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1 Next Generation Learning Next Generation Learning Network Network Making the Making the Real World Real World Connection to Connection to Algebra Algebra Problem-based Learning Course

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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 Presentation

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Page 1: Next Generation Learning Network

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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

Page 2: Next Generation Learning Network

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.

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Page 3: Next Generation Learning Network

Morning Focus

What can PBL look like in the classroom?

Building a common language

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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

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AdaptationDHigh Rigor – High Relevance

BLow Rigor – High Relevance

ALow Rigor – Low Relevance

CHigh Rigor – Low

Relevance

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Rigor6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Knowledge/ Awareness

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

New Bloom’s Taxonomy

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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…

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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

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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

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AdaptationDHigh Rigor – High Relevance

BLow Rigor – High Relevance

ALow Rigor – Low Relevance

CHigh Rigor – Low

Relevance

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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

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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

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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

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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

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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

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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.

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Brief Online Survey

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Think of your own experiences with problem-based learning.

Complete the survey.

Reflect on the results.

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Problem-based Learning

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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:

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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:

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Problem-based Learning Process

What do we already know about PBL?

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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?

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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

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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.

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Problem-based Learning Process

Let’s review what we just did.

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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

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Reviewing our Process

1. Present the problem

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Brainstorm all that is known that will help solve the problem and formulate hypotheses

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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

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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

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Making the Real World Connections

LUNCHTIME

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Page 30: Next Generation Learning Network

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?

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Page 31: Next Generation Learning Network

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.

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Page 32: Next Generation Learning Network

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

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Creating the Lesson Plan

From the website, download the “char_of_problems_overview.doc”

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Characteristics of Problems for PBL

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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.

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Reviewing the lesson plan template

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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.

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Steps in creating your lesson plan

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Next Steps

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Equipment

Tech Training Day Date Survey

Follow-upDue date: 9/18