL&sa=X&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=e. SA 9 FNV 6 a. FP 4 HM: &imgrefurl=http: //www. snoitulosten. com/un-googleable/&docid=T 74 pna. Xp. Xr. Td. M&imgurl=http: //www. snoitulosten. com/wp-content/uploads/2010/04/ungoogleableman. jpg&w=550&h=601&ei=w. Q 8 QT 6 m. AI 4 j. Xtwfir. Mml. Ag&zoom=1&iact=hc&vpx=564&vpy=133&dur=2026&hovh=235&hovw=215&tx=134&ty=123&sig=11 4730900127101918374&page=1&tbnh=142&tbnw=130&start=0&ndsp=18&ved=1 t: 429, r: 2, s: 0

Times have changed… So What? • We need a way to engage students that represents the way learning occurs in the world outside the classroom. http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=2 AX 0_Or. Jc. ZO 2 o. M: &imgrefurl=http: //ali. apple. com/acot 2/&docid=lqz. Ol. ENpyfb. Tp. M&imgurl=http: //ali. ap ple. com/acot 2/global/images/diagram_6_principles. jpg&w=340&h=340&ei=a. Iw. QT 9 uo. O 4 iftwf. Yx. MDk. AQ&zoom=1&iact=hc&vpx=829&vpy=168&dur=439 1&hovh=225&hovw=225&tx=142&ty=117&sig=114730900127101918374&page=1&tbnh=125&tbnw=125&start=0&ndsp=21&ved=1 t: 429, r: 4, s: 0

How does PBL work? Learning is initiated with a proposed problem Students have multiple responsibilities. • Students assume a role in the problem scenario • • Pose questions Investigate Identify resources Gather and report information

Why Should I Buy In? http: //www. google. com/imgres? num=10&hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=p. Ds 26 c. Cse. GAr. HM: &imgrefurl=http: //www. lifewisdominstitute. org/learningpyramid. html&docid=1 FGXn. Hp. L 70 S 2 M&imgurl=http: //www. lifewisdominstitute. org/images/triangles/thelearningpyramid. gif&w=575&h=502&ei=y. I 0 QT 5 On. Mcaltwfb 3 ont. AQ&zoom=1&iact=hc&vpx=543&vpy=146&dur=3657&hovh=210&hovw=240&tx=125&ty=142&sig= 114730900127101918374&sqi=2&page=1&tbnh=144&tbnw=145&start=0&ndsp=18&ved=1 t: 429, r: 2, s: 0

What Problem/Project-Based Learning is NOT VS

Problem. Based Learning Project-Oriented Learning • Students begin an • Students learn all they extended process of need to know first collaborative inquiry in • A project oriented response to a complex toward their unit of question, problem, or study is assigned at the challenge end

Problem. Based Learning Project-Oriented Learning • Problem and process are • Project or product is the emphasis • Students analyze, • Students reproduce evaluate, research, and knowledge or extend create new meaning knowledge from what has been learned

What PBL is NOT… Problem-Based is not Project-Oriented http: //www. google. com/imgres? hl=en&client=firefox-a&hs=UAQ&sa=X&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=y. Wb. OO 6 dulck 0 M: &imgrefurl=http: //forum. bodybuilding. com/showthread. php%3 Ft%3 D 116014531%26 page%3 D 1&docid=Mse. Uw. Qdbdjj. WZM&imgurl=http: //elyscie ncecenter. com/yahoo_site_admin/assets/images/Science_Fair_Project_057. 1993154_std. JPG&w=800&h=600&ei=I 1 g. QT 6 qs. PJKTtwekkq 3 v. AQ&zo om=1&iact=rc&dur=398&sig=114730900127101918374&page=1&tbnh=136&tbnw=181&start=0&ndsp=24&ved=1 t: 429, r: 2, s: 0&tx=114&ty=61

Project-Based vs. Problem-Based Emphasis on Problem Emphasis on the Product

Essential to Success in PBL • Establish a need to know and do. • Capturing interest begins the inquiry process for students • An entry event should engage students emotionally and intellectually and make them feel invested. http: //www. google. com/imgres? num=10&hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=b 2_8 zpvod 2 RLM: &imgrefurl=http: //www. relevantclassroom. com/blog/posts/Fdxb. QVIpg 8177, bx 4910, bx 4909, bx 4907, cb 23064%3 Fcat%3 D 1149276%26 page_n o%3 D 4&docid=fp. CBR 7 eeu 7 jy 8 M&imgurl=http: //static 3. vipasuite. com/resources/dyn/files/212010 z 791 fcc 85/_fn/questionmark_think. jpg&w=347& h=346&ei=UJUQT 47 b. H 8 KItwepz. Oy. ZAg&zoom=1&iact=rc&dur=358&sig=114730900127101918374&sqi=2&page=1&tbnh=134&tbnw=115&start =0&ndsp=27&ved=1 t: 429, r: 18, s: 0&tx=65&ty=53

FACS Entry Document A customer experienced flu-like symptoms twelve hours after eating shrimp and steak at a Japanese restaurant. The restaurant had previously passed all health inspections. The food was prepared on the table in front of patrons. Since the chef used an FDA appropriate means to sanitize his hands and wore a hat, the restaurant denied that the customer developed his symptoms from his meal. Your job as the health inspector is to determine the cause of the customer's illness, and provide a rationale for your findings.

