Problem+Based+Learning

= = toc = = =Announcement: Week 1=

Welcome!
 Posted on: Sunday, June 24, 2012 Hi everyone! I am looking forward to our interactions and time together over the next four weeks. I anticipate learning as much from you as I hope you will learn from participating in this one-credit online course. We have all journeyed on different paths and have much to share as practicing professionals. My goal is to provide a learning environment that will expand our thinking about learning and teaching. Feel free to take risks and explore new and old ideas. Please begin by clicking on "** Getting Started **". Feel free to contact me with any questions/concerns ( hamblettp@gmail.com ). Pat Hamblett

= Getting Started: Week 1 =

Philosophy and expectations
 ** Philosophy: **  I believe that learning is a continuous, fluid process that includes both formal and informal situations. The strategies and skills necessary for effective learning accumulate and evolve as the result of various experiences throughout our lifetime. Providing a safe, risk-free environment allows students to explore and experience learning as a growing, continuous process. When teachers provide students with problem solving opportunities they model real world situations where multiple disciplines and concepts are needed for viable solutions.

 ** // Course Expectations: // ** Participants are responsible for completing all assignments and meeting all due dates. A participant must notify the instructor ** before ** the due date if there is an unexpected need for an extension or an adjustment to an assignment. Please proceed to the “ Course Documents ” section where you will find the course syllabus and rubrics. Read them carefully and feel free to email me if you have any questions ( hamblettp@gmail.com ). Each week I will post an announcement that will summarize the discussion board from the previous week and direct you to the next week’s assignments. Next – go to the “ Assignments ” section of the announcement page to begin working on Module One.
 * // Deadlines: // ** Each module includes the due date for individual assignments. Most assignments are due by Saturday (midnight) of each week. The fourth module assignments and the final project are due no later than Friday, July 20, 2012.

= Course Documents =

Syllabus and Rubrics
 2012_Lifelong Learners Syllabus_PBL.pdf 2012 course Rubrics .pdf

= **ASSIGNMENTS: WEEK ONE** =

Module One -- Due June 30 midnight
 Before you begin, please read the Who's who directions_2012.doc and add your profile to our class blog. Be sure to check back often so that you can learn more about your course colleagues. **Blog Due Date -- Wednesday, June 27 midnight!** Module One objectives: **Background Information --** Each of us will begin this course with our own definition of 'problem-based learning'. In order to gain some common ideas please explore the following websites and videos. Take some time to read and listen to others' ideas about problem-based learning before we share our own understandings of the topic. [] Feel free to seek additional information about pbl from other sources. Next, continue by researching information on project-based learning and inquiry-based learning. Think about which characteristics overlap and which ones do not. = Module Two Announcement =
 * 1) To define problem-based learning
 * 2) To recognize how pbl compares to project-based and inquiry based learning
 * 3) To engage in collaborative learning through the discussion board
 * [|http://www.homeedsa.com/Articles/Self Directed Learning.asp]
 * [] (on the left open 'most popular papers' and choose/read __at least__ two papers that appeal to you)
 * []
 * **For best results with the following You Tube sites -- open a new window and cut and paste the url directly into it**
 * []
 * []
 * Discussion Board --** Please access the Forum 'Defining PBL' on the Discussion Board. Write two paragraphs about the relationships among pbl and project and inquiry-based learning. Remember to reference and cite the material to support your ideas and connect to the implications for teaching and learning (**see DB rubric**). Lastly, respond to __two or more__ colleagues by adding to or even (respectfully) challenging their ideas.
 * Journal Reflection --** Write a one page journal reflection (Word document) that begins with **//your//** definition of problem-based learning. Please consider your current instructional practice and select examples of what you do now that reflect one or more of the characteristics of PBL (__be specific__). Share some possible ways you can enhance what you do by initiating (or broadening) the use of PBL components in your instruction. Please reference the **Reflective Journal Rubric** for guidance. Email your reflection no later than midnight June 30 ( hamblettp@gmail.com ).

