Transforming Teaching and Learning through PBL

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Transforming Teaching and Learning through PBL

• Making the connection between classroom content
  and real world experiences

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Who we are ..

• Transformation 2013 T-STEM Center
• Collaborative project between Region XIII, 20 and
  our partners.
• Stacy Avery, Coordinator

www.transformation2013.org
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What makes PBL effective in teaching and learning
..

• Active and engaging lessons
• Equipped to support spontaneous questioning as
  well as planned investigation
• Center for innovation and invention
• Supportive of teaching in multiple modalities
• Serves students with a variety of learning styles
  and abilities

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Attributes of a STEM student

• Problem-solvers
• Innovators
• Self-reliant
• Logical thinkers
• Technologically literate
• Sense of identity

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Engineering Design Process
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Characteristics of PBL

• Learning is student centered
• Instructor is coach/facilitator
• Students work in small groups to solve problems
• Student assessment is enhanced by self/peer
  assessment
• Relevant to student world
• Flexible environment of varying lengths

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Questions to Ask Ourselves

• Are our students critical thinkers and problem
  solvers?
• Are our students globally aware?
• Are our students self-directed?
• Are our students good collaborators?

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Questions to Ask Ourselves

• Are our students information and technology
  literate?
• Are our students flexible and adaptable?
• Are our students innovative?
• Are our students effective communicators?

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A Model forPlanning the PBL
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Critical Components

• Authenticity
• Driving Question
• Academic Rigor
• Grounded in content and TEKS
• Structured model for lesson development (5E)
• Applied Learning
• Authentic and applicable to real world
• Active Exploration
• Inquiry into critical questions
• Assessment
• End result, authentic assessment

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Classroom Roles

• Teacher
• Monitoring learning
• Probing/challenging students thinking
• Managing group dynamics
• Asking about thinking
• Keeping the process moving

• Student
• Active participant
• Engaged
• Constructing meaning
• Works collaboratively
• Draws on prior knowledge
• Solves problems
• Draws conclusions

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Planning ToolHow to create a PBL lesson

• Step 1 Begin with the end in mind
• Step 2 Craft the Design Challenge
• Step 3 Map the Design Challenge
• Step 4 Plan the Design Challenge (5E Lesson
  Model)
• Step 5 Plan the assessment
• Step 6 Create Rubrics

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Step 1 Begin with the End in Mind

• Summarizing big ideas
• Identifying the TEKS/SEs
• Identify the Key performance indicators
• 21st Century Skill
• Stem Careers

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Step 2Crafting the Design Challenge

• State the essential question
• Outcome
• Content
• Focus for inquiry
• Problem statement

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Step 3Map the Design Challenge

• Major Products
• Task analylsis
• What students need to know
• What is already learned
• What will be taught prior
• What will be taught during

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Step 4Planning the PBL

• 5E
• Engage
• Explain
• Explore
• Elaborate
• Evaluate

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Sample PBLscreated by teacher for teachers
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Sample PBLs

• Algebra I
• Ins and Outs of Functions
• Geometry-
• Simply Logical, My Dear Watson
• Biology
• Genetics Cellular Reproduction
• Physics
• Momentum

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What makes a good problem

• Students must make or do something authentic
• Students should have access to the same kinds of
  tools/technology adults use
• Student work and thinking should be

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Driving Questions

• Are.
• Provocative
• Open ended
• At the heart of the discipline
• Challenge

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Planning

• Plan which content standards will be addressed
  while answering the question.
• Involve students in the questioning, planning,
  and project-building process.
• Teacher and students brainstorm activities that
  support the inquiry.

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Timelines

• Teacher and students design a timeline for
  project components.
• Set benchmarks.
• Keep it simple and age-appropriate.

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Facilitating

• Monitor and facilitate the process.
• Mentor the process.
• Utilize rubrics.

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Assess Progress

• Make the assessments authentic.
• Know authentic assessments will require more time
  and effort from the teacher.
• Vary the type of assessments used.

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Evaluate

• Take time to reflect, individually and as a
  group.
• Share feelings and experiences.
• Discuss what worked well.
• Discuss what needs change.
• Share ideas that will lead to new inquiries, thus
  new projects.

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Resources

• Buck Institute for Education
• www.bie.org
• George Lucas Education Foundation
• www.edutopia.org
• Classroom Instruction that Works
• Marzano, Robert and Debra Pickering, Jane
  Pollack. Classroom Instruction that Works.
  Alexandria ASCD, 2001.
• What Works in Schools Translating Research into
  Action
• Marzano, Robert. What Works in Schools
  Translating Research into Action. Alexandria
  ASCD, 2003.
• Illinois Math and Science Academy
• http//www2.imsa.edu/
• Brain Pop
• http//www.brainpop.com/necc2008

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Contact us

• www.transformation2013.org
• Stacy Avery, Coordinator
• stacy.avery_at_esc13.txed.net
• Cassandra Ricks, Math, STEM Specialist
• cassandra.ricks_at_esc13.txed.net
• Julianne Webb, Science, STEM Specialist
• julianne.webb_at_esc20.net