DR. MIMI DYER AND MR. JOHN SCHAFER

1. DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers’ Academy Perry, Georgia July 9-10, 2014

2. Wednesday, July 9 Introduction to PBL Student Perspective: Mini-problems Problem Presented Investigate Problem Solution Presentation Partner Evaluation Thursday, July 10 Questions Teacher Perspective: PBL Writing Problems Designing Rubrics Discussion Classroom Unsquared Agenda

3. Who Are We?

4. WHAT IS PROBLEM-BASED LEARNING? PBL is a curricular methodology that begins with real-world problems, progresses through cooperative learning, and concludes with potential solutions.

5. What skills do our students need for the future in an electronically-connected information-based economy? Critical thinking and problem-solving Curiosity and imagination Agility and adaptability Initiative and entrepreneurialism Accessing and analyzing information Collaboration across networks and leading by influence Effective oral and written communication Tony Wagner, Change Leadership: Transforming Education for the 21st Century

6. 4 C’s Creativity Communication Collaboration Critical Thinking

7. PBL fuses the 3 R’s + the 4 C’s and uses electronic technology to access and analyze information

8. How does PBL compare to learning in the traditional classroom?

10. Education is what remains after one has forgotten what one has learned in school. • Tell me and I'll forget; show me and I may remember; involve me and I'll understand. • They know enough who know how to learn. • You cannot teach a man anything; you can only help him find it within himself. Quotations about Education that highlight PBL

11. So how does PBL work? Let’s find out by doing it… “Welcome to Class, guys!”

12. Here is a problem… you lost your phone. But you get a new one! How would you learn to use your new, fancy, more complicated cell phone?

13. Here is the same process in a more detailed format 1. Problem presented 2. Analysis of problem (givens) 3. List prior knowledge 4. Formulate solution format 5. List what is needed (essential questions) 6. Create an action plan 7. Carry out plan 8. Present Solution

14. Your Essential Questions should cover a broad topic range to ensure an informed and intelligent solution. Think about your Essential Questions… Knowledge Base Solution Data

15. We will create our own textbook as a course notebook / journal. Notebooks are a composition journal with gridlines and your name and class for identification purposes. Note entries are titled by date, CW or HW, and topic. Entries are in pen and on numbered right pages. Omissions are made with one horizontal line Research sources are always cited. Left pages can be used for additions, corrections, source citations, etc.

16. Use grid for charts, graphs, sketches, diagrams. Skip a line or 2 between entries. Notebooks should be neat but functional. Notes are authentic. They are written summaries of research and thought. Copies of data are not authentically yours and generally do not belong in this notebook. 10. Notebooks will start with 2 full pages for Table of Contents (Page, Topic columns) and 3 full pages for a Homework Log (Date,Time, Topic, Check columns).

17. Time to form teams Create a team of four people Listen carefully to directions Move chairs to form zig-zag line

18. 5 minute Break

19. Let’s do a few mini-problems

20. Here is our first problem.Go analyze, plan, research, and solve. You can use the class computers, tablets, cell phones, or laptops. The solution is due at the end of class today.

21. PBL1. Problem presented2. Analysis of problem (givens)3. List prior knowledge4. Formulate solution format5. List what is needed (essential questions)6. Create an action plan7. Carry out plan8. Present Solution Good Luck!

22. Solution Presentations Create a group by combining 5 teams Each team presents its solution to the group Group gives feedback to each team Group selects best solution Best groups present to whole class

23. Lunch

24. Do U.S. workers of the 21st Century need skills beyond the basics of reading, writing, and arithmetic(3 R’s) for businesses to be successful in a fast-paced competitive global economy? YES, say 2,115 executives and managers of Fortune 500 Companies The 4 C’s: Critical thinking, Communication skills, Collaboration/ team building, and Creativity and innovation 80% believe schools should fuse 3 R’s + 4 C’s Easier to train students over experienced workers 90% rate K-12 schools average to poor in 4-C training American Management Association 2010 Critical Skills Survey

25. PBL1. Problem presented2. Analysis of problem (givens)3. List prior knowledge4. Formulate solution format5. List what is needed (essential questions)6. Create an action plan7. Carry out plan8. Present Solution Good Luck!