Comments on Module One DB
<span style="background-color: #ffffff; color: #444444; display: block; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"> Posted on: Sunday, July 1, 2012

Comparing methodologies – I am not driven by definitions as a way to pick and choose one methodology over another. In fact I do not believe in a "one size fits all" attitude in education. The module one exercise was a way to experience what the ‘experts’ feel about the important components of three approaches to teaching and learning -- project-based learning, problem-based learning, and inquiry-based learning. The purpose was to establish some common ground and then to conclude, as many of you did, that all three methodologies are about a 'student-centered' approach with the purpose of giving students opportunities to be self-directed and confident in their abilities as life-long learners and problem-solvers. Some things to consider about PBL— <span style="background-color: #ffffff; color: #444444; display: block; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"><span style="background-color: transparent; color: red; display: block; font-family: inherit; font-size: 13px;">*//PBL can be overwhelming if you do not find your comfort level by starting where you are now. Some concepts work better than others in a PBL approach.//
 * PBL is a great way to implement a gradual release of responsibility approach where students increasingly acquire more control of their learning -- this shift promotes lifelong learning skills
 * PBL is an opportunity to integrate standards (even disciplines) through higher order thinking skills/strategies
 * PBL takes **__lots of time and effort__** and demands a slow, steady, reflective implementation -- very small steps ensure greater comfort level and more success with the process *
 * PBL integrates brain-based learning benefits to solidify learning
 * PBL embraces differentiation by connecting to prior knowledge and varied experiences
 * PBL encourages many 21st century skills including collaboration, critical and creative thinking, and the ability to apply knowledge and skills in new situations.

As you continue to explore and internalize the PBL process remember to connect these new ideas to YOUR knowledge and experience. This course is about your personal step-by-step learning process and 'making sense' of the concept of problem based learning. This week you will be collaborating with peers in a wiki group and creating a journal reflection. There is no discussion board assignment. Proceed to "Assignments" for Module Two. Pat = Module Two Assignments = Module Two Objectives: <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: small;">** Background information ** : I have tried to do some of the ‘leg work’ for you by selecting some sites you can look through for your wiki assignment. Feel free to access other resources too. Since we are looking for ‘** potential **problem ideas’ this week I have included some project based sites as well. Your challenge is to consider what can be adapted to fit the definition of a pbl problem. We will use the following definition of problem based learning for consistency -- Problem-based learning begins with the introduction of // __an ill-structured problem__ // on which all learning is centered. Most of the learning occurs in small groups. The teacher’s role changes from "sage on stage" to a "guide by the side." The teacher is more like a facilitator and coach of student learning, acting at times as a resource person, rather than as knowledge-holder and disseminator. Similarly, the student is more active and is engaged as a problem-solver, decision-maker, and meaning-maker. With PBL, assessment is not separate from instruction. Assessment is integral to learning. The focus and purpose of assessment is // on learning //, on how it is done, and how it can be better. Assessment is a continuous process that drives instruction. Further, assessment does not bring an end to learning; it provides information about how to continue to develop your skills, knowledge and abilities with respect to the course learning objectives. Revised version -- original found on [] In order to be immersed in the process as learners I have created the "Wiki Project". Please open July 2012 Wiki problem development.doc for the directions and expectations of this assignment. http://coollessons.wikispaces.com/design-problem-based-learning -- excellent resource complete with possible problems K-H.S. check out “** Example PBL Products ** “ [] -- teacher perspectives [] -- clarifying description [] -- move past the syllabus and check out the webquests, pbl lite and pbl samples [] [] []
 * 1) To develop strategies for integrating PBL into teacher instructional practice by brainstorming potential PBL problems
 * 2) To consider formative assessment possibilities when developing PBL problems
 * 3) To engage in collaborative learning within a wiki format
 * Wiki Project -- **
 * Some wiki project resources -- **

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: small;">** Journal Reflection -- ** An important aspect of PBL is group work. Please read the following material and consider what group work would look like during a PBL assignment and how you might use formative assessment throughout the process to keep track of both group and individual progress. Write a one page reflection that shares the influence of the readings on your thinking of group work in a PBL activity and include some solid suggestions for assessing group and individual participation in any PBL activity. Please email your reflection to me ( hamblettp@gmail.com ). Sample Resources – feel free to use additional resources: Group work -- [] [] Formative assessments -- [] []

