Next Generation Learning Network

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

2. 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.

3. Agenda Morning Focus What can PBL look like in the classroom? Building a common language 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

4. C High Rigor – Low Relevance D High Rigor – High Relevance Adaptation A Low Rigor – Low Relevance B Low Rigor – High Relevance

5. Rigor New Bloom’s Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge/ Awareness Creating Evaluating Analyzing Applying Understanding Remembering

6. When is a Task Rigorous? Students… • 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

7. 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 Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Knowledge in one discipline

8. 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

9. C High Rigor – Low Relevance D High Rigor – High Relevance Adaptation A Low Rigor – Low Relevance B Low Rigor – High Relevance

10. Quadrant A • 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

11. 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

12. 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

13. 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

14. 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

15. Accessing the Resources Next Generation Learning Network Website http://instructionaltech.browardschools.com/ngln/ • Click on Resources • Then click on the “resources page” for today’s training.

16. Brief Online Survey • Think of your own experiences with problem-based learning. • Complete the survey. • Reflect on the results.

17. PBL in Action Get the Math Video

18. Problem-based Learning

19. Problem-based Learning Problem-based learning has been described as: "an instructional strategy in which students confront contextualized, ill-structured problems and strive to find meaningful solutions."

20. The Problem: 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.

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 Let’s share information. 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

25. Problem-based Learning Process Let’s review what we just did.

26. Reviewing our Process 1. Present the problem • 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

27. Reviewing our Process 2. What do we know? • Brainstorm all that is known that will help solve the problem and formulate hypotheses 3. What do we need to know? • Identify learning needs by making a list of things needed to know in order to solve the problem 4. What do we do now? • Divide the “need to knows” among the group members

28. Reviewing our Process 5. Group Meetings to share information • Share research findings with the group, then revisit steps 2-4: 2. What do we know? 3. What do we need to know? 4. What do we do now? • Continue this process until the group arrives at a solution • Present the solution

29. Making the Real World Connections LUNCHTIME

30. 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?

31. 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.

32. Making the Real World Connections Activity • 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.

33. Creating the Lesson Plan Characteristics of Problems for PBL • From the website, download the “char_of_problems_overview.doc”

34. Creating the Lesson Plan Reviewing the lesson plan template • 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.

35. Creating the Lesson Plan Steps in creating your 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.

36. Next Steps • Equipment • Tech Training Day • Date • Survey • Follow-up • Due date: 9/18