next generation learning network
DESCRIPTION
Next Generation Learning Network. Making the Real World Connection to Algebra. Problem-based Learning Course. Objectives. Explore problem-based learning (PBL) resources to develop a common understanding of PBL. Make the connection between the real world and the algebra 1 EOC benchmarks. - PowerPoint PPT PresentationTRANSCRIPT
1
Next Generation Learning NetworkNext Generation Learning NetworkNext Generation Learning NetworkNext Generation Learning Network
Making the Real Making the Real World Connection World Connection
to Algebrato Algebra
Problem-based Learning Course
Objectives
Explore problem-based learning (PBL) resources to develop a common understanding of PBL.
Make the connection between the real world and the algebra 1 EOC benchmarks.
Begin to develop resources that connect instruction to one or more of the EOC benchmarks.
2
Morning Focus
What can PBL look like in the classroom?
Building a common language
3
Agenda
Afternoon Focus
How can we incorporate the design principles of PBL within our standards-
based curriculum to make it more relevant to our students?
PBL in our Algebra classrooms
AdaptationDHigh Rigor – High Relevance
BLow Rigor – High Relevance
ALow Rigor – Low Relevance
CHigh Rigor – Low
Relevance
Rigor6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/ Awareness
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
New Bloom’s Taxonomy
When is a Task Rigorous?
think deeply about a problem
analyze new situations
interpret and synthesize knowledge
bring ideas together in a new or creative way
develop and justify their own criteria for evaluation
are intellectually challenged
Students…
Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value
beyond school
Knowledge in one
discipline
Apply in one
discipline
Apply across
disciplines
Apply to real-world predictable
situations
Apply to real-world unpredictable
situations
When is a Task Relevant? Value beyond school Addresses an actual
problem of contemporary significance
Builds on students’ real-life experiences
Has students communicate knowledge beyond the classroom
Students recognize the connection between classroom knowledge and situations outside the classroom
AdaptationDHigh Rigor – High Relevance
BLow Rigor – High Relevance
ALow Rigor – Low Relevance
CHigh Rigor – Low
Relevance
Represents simple recall & basic understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance
C D
A B
Quadrant A
Quadrant B
Students use acquired knowledge to complete tasks with a connection outside school.
Activities or tasks involve lifelike situations.
Does not require higher order thinking.
Low Rigor – High Relevance
C D
A B
Quadrant C Students are thinking deeply about a
problem in the discipline.
Represents more complex thinking but has less clear value outside of school.
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance
C D
A B
Quadrant D Students are thinking deeply and there
is a connection to lifelike situations.
Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance C DA B
Common Core Students are thinking deeply and there
is a connection to lifelike situations.
Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance C DA B
15
Accessing the Resources
http://instructionaltech.browardschools.com/ngln/
Next Generation Learning Network Website
Click on ResourcesThen click on the “resources page” for today’s training.
Brief Online Survey
16
Think of your own experiences with problem-based learning.
Complete the survey.
Reflect on the results.
PBL in Action
17
Get the Math Video
18
Problem-based Learning
19
Problem-based Learning
"an instructional strategy in which students confront contextualized, ill-structured problems and strive to find meaningful solutions."
Problem-based learning has been described as:
Modeling the PBL Process
We are teachers participating in a grant. This grant requires participating teachers to create and use problem-based learning to assist in teaching the standards-based curriculum. Since teachers will be sharing lesson plans with each other, it is important that all teachers have the same understanding of problem-based learning and its process. Let’s come up with an agreed upon definition and process for problem-based learning.
The Problem:
20
21
Problem-based Learning Process
What do we already know about PBL?
22
Problem-based Learning Process
What do we need to know about PBL in order for us to create lesson plans and implement
them in our classrooms?
23
Problem-based Learning Process
Let’s divide up the research tasks.
After you have your topic, groups need to:
• Divide up the resources to explore
• Compare what you come up with on the topic
• Collaborate on what you will present to the class
24
Problem-based Learning Process
What did we find out?Is there anything we still need
to know?If there is, let’s divide up the tasks again.
If there isn’t, let’s finalize our solution to present
Let’s share information.
25
Problem-based Learning Process
Let’s review what we just did.
Ill-structured problem: a “messy problem”that could have multiple paths leading to the same solution or the problem could have multiple solutions
Scenario: this is the setting for the problem
26
Reviewing our Process
1. Present the problem
Brainstorm all that is known that will help solve the problem and formulate hypotheses
27
2. What do we know?
Identify learning needs by making a list of things needed to know in order to solve the problem
3. What do we need to know?
Divide the “need to knows” among the group members
4. What do we do now?
Reviewing our Process
28
2. What do we know?
3. What do we need to know?
4. What do we do now?
Share research findings with the group, then revisit steps 2-4:
5. Group Meetings to share information
Continue this process until the group arrives at a solution
Present the solution
Reviewing our Process
Making the Real World Connections
LUNCHTIME
29
Making the Real World Connections
One teacher’s thoughts on the subject of making algebra curriculum connect to his students:
Click on the link to the Blog Post
What are your thoughts?
30
Making the Real World Connections
Go into the Teacher Portal in BEEP
Select Online Textbooks on the right side
Select one of your Algebra textbooks
Each group member should select one benchmark from the page you are given.
In the textbook, locate the lesson(s) that teach this benchmark and look how it is currently being taught.
31
Making the Real World Connections
Does your textbook ask students to apply the content in a real world context?
Look at the list of resources on the wiki page. Locate and collect resources that will help support teaching these benchmarks using real world connections.
Put your group’s findings on a Word document and email them to Randy Stephen.
Report your findings to the class.32
Activity
Creating the Lesson Plan
From the website, download the “char_of_problems_overview.doc”
33
Characteristics of Problems for PBL
Creating the Lesson Plan
From the website, download the problem-based lesson plan template.
Think about whether you will write your own lesson plan or whether you will collaborate with another teacher on two lesson plans.
34
Reviewing the lesson plan template
Creating the Lesson Plan
Start with a benchmark.
Determine how learning will be assessed.
Create an ill-structured problem/scenario that connects the benchmark to the student in a real world context.
Design the lesson plan, including how students will share their solution to the problem.
35
Steps in creating your lesson plan
Next Steps
36
Equipment
Tech Training Day Date Survey
Follow-upDue date: 9/18