Problem Based Learning

1. Problem Based Learning Finding Quality, Affordable Healthcare

2. Triggering Subject:The Immortal Life of Henrietta Lacks Henrietta Lacks was a woman who was the unwitting source of cells that were cultured to create the first human immortal cell line for medical research. Her cells are now known as the HeLa cell line.

3. HeLa Cells The cells were vital in discovering a vaccine for polio and have been mass produced for research on cancer, AIDS, the effects of radiation and toxic substances, gene mapping, and countless other scientific pursuits.

4. Henrietta’s Children Yet, while scientists have grown some 20 tons of her cells,and there are almost 11,000 patents involving them, no doubt contributing to the evolution of a multibillion dollar industry, Henrietta’s children could not afford healthcare. Which begs the question: Isn’t there something wrong with that?

5. Hook Journal Broadcast Group, a local media conglomerate that owns the Milwaukee Journal-Sentinel newspaper, WTMJ-TV, WTMJ News Radio 620, and 94.5 The Lake radio, has solicited student journalists to cover an important medical story in our community. Journal Communications would like student journalists to produce a news program that explains the story of Samantha, a 14 year old girl diagnosed with leukemia, and her family’s struggle to find quality, affordable health insurance, then offer possible solutions for her family & the general public to consider.

6. Problem Scenario Samantha is a 14 year old girl that has been diagnosed with leukemia. She is the middle child with an older sister and a younger brother. Her family lives below the poverty level for a family of 5 due to her father being unemployed and her mother only being able to find part time jobs through a temporary employment agency. As a result, the family cannot afford health insurance that adequately provides for Samantha's medical care. What can this family do to get the medical care that Samantha so desperately needs?

7. CCSS & National Standards Social Studies: C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue

8. CCSS & National Standards CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9. ELA -CCSS-continued CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

10. NCTE standards • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

11. Essential Questions What essential role do journalists play in society? Why can't everyone receive quality, affordable healthcare? How can society make quality healthcare affordable for all? Is healthcare a universal human right? Why or why not?

12. Cross-Discipline Opportunities, Learning Experiences, and Outcomes Create Samantha’s family profile and the financial burdens they face Research health care options Research cost of treatment for medical patients Develop health care options for people going through economic hardships Exposure to diverse situations dealing with socio economic standings Analyzing rights of citizens and conveying the information to the public

13. Formative Assessments Examples: Reporter's notebook Discussion blog/forum Interview transcripts Small Group Discussion

14. Summative Assessment Examples: News program Editorial Expose News article Website

15. Alverno’s Advanced Abilities Conceptualization: Integrating content from a Problem Based Learning unit allows for the teacher to see how the students can solve situations on their own. Allowing them to discover material on their own and letting them creatively come up with solutions to their problem. With an understanding of the liberal arts, they will be able to relay the information in an enlightening way. Diagnosis: Observing the students behavior will allow the teacher to implement relevant frameworks for optimal learning experiences. Integrative Interaction: Allowing the students room to create their own unique path to solve the PBL while not letting them go too far off course. The teacher “adapts to the changing needs of the environment in order to develop the students as learners.”

16. WI Teacher Standards 1, 2 & 10 1. Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

17. Bloom’s: Cognitive Students will: • outline a chronology of the health insurance industry • estimate medical costs for cancer care • explain the problem & possible solutions • select appropriate resources & gather information for developing the story • interpret research & summarize findings • compare & contrast various positions on the issue • produce a news report intended for a broader audience

18. Bloom’s: Affective • Students will: • ask and answer questions about the moral and ethical dimensions of this issue • join with fellow students to examine the problem and propose viable solutions • synthesize findings for a broader audience to consider • empathize with those who cannot afford healthcare • reserve judgment and remain objective • recommend a potential course of action and motivate others to seek solutions.

19. Bloom’s: Psychomotor • Students will: • participate in group and class discussions • conduct field research to find primary sources • initiate contact with human sources and interview individuals • visit/volunteer with healthcare, homecare and/or health insurance providers • role play various actors & scenarios associated with the issue • organize, produce and present a news report that details the evidence, explores positions on the issue, illustrates key arguments, and presents findings