FACS Scenario: Table Talk • Why is this a problem that students would be interested in solving? • How is it relevant? • How does this scenario integrate other content areas? • If students were asked to work on this PBL unit, what would they need to know to be successful? http: //www. google. com/imgres? hl=en&client=firefox-a&hs=s. VW&sa=X&rls=org. mozilla: en-US: official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=ZB 1 HMsr. Qkian. M: &imgrefurl=http: //www. themaninchina. com/archive 08 octoberthrudecember. htm&docid=dld. Elb. L 6 vt. I_6 M&imgurl=http: //www. themaninchina. com /images/october%2525202008/japanese%252520 restaurant%252520 chef. JPG&w=640&h=480&ei=u. O 0 RT 4 D 0 BMPYtwf. Vjb 3 j. DA&zoom=1&iact=hc&vpx=910& vpy=50&dur=313&hovh=194&hovw=259&tx=142&ty=140&sig=114730900127101918374&page=2&tbnh=147&tbnw=209&start=19&ndsp=24&ved=1 t: 429, r: 16 , s: 19

What Happens Next? Photos Documents Interviews Lab Reports

It all begins with an entry document… How do we appeal to the interests of students? http: //www. google. com/imgres? hl=en&client=firefox-a&hs=AU 4&sa=X&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&prmd=imvnsu&tbnid=6 IFqg. G 8_ae. SF 2 M: &imgrefurl=http: //www. picgifs. com/graphics/warningsign/&docid=zhnp. UXGw. D 1 x. Yp. M&imgurl=http: //www. picgifs. com/graphics/w/warning-sign/graphics-warning-sign 954409. jpg&w=1280&h=1024&ei=NX 8 RT 7 HXOIbatwf 2 n. Iy. KAg&zoom=1&iact=hc&vpx=1074&vpy=185&dur=164&hovh=201&hovw=251&tx= 162&ty=128&sig=114730900127101918374&page=1&tbnh=130&tbnw=152&start=0&ndsp=21&ved=1 t: 429, r: 13, s: 0

Attention Grabbing Entry Document

Propaganda Scenario • Why is propaganda a topic students would be interested in exploring? • How is it relevant? • For what content area was this scenario developed? • What content areas could be integrated into this PBL lesson?

What PBL is

Let’s Just Face It… Challenges • • Class Time Scheduling Prep Time Integration of Content Areas • Formative Feedback • Time on Task http: //www. google. com/imgres? start=18&num=10&hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=JU 6 XVhm. PKYu. DHM: &imgrefurl=http: //smokles. wordpress. com/2011/10/13/there%25 E 2%2580%25 99 s-more-elephants-in-the-room-or-on-contemplating-the-new-user-redherring/&docid=5 g 8 pdbqyc. O 8 EJM&imgurl=http: //smokles. files. wordpress. com/2011/10/elephant-in-theroom 2. jpg&w=500&h=406&ei=lp. AQT 5 Kc. KIr. Xtwf. Qh. Zy. XAw&zoom=1&iact=rc&dur=263&sig=114730900127101918374&sqi=2&page=2&tbnh=143&tb nw=170&ndsp=19&ved=1 t: 429, r: 6, s: 18&tx=102&ty=48

It All Goes Back to our Cheese http: //www. google. com/imgres? start=19&num=10&hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=p. L 13 gvt. Rum. KTDM: &imgrefurl=http: //www. thirdage. com/image/block-of-cheese&docid=DTNl. VTq. HD 7 Jf. M&imgurl=http: //www. thirdage. com/files/originals/cheeseblock. jpg&w=480&h=360&ei=q 5 EQT 7 m 5 MY 6 Xtwf. Twu. GOAg&zoom=1&iact=rc&dur=683&sig=114730900127101918374&sqi=2&page=2&tbnh=139&t bnw=185&ndsp=18&ved=1 t: 429, r: 16, s: 19&tx=87&ty=55

