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Problem-Based Learning. Educating for Innovation Heather Mullins Professional Development Consultant North Carolina Department of Public Instruction. “The formulation of a problem is often more essential than its solution.” Albert Einstein.

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Problem-Based Learning

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    1. Problem-Based Learning Educating for Innovation Heather Mullins Professional Development Consultant North Carolina Department of Public Instruction


    3. “The formulation of a problem is often more essential than its solution.” • Albert Einstein

    4. Learning Targets

    5. Why Problem-Based Learning?

    6. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

    7. Heidi Hayes Jacobs: What year are we preparing our students for?

    8. Table Talk • What will it take to get to the point of developing curriculum as Jacobs suggests? • What can we do that is in our control right now?,r:4,s:103&tx=72&ty=52

    9. What we ValuedThen and Now 20th Century View 21st Century View Generating and applying knowledge Using creative and critical approaches to problem-solving and decision-making Educational Success = Extrapolating from what we know and applying that knowledge to novel situations • Completing homework and class work correctly • Mastering the basics must occur before students move to broader skills • Educational Success = Reproducing Knowledge

    10. A Generation Ago… • Teachers could expect that what they taught would last students a lifetime. • One of our greatest challenges was FINDING information. • Our major task was to be able to RECALL it.,r:13,s:40&tx=14&ty=95

    11. Now… • Our world is experiencing rapid economic and social change • Schools must prepare students for jobs that have not yet been created, technologies that have not yet been invented, and problems that we do not yet know will arise.


    13. And yet…,r:2,s:0

    14. Times have changed…So What? • We need a way to engage students that represents the way learning occurs in the world outside the classroom.,r:4,s:0

    15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

    16. How does PBL work?

    17. Why Should I Buy In?,r:2,s:0

    18. What Problem/Project-Based Learning is NOT VS

    19. Students begin an extended process of collaborative inquiry in response to a complex question, problem, or challenge • Students learn all they need to know first • A project oriented toward their unit of study is assigned at the end

    20. Problem and process are the emphasis • Students analyze, evaluate, research, and create new meaning • Project or product is the emphasis • Students reproduce knowledge or extend knowledge from what has been learned

    21. What PBL is NOT… Problem-Based is not Project-Oriented,r:2,s:0&tx=114&ty=61

    22. Project-Based vs. Problem-Based

    23. Essential to Success in PBL • Establish a need to know and do. • Capturing interest begins the inquiry process for students • An entry event should engage students emotionally and intellectually and make them feel invested.,bx4910,bx4909,bx4907,cb23064%3Fcat%3D1149276%26page_no%3D4&docid=fpCBR7eeu7jy8M&imgurl=,r:18,s:0&tx=65&ty=53

    24. FACS Entry Document A customer experienced flu-like symptoms twelve hours after eating shrimp and steak at a Japanese restaurant. The restaurant had previously passed all health inspections. The food was prepared on the table in front of patrons. Since the chef used an FDA appropriate means to sanitize his hands and wore a hat, the restaurant denied that the customer developed his symptoms from his meal. Your job as the health inspector is to determine the cause of the customer's illness, and provide a rationale for your findings.

    25. FACS Scenario: Table Talk • Why is this a problem that students would be interested in solving? • How is it relevant? • How does this scenario integrate other content areas? • If students were asked to work on this PBL unit, what would they need to know to be successful?,r:16,s:19

    26. What Happens Next?

    27. It all begins with an entry document…,r:13,s:0

    28. Attention Grabbing Entry Document

    29. Propaganda Scenario • Why is propaganda a topic students would be interested in exploring? • How is it relevant? • For what content area was this scenario developed? • What content areas could be integrated into this PBL lesson?

    30. What PBL is

    31. Let’s Just Face It… Challenges Class Time Scheduling Prep Time Integration of Content Areas Formative Feedback Time on Task,r:6,s:18&tx=102&ty=48

    32. It All Goes Back to our Cheese,r:16,s:19&tx=87&ty=55


    34. What Students Experience

    35. Impressions

    36. Time for a Break!,r:5,s:0&tx=114&ty=29


    38. Four Stages of PBL

    39. Another Approach to Engagement

    40. Question

    41. Student Responsibilities in PBL

    42. Justification for PBL • Open-ended, ill-structured problems allow for creative thinking and problem solving • Collaborative decision making helps students to communicate and look to each other as sources of wisdom

    43. Why Now is the Perfect Time • New Standards & New Local Curricula • Emphasis on 21st Century Skills • Alignment with Revised Bloom’s Taxonomy • College and Career Readiness (CCR)

    44. Web 2.0 RBT Tools

    45. Career and College Ready Students…