Module Three -- Due July 14 midnight
<span style="background-color: transparent; color: #444444; display: block; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: small;"> Module Three Objectives: <span style="background-color: transparent; color: black; display: block; font-family: inherit; font-size: 13px;">For Module Three you will work in two discussion boards: <span style="background-color: #ffffff; color: #444444; display: block; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"><span style="background-color: transparent; color: black; display: block; font-family: inherit; font-size: 13px;">See each DB description for response criteria. Additionally, if you reference // any // of the previously assigned materials (or anything you find independently) please include a citation. Each DB is worth 10 points. __Discussion Board A__ -- Please take some time to review the wiki you participated in last week. Consider the final problem your group posted. Think about the problem, the timeline and the possible final products. This week you will discuss, in ** YOUR **discussion board group, how you could assess the products you included in your team presentation. Consider your suggested assessments from the perspective of the grade/content you teach. For example, if you teach fourth grade what is an appropriate assessment for students at your grade level related to each of the various suggested products? Expectations may be different because of content and skills taught at your grade level. (Middle/Senior teachers will do this for ** one ** level they teach; e.g. 10th grade honors math.). You do not need to respond to a colleague in ** __this__ **DB. __Discussion Board__ B -- Please go to the Course Documents and open/read the Final Project information. The final project is not due until the fourth week, but this is a chance to brainstorm and get feedback from your peers. Write a paragraph that describes one or two problems you are considering for your final project. Be sure to include the potential question and how it connects to grade level content you teach -- briefly describe some of the skills related to the topic so your peers will understand why you chose this as a possible problem. Next, respond to __two__ colleagues with suggestions for improving their problem -- be specific, but brief. <span style="background-color: transparent; color: black; display: block; font-family: inherit; font-size: 13px;"> Here are two additional resources to expand your thinking and maybe generate some ideas-- [] <span style="background-color: transparent; color: #003366; display: block; font-family: inherit; font-size: 13px;"> [] **__ Journal __** --
 * 1) To develop strategies for integrating PBL into teacher instructional practice
 * 2) To investigate appropriate assessment strategies for various problem products
 * 3) To engage in collaborative learning through discussions and peer critiques
 * 4) To create arguments that support PBL as an instructional strategy
 * DB-A.Wiki group assessment discussion
 * DB-B. Final Project brainstorming.

This is your last journal assignment for the course. Please open the Module 3 Journal document for directions. Email me your journal reflection ( hamblettp@gmail.com ). = Module Four =

Module Four -- Due Date July 20 midnight
<span style="background-color: #ffffff; color: #444444; display: block; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"> Module Four Objectives: ** Discussion Board ** -- Implementing problem based learning is made easier when a teacher has a strong support system in place. PBL is much more effective when teachers collaborate to 'share the load'. Each of you is immersed in different school cultures that can hinder or support your efforts to bring PBL to your students. This week it is important to consider two things: “In the context of school improvement, Professional Learning Communities (PLCs) shift the focus of school reform from restructuring to reculturing.” –quote taken from [] --Please read the sections on this site referencing __professional learning communities__ [] -- This site contains some general information on Professional Learning Communities [] The DuFours are the “gurus of PLCs – read this DuFour article As always please feel free to add to your understanding by researching other sites. On the discussion board please answer these questions: Please be sure to include cited references from the readings and respond to at least two colleagues (see discussion board rubric for expectations – Course Documents) ** Final Project ** : Your final project is worth 30 points. Please review the Final Project information (Course Documents). Base your problem on the common definition identified in Module Two (see assignments). Begin with a description of the students who will receive this problem (e.g. third grade students OR tenth grade honors math class). This provides me with the context for your expectations. One other thing to ask yourself as you create this plan -- Is this more of a project or an 'ill-defined' problem? Try to stretch yourself - - -scaffolding an 'ill-defined' problem is one way to slowly move beyond a project. Please do not hesitate to contact me with any questions ( hamblettp@gmail.com ).
 * 1) To develop strategies for integrating PBL into teacher instructional practice
 * 2) To understand how to develop collegial support systems
 * 3) To engage in collaborative learning through Blackboard's discussion board.
 * How can you engage your peers and administrators as supporters of your attempts at integrating PBL?
 * What strategies can you use to be a teacher leader in adopting this learning approach?
 * <span style="background-color: white; color: #222222; font-family: inherit; font-family: inherit; font-size: 13px;"> Describe what collaboration ‘looks like’ in your school
 * <span style="background-color: white; color: #222222; font-family: inherit; font-family: inherit; font-size: 13px;">List a minimum of three actions you will undertake to bring the concept of PBL to your school and peers