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What Students Experience

Impressions

Time for a Break! http: //www. google. com/imgres? q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5 Dl 6 vz. H 5 ZOr. Kl. M: &imgrefurl=http: //cu stomevaluation. com/blog/%3 Fp%3 D 173&docid=2 PAe-P 90 tz. OPTM&imgurl=http: //customevaluation. com/blog/wpcontent/uploads/2010/07/take_a_break. jpg&w=250&h=188&ei=c. Cw. LT 6 b. BKNHbtwf 1 ud. HMDw&zoom=1&iact=rc&dur=494&sig=11473090012710191 8374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1 t: 429, r: 5, s: 0&tx=114&ty=29

http: //www. google. com/imgres? hl=en&client=firefox-a&hs=My. B&sa=X&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&prmd=imvnsur&tbnid=Dy. Ohw. Qp. KPZWYPM: &imgrefurl=http: //justelectromusic. blogspot. com/2011/01/buckethe ads-bomb-hausjacker-remix. html&docid=1 -7 W_8 L 2 fy 69 y. M&imgurl=http: //1. bp. blogspot. com/_Ym. COae 2 yq. Q/TS 0 D_k_g 1 h. I/AAAAAbo/C 1 Wk. Hm. Zn. GRc/s 1600/1794. jpg&w=1280&h=1024&ei=m-8 RT-K 2 D 4 Htwfsi. ICIAg&zoom=1&iact=rc&dur=510&sig=114730900127101918374&page=1&tbnh=138&tbnw=140&start=0&ndsp=20&ved=1 t: 429, r: 15, s: 0&tx=77&ty =90

Four Stages of PBL Engagement Investigation Resolution Debrief

Another Approach to Engagement

Question Is the “speed dating event” a problembased or projectbased experience?

Core Content Exploration High Interest Relevant Student-Centered

Student Responsibilities in PBL Pose Questions and Identify Resources Investigate, Gather, and Integrate Information Collaborate to Generate and Evaluate Possible Solutions Communicate Results and Debrief on the Problem. Solving Experience

Justification for PBL • Open-ended, illstructured problems allow for creative thinking and problem solving • Collaborative decision making helps students to communicate and look to each other as sources of wisdom http: //blog. inigral. com/beyond-facebook/

Why Now is the Perfect Time • New Standards & New Local Curricula • Emphasis on 21 st Century Skills • Alignment with Revised Bloom’s Taxonomy • College and Career Readiness (CCR)

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Web 2. 0 RBT Tools http: //techtoolsforschools. blogspot. com/2011/09/blooms-taxonomy-mashups. html

Career and College Ready Students… demonstrate independence. comprehend as well as critique. build strong content knowledge. respond to the varying demands of audience, task, purpose, and discipline. value evidence. use technology and digital media strategically and capably. come to understand other perspectives and cultures.

http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=7 Rf. C 6 mh. NMUV 39 M: &imgrefurl=http: //dimaitland. blogspot. com/2011/07/why-i-do-what-ido. html&docid=JW 3 WXz. Gt. Eij. Rt. M&imgurl=http: //1. bp. blogspot. com/-Myn 4 Dl. FP 1 c/Tj. PC 9 e. Dxcb. I/AAAAALw/9 sn 4 LD 939 b. A/s 1600/Thinking%252 BOutside%252 BOf%252 BThe%252 BBox%252 BNo%2525252 C%252 BDon%25252527 t%252 BDo%252 BIt%25252521. jpg&w=550&h=425&ei=Oo. UQT 5 Q 9 kra 3 B 9 z. Zqa. EC&zoom=1&iact=hc&vpx=1 68&vpy=150&dur=5588&hovh=197&hovw=255&tx=134&ty=115&sig=114730900127101918374&page=1&tbnh=139&tbnw=151&start=0&ndsp=21&ved=1 t: 4

Why we need PBL….

Top 6 Reasons why Inquiry-Based Learning is Good for Students

What Students Experience http: //www. youtube. com/watch? v=u. Zx. YSe 26 O 9 I&feature=player_embedded#!

#1: Critical Thinking Skills Critical thinking and problem solving skills are inherent in the PBL process. All jobs today require employees to engage in a process of continuous improvement.

#2: Opportunities to Collaborate Students can collaborate across networks and lead by influence. The definition of teamwork has changed. Self-management skills and the ability to understand differences are crucial. The ability to engage others and to ask the right questions can help define students’ success in the adult world.

#3: Flexibility and Adaptability PBL teaches students to be flexible and adapt to a variety of situations in order to be successful. Jobs change. Expectations change constantly. The ability to learn new skills and adapt to change is imperative to 21 st century success.

#4: Communication Skills Students become better communicators through oral and written work. Writing for a purpose, writing to analyze, and writing for a reason are skills both college professors and employers say students lack. What does it take to read, write, and talk like a scientist would? What does writing look like in science?

#5: Evaluation Skills Students have the opportunity to access, analyze, and evaluate information. Information is increasing exponentially. Students must discriminate between the critical and trivial. They must understand how to determine what will be important tomorrow.

