Using PBL to Improve Student Communication Skills
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Using PBL to Improve Student Communication Skills Steve Bernhardt [email protected] Tipsheets: http://www.english.udel.edu/wc/staff/. Imagine a particular class… --one that you recently taught with PBL or --one you are planning to teach. Why write in the PBL classroom?.

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Why write in the PBL classroom?

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Why write in the pbl classroom

Using PBL to Improve Student Communication SkillsSteve [email protected]:http://www.english.udel.edu/wc/staff/

Writing, Communication, and PBL

Lima 2006


Imagine a particular class one that you recently taught with pbl or one you are planning to teach

Imagine a particular class…--one that you recently taught with PBL or --one you are planning to teach

Writing, Communication, and PBL

Lima 2006


Why write in the pbl classroom

Why write in the PBL classroom?

  • Put ideas toward a purpose

  • Active learning,

  • Evaluation

  • Formal genres—professional discourse

  • Writing is thinking

  • Visible ideas—tangible

  • Map schemas and concept relations

  • Reflection

  • Written discussions

  • Idea space--memory

Writing, Communication, and PBL

Lima 2006


A lesson from wac writing across the curriculum

A Lesson From WAC(Writing Across the Curriculum)

We want students to become good writers, but we also want students to be good learners.

Faculty don’t necessarily need to be writing teachers—they can use writing to promote learning.

Writing, Communication, and PBL

Lima 2006


Communicating and thinking

Communicating and Thinking

  • We don’t know what we think until we see what we say.

  • We don’t own information until we put it in our own words.

  • If you can’t write it or speak it clearly, you probably don’t understand it.

  • Writing is thinking, discovery, problem-solving.

Writing, Communication, and PBL

Lima 2006


Professionals in training

Professionals-in-Training

Students consistently had difficulty, across

all disciplines:

  • gathering sufficient specific information

  • constructing the audience and the self

  • stating a position

  • using appropriate discipline-based methods

  • managing complexity & organizing information

Walvoord & McCarthy: Thinking and Writing in College

Writing, Communication, and PBL

Lima 2006


What do students say

What Do Students Say?

  • Writing is the one skill students most want to improve—mentioned >3X as often as any other skill.

  • Students are most engaged with courses that assign writing.

  • Writing increases the time students spend on the course, the extent to which they feel intellectually challenged, and their level of interest.

  • Writing instruction is best during junior and senior years—organized around a substantive discipline.

Light, Richard J. Making the Most of College

Writing, Communication, and PBL

Lima 2006


Why write in the pbl classroom

Think of a situation where you produced really good writing or spoke really well.What helped you be a good communicator?

Writing, Communication, and PBL

Lima 2006


The problem is the situation

The Problem Is the Situation

Communicators need a sense of situation:

  • An exigency—a real problem

  • A strong sense of purpose

  • A sense of audience

  • An understanding of constraints

    PBL defines the problem space.

Writing, Communication, and PBL

Lima 2006


What kinds of writing

Lab reports

Lesson plans

Mind maps

Self assessment

Brochures

Care plans

Reflective journals

Letters-dictations

Emails

Ppt

Sms-chat

Feedback

applications

What kinds of writing?

Writing, Communication, and PBL

Lima 2006


Pbl a space for communication

PBL: A space for communication

  • PBL creates dialogic space

  • Process-oriented

  • Shared vision

  • Space for reflection

  • Shared uncertainty

  • Shared presentation space

Writing, Communication, and PBL

Lima 2006


What kinds of speaking

Presentation

Chit chat

Online discussion boards

Debate

Simulation

Gap analysis

Feedback

Reflection

Consolidating discussion

Reporting out

progress

Emotional outbursts

Humor

Persuasion argument

Asking answering

Wondering

Negotiation

Testimony

Validation

Story telling

What kinds of speaking?

Writing, Communication, and PBL

Lima 2006


What kinds of writing1

Abstract

Dialog

Position

Journal entry

Letter

Case study

Critique

Report

Proposal or grant

Memoir

Strategic plan

Prospectus

Progress report

Lab report/paper

Article journalism

Book review

Curriculum

Performance review

Memo

Brochure

Budget + narrative

portfolio of work

Ad

Biography

Want ads

Questionnaire

Editorial

Fictional account

Poem

Research paper

Website

Email

Chat

Discussion post

Poster

Blog

Speech

Presentation

Minutes

Debate

What Kinds of Writing?

Writing, Communication, and PBL

Lima 2006


What kinds of speaking1

Briefing

Problem definition

Rehearsal

Trial solution

Team discussion

Expert interview

Structured problem solving

Recommendation

Problem/solution

Test results

Dyads

Reflective

Progress report

Peer evaluation

Impact assessment

What Kinds of Speaking?

Writing, Communication, and PBL

Lima 2006


Integrating communication

Integrating Communication

Writing, Communication, and PBL

Lima 2006


What makes a good assignment

What makes a good assignment?

  • Clarity with specific objectives

  • Standards for evaluation

  • Challenge/degree of difficulty stretches students

  • Interesting/controversial

  • Relevant to learning objectives

  • Models

  • Sense of completion—closure--reflection

Writing, Communication, and PBL

Lima 2006


Alternative assignments

Alternative assignments

Writing, Communication, and PBL

Lima 2006


Sequenced assignments

Sequenced Assignments

Writing, Communication, and PBL

Lima 2006


What makes a good assignment1

What makes a good assignment?

  • Relates to course goals and learning objectives.

  • Defines clear situation, purpose, audience.

  • Defines task demands: time, resources, deliverable

  • Defines process

  • Sets instructional goal—informal, formal

  • Sets standards for evaluation: rubrics, criteria, models

Writing, Communication, and PBL

Lima 2006


By product or end product

By-product or End-product?

Exploratory questioning tentative

Polished

published

delivered

Free writes, learning issues, notes, questions and confusions, brainstorming, clustering

Progress reports, planning documents, task maps, mini-themes, learning logs, discussion, Q/A, reporting out

Written exams, response papers, solutions, team oral exams

Reports, presentations, posters, publications

Writing, Communication, and PBL

Lima 2006


How do we integrate communication

Engaging scenarios

Staged assignments

Prewriting

Brainstorming

Clustering

Reflective writing

Think/write/talk

Structured problem solving

Re-purposing

Modeling

Peer reviewing

Using technology

Providing rubrics

Short, frequent writing

How Do We Integrate Communication?

Writing, Communication, and PBL

Lima 2006


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