26. Solution Presentations Create a group by combining 5 teams Each team presents its solution to the group Group gives feedback to each team Group selects best solution Best groups present to whole class

27. How do we assess your team’s performance? • Summative Assessment Rubric • Fair Share Partner Evaluation

28. That’s all for today! Your ticket out the door is to write any questions/suggestions on a notecard See you tomorrow!

29. DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers’ Academy Perry, Georgia July 9-10, 2014

30. Questions?

31. Here are some example problems from different sciences

34. MATH 7 Problem: How many marbles are in the container? Sitting on Mr. King’s desk in Burke County Middle School is an oddly-shaped container filled with common cat’s-eye marbles filled all the way to the top. Students can see the marbles at the top but the sides are opaque. The shape and dimensions of the container are shown below. The glass walls of the container are 2 mm thick. The inside of the container has only marbles and porosity. Mr. King wants each team to CALCULATE the number of marbles in the container. The winner is the team that gets the closest to the actual number PLUS a mathematical working formula that shows the class how they came up with their answer. You will have 5 class days to solve the problem. Your solution will be an attractive 8.5x11 inch poster of the container, dimensions, a formula, data, and answer. Good Luck! 6.2 cm 50.2 cm 35.4 cm 35.4 cm (GPS: MCC7.RP.1, RP.2, RP.3, NS.3, EE.3, EE.4, G.1, G.6)

35. Let’s try a close (annotated) reading of a problem

36. Discussion How did you annotate? Was it helpful in understanding the problem? Is this a skill that students need to be able to do?

37. PBL Process for Teacher Design a problem Pick partner teams Present to class with due date Teams begin PBL Formative discussions Teams share Essential Questions with teacher Present selected EQ? Formative discussions? Present EQ? Inquiry? Solution (rubric) Partner Evaluation (rubric)

38. YES! NO!

39. Writing a Problem Start with standards Develop overarching EQ and set of supporting (focus) EQ’s to address standards Create situation or scenario that requires students to solve problem Consider cross-curriculum opportunities

40. Scenario Student-centered Appeals to students’ natural curiosity Something they can relate to Know your audience Real-world (as much as possible) Use scientific terminology Require specific product initially Can change as you feel more comfortable

41. Let’s create and write a Problem for a course you will teach next year!

42. Writing a Problem Start with standards Develop overarching EQ and set of supporting (focus) EQ’s to address standards Create situation or scenario that requires students to solve problem - BE CREATIVE! Consider cross-curriculum opportunities

43. Problem Presentations Back to groups Read problem 2. Feedback 3. Select best problem 4. Present best problem to class

44. Break

45. Designing a rubric for summative assessment of student solutions Solution Rubric Content 60-70% Process 30-40% Select qualitative properties and apply a numeric value Table form easy to score When and how should we use rubrics?

46. SUMMATIVE ASSESSMENT FOR A POWER POINT PRESENTATION PROBLEM ________ PERIOD ________ TEAM MEMBERS ________________ ___________________ __________________ __________________ ___________________ SUMMATIVE ASSESSMENT FOR PRESENTATION (Perfect, Excellent, Good, Fair, Poor)

47. What do students and parents think about PBL? What factors are critical to PBL success?

48. CLASSROOMUNSQUARED.ORG Subscription pages Science courses developed first 8-10 problems per course Middle School Earth Systems, Physical Science, Life Science High School Environmental Science, Earth Systems, Physics, Biology, Chemistry Flexible teacher training schedule Summer institutes Teacher workdays On-site observation and support Educational email and support app Website editions from subscribers’ feedback

49. Time to write real-world problems for your class. We’re here to help!