Which do you choose? http: //www. google. com/imgres? hl=en&client=firefox-a&hs=UD 7&sa=X&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&prmd=imvnsfd&tbnid=ug 6 Hi. IYnwj 14 n. M: &imgrefurl=http: //webpub. allegheny. edu/employee/i/iroy/studyabroad/fa 2 007/test/&docid=u. Pn. MX 5 DOUca 0 r. M&imgurl=http: //webpub. allegheny. edu/employee/i/iroy/studyabroad/fa 2007/cereal%252520 aisle. jpg&w=480&h=640&ei= 53 EQTj. KEt. CCtgfwoc. Xl. AQ&zoom=1&iact=hc&vpx=973&vpy=116&dur=86&hovh=259&hovw=194&tx=81&ty=150&sig=114730900127101918374&page=3&tbnh=13 5&tbnw=108&start=36&ndsp=18&ved=1 t: 429, r: 16, s: 36

#6: Creativity PBL provides opportunities for students to be curious, creative, and use their imaginations. Creative skills are more important in the marketplace and workforce than ever before.

Questions? http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en-US: official&biw=1366&bih=664&tbm=isch&tbnid=j 8 OZ 1 c. Q_NYr_M: &imgrefurl=http: //healmyptsd. com/education/popular-ptsd-questions&docid=a 85 J 7 o. KLzo. Jv. KM&imgurl=http: //healmyptsd. com/wpcontent/uploads/2009/09/question-mark 3 misallphoto. jpg&w=240&h=240&ei=QN 4 ST 9 j 5 GNCstgf. Tsqif. Ag&zoom=1&iact=hc&vpx=536&vpy=186&dur=2382&hovh=192&hovw=192&tx=112&ty =103&sig=114730900127101918374&page=1&tbnh=134&tbnw=144&start=0&ndsp=22&ved=1 t: 429, r: 2, s: 0

What’s Out There? • • Explore the Resources: http: //www. delicious. com/stacks/view/EIh 6 oj 15 Minutes Use the Chart Paper provided to share: – Site URL – Why you liked the site – What you discovered http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=U 6 FOTed. RFpzt. IM: &imgrefurl=http: //www. betterbuildingprices. com. au/builders-complaints-declining-thanks-to -building-brokers&docid=b. N 2 Xt. FWOp. D 8 L 2 M&imgurl=http: //betterbuildingprices. com. au/wp-content/uploads/2010/12/searching-thenet. jpg&w=500&h=375&ei=R 4 o. QT-THF 9 Sutwe 3 o. X 3 AQ&zoom=1&iact=rc&dur=559&sig=114730900127101918374&page=3&tbnh=133&tbnw=177&start=39&ndsp=20&ved=1 t: 429, r: 1, s: 39&tx=81&ty=61

Steps to Getting Started • Think BIG, start small. – Have a broad yet clearly defined vision of where you and your colleagues are going. – What do you want your school to look like in 35 years? – What will students be doing in the classroom? How will teachers be working together? – Start with small, attainable steps.

Agree to One PBL Unit http: //www. google. com/imgres? hl=en&client=firefox-a&rls=org. mozilla: en. US: official&biw=1366&bih=664&tbm=isch&tbnid=931 XPbij. PY 4 kb. M: &imgrefurl=http: //board. rapmusic. com/overtime-off-topic-discussion/1301740 -lets-all -play-counting-pictures-1 -a. html&docid=Wz 2 SG_Sd 1 svqc. M&imgurl=http: //2. bp. blogspot. com/2 UEVFi. N 2 i. Wc/Tkq. HDvo 6 vl. I/AAAAAEg/Kq 4 VJTpo 04 c/s 1600/600 px. Wiimote. Button 1. svg. png&w=600&h=600&ei=Np. QQT 7 Pd. Ioz. Btgfkz 4 Sl. Ag&zoom=1&iact=rc&dur=348&sig=114730900127101918374&page=1&tbnh=14 3&tbnw=143&start=0&ndsp=20&ved=1 t: 429, r: 4, s: 0&tx=71&ty=34

Table Activity • Look at the standards for a course you teach. • With your colleagues, brainstorm one particular concept that would make a good PBL Unit. • Share with the whole group via Poll Everywhere. • 15 minutes.

Revisit Learning Targets I can explain Problem -Based Learning. I can find PBL planning resources, tools, and sample lessons. I can pinpoint a specific concept in my standards that would be appropriate for a PBL experience.

Evaluation The best thing about this session is… Something I want to know more about is… Reflection This session could have been better if… Now I need…

Contact Information E-mail: Skype: Phone: Blog: Wiki: heather. mullins@dpi. nc. gov waterlovers 3 828. 244. 8759 (H) www. mullinshe. wordpress. com www. rt 3 region 7. ncdpi. wikispaces. net

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