problem based instruction making learning real l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Problem Based Instruction: Making Learning Real PowerPoint Presentation
Download Presentation
Problem Based Instruction: Making Learning Real

Loading in 2 Seconds...

play fullscreen
1 / 35

Problem Based Instruction: Making Learning Real - PowerPoint PPT Presentation


  • 165 Views
  • Uploaded on

Problem Based Instruction: Making Learning Real. Violet Harada and Linda Kim AASL Conference Kansas City, MO October 25, 2003. Essential question:. What makes learning real for students?. What makes learning real?. Deals with a problem or issue with which kids can connect.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Problem Based Instruction: Making Learning Real' - millie


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
problem based instruction making learning real

Problem Based Instruction: Making Learning Real

Violet Harada and Linda Kim

AASL Conference

Kansas City, MO

October 25, 2003

slide2

Essential question:

What makes learning

real for students?

what makes learning real
What makes learning real?
  • Deals with a problem or issue with which kids can connect.
  • Allows for students making choices.
  • Involves hands on and minds on tasks.
  • Requires problem solving in teams.
  • Results in sharing new knowledge with real audiences.
session goals
Session goals
  • What is involved in problem based teaching and learning?
  • What does it look like in practice?
  • How can you and your teachers transform “research topics” into problem based projects?
what is involved in problem based teaching and learning
What is involved in problem-based teaching and learning?
  • Identify the problem or issue.
  • Link to content standards.
  • Discuss the reasons and implications presented by the problem.
  • Discuss how to solve or improve the situation.
what is involved in problem based teaching and learning7
What is involved in problem-based teaching and learning?
  • Identify the big questions addressed by the problem.
  • Find out what students already know.
  • Agree on how to assess final solution.
what is involved in problem based teaching and learning8
What is involved in problem-based teaching and learning?
  • Brainstorm what information is needed and how to find it.
  • Collect and organize information.
  • Create product or performance.
  • Continually assess and evaluate work.
  • Consider next steps.
about the school
About the School
  • Mililani Waena Elementary School

located in Central Oahu

  • Current enrollment is 680 students

in grades Pre K (SP ED) to 5

  • Certificated staff of 43 plus 2 administrators
teacher
Teacher
  • Leila Robello, 5th Grade Teacher
    • 21 years as a 5th grade teacher
    • 16 years at Mililani Waena
    • Language Arts Cadre member for 2 years
slide11
LMS
  • Linda Kim, Librarian
    • 19 years as a librarian, K-12
    • 14 years at Mililani Waena Elementary
    • Elementary teacher for 13 years
    • Standards Implementation Design Leader and Language Arts Curriculum Chair for last 3 years
collaboration
Collaboration
  • Background: Worked together on the Language Arts Cadre for 2 years
  • Planning: Met after school, on the fly, at recess, email, phone calls
  • Goal: Make learning ‘real’ and ‘authentic’ for our students.
roles
Roles
  • T/LMS/Students: Identified the problem
  • T/LMS:
    • Developed unit
    • Devised assessment tools
    • Connected with content standards
    • Co-taught the unit
    • Co-assessed the work
  • Teacher strength: knowledge of students
  • LMS strength: knowledge of resources
slide14

What’s the problem?

    • Students wanted fresher cafeteria lunches with more variety.
slide15

What’s wrong

  • with the lunches?
      • Food is cold.
      • Food tastes ‘old.’
      • There isn’t enough variety.
slide16

What do students do

  • as a result?
    • Students throw away a lot of food.
    • Students bring home lunches.
    • Students go hungry.
slide17

What can we do

  • about this problem?
    • We can create new school menus that are nutritious AND delicious!
    • We can present the menus to the cafeteria manager and principal.
slide18

What questions do we need

  • to answer?
  • What makes a nutritious lunch?
  • What foods appeal to kids?
slide19

What do we already know?

    • What is the food pyramid?
    • What does a balanced meal look like?
    • What makes a meal nutritious?
    • What steps do we take to solve our problem?
slide20

How will be know if our menus are good enough?

  • It must include foods from each food group.
  • It must be something that students want to eat.
slide21

What do we want to find out?

  • What are students’ favorite meals?
  • How does our cafeteria manager create the menus?
  • How can we create a balanced lunch?
slide22

How are we going to

  • find the information?
  • Interview the cafeteria manager.
  • Survey students.
  • Search the Internet.
  • Watch a video.
  • Find recipe books for healthy meals.
  • Read food labels.
  • Interview chefs, cooks, nutritionists.
  • Look at menus from restaurants.
slide23

How are we organizing

  • our information?
  • Use graphic organizer for food pyramid.
  • Tabulate survey data on favorite lunch foods.
  • Create menus that are both nutritious and appealing.
slide24

How do we know if

  • we are doing well?
  • Take pre-post tests.
  • Keep logs.
  • Assess menus using ‘met/not met’ checklist.
slide25

What could we tackle next?

Work on a healthy and tasty lunch menus for our own families.

Study how exercise helps develop a healthy body.

slide26

How can you and your teachers transform “research topics” into problem based projects?

today s challenge
Today’s challenge
  • Work with an elbow partner or two.
  • Pick one of the suggested research topics--or select your own.
  • Complete the brainstorming organizer.
sample topics
Sample topics
  • Life cycle of the butterfly (lower elementary).
  • 50 states (upper elementary).
  • Biography of a famous person (middle school).
  • World War II (high school).
brainstorm the following
Brainstorm the following:
  • Transform the topic into a related PROBLEM or ISSUE.
  • Identify a BIG or ESSENTIAL QUESTION for this problem.
  • Decide how students might PRESENT their findings.
example
EXAMPLE
  • Transform the topic into a related PROBLEM or ISSUE.
  • Topic: Water
  • Issue: Quality of drinking water in our community
example31
EXAMPLE
  • Identify a BIG or ESSENTIAL QUESTION for this problem.
  • Essential question:

How safe is our drinking water?

example32
EXAMPLE
  • Decide how students might PRESENT their findings.
  • Culminating product: slide show presentation on the quality of water in the community for the local board.
benefits
Benefits
  • Higher levels of comprehension.
  • Improved teamwork skills.
  • Greater content mastery.
  • Increased self-direction and motivation to learn.
to contact us
To contact us. . . .
  • Linda Kim, Library Media Specialist, Mililani Waena Elementary E-mail: Linda_Kim/MILWAENA/HIDOE@notes.k12.hi.us
  • Violet Harada, Associate Professor, University of Hawaii, Library & Information Science E-mail: vharada@hawaii.edu