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Learning to remix, mash up and weebly. Stories about PBL Teaching K. Carroll B. Chettri. Education Today and Tomorrow . http://www.youtube.com/watch?v=Fnh9q_cQcUE. Problem Solving .

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learning to remix mash up and weebly

Learning to remix, mash up and weebly

Stories about PBL Teaching

K. Carroll

B. Chettri

education today and tomorrow
Education Today and Tomorrow


problem solving
Problem Solving
  • "Problem solving is an individual's capacity to use cognitive processes to confront and resolve real, cross-disciplinary situations where the solution path is not immediately obvious and where the literacy domains or curricular areas that might be applicable are not within a single domain of mathematics, science or reading."
why use pbl in teaching
  • teacher education curricula have traditionally lacked opportunities for students to solve problems and discuss issues related to teaching contexts in an authentic and collaborative way
  • “complex and hazy” learning that may not adequately prepare students for the realities of teaching (Kiggins, 2007, p. 1).
the solution
The solution….
  • transmission methods of learning that create superficial episodes of teaching and learning rather than promote deep life-long understanding
  • (Biggs, 2003; Ramsden, 1992).
  • Problem-based learning theory provides an alternative experience for students to be highly engaged in the learning process, work in small groups to solve authentic problems and be more accountable for their own understanding (Duch, 1995).
features of problem based learning are
Features of problem-based learning are:
  • Presentation of an ill-structured problem;
  • Application of prior knowledge and understanding to the problem;
  • Analysis of the problem, context and possible solutions;
  • Discussion of strategies in small groups;
  • Review of the proposed solution or process;
  • Creation of a tangible solution to the problem in the form of a presentation or product;
  • Reflection about the problem, process and results
  • (Boud & Feletti, 1997; De Simone, 2008; Woods, 1985).
one day one problem
One day, one problem
  • Problem is presented
  • Team meeting session.
  • Student research
  • Team meeting to discuss solutions and plan presentation.
  • Presentation to the group.
  • Peer assessment of presentations.
  • Teacher input into the possible solutions.
  • Individual written reflection about what students have learnt.
the process in edss421
The process in EDSS421
  • www.Kaycarroll.org