Problem-based learning Problem-based learning (PBL) is an exciting alternative to traditional classroom learning. With PBL, your teacher presents you with a problem, not lectures or assignments or exercises. Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem. In PBL, your teacher acts as facilitator and mentor, rather than a source of "solutions." Problem based learning will provide you with opportunities to examine and try out what you know discover what you need to learn develop your people skills for achieving higher performance in teams improve your communications skills state and defend positions with evidence and sound argument become more flexible in processing information and meeting obligations practice skills that you will need after your education A Summary of Problem-Based Learning: This is a simplified model--more detailed models are referenced below. 1. 2. 3. 4. 5. 6. 7. 8.
Using Whiteboards in the Chemistry Classroom & Beyond One of the most fascinating aspects of student learning is the way in which information is processed in a student's mind. Teachers, and students alike, cannot fully appreciate how a student ascertains a set of given facts, a new concept, or solves a problem. This is because thinking takes place 'behind the scenes' in the human brain. When a student demonstrates that they have learned something, or comprehend an idea, it almost seems magical how the learning took place. Essential to improving teaching is an understanding of student learning; similarly, essential to student learning is an understanding of how students themselves perceive and process information. Each of these modes of making thinking visible help students to develop expert strategies for thinking about subject area content and problem solving within a subject area. When a teacher asks students to "show their work," this is an attempt to peek 'behind the scenes' of student thinking. Techniques References
A Guide to Depth of Knowledge: 5 Tips to Help Your Students View Original Photo How do you know that the tasks your students complete will meet the rigorous standards of the Common Core? How do you know they’re reaching the level of thinking required for Common Core assessments and college and career readiness? You know by using a frame of reference called Depth of Knowledge. If you’ve noticed the exit questions included in some of our closure activities, or if you have heard of Bloom’s taxonomy, you are familiar with the fact that some activities require deeper levels of thinking. The CCSS ELA standards require students to produce at a Depth of Knowledge 3 and 4. A Breakdown of DOK1-4 DOK 1: The ability to process knowledge on a low level so that the knowledge can be reproduced or communicated. DOK 2: Solve routine problems, like book learning. DOK 3: Requires reasoning and developing a plan. DOK 4: Requires extended thinking, investigation and synthesizing ideas into new concepts. A detailed look at DOK1-4. Example writing pieces for DOK1-4 1. 2.
Getting Started with Challenge Based Learning Challenge Based Learning is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. Former Michigan Technology Teacher of the Year and Apple Distinguished Educator Andy Losik provides this getting started guide to implementing CBL in your classroom. What does CBL look like in the real world? WZZM13.com story Teach your students the "Path to Innovation" with this great Edheads.org activity: Design a Cellphone. Students learn that in order to be a successful designer, engineer, or a challenge-based learning problem solver then they need to 1)Research 2)Design 3)Test 4)Evaluate their results Set up your classroom physical space.
Socratic seminars, fish bowls, and computers October 6, 2011 by mrkaiser208 The concept of a fish bowl or Socratic seminar is not new. Just Google it and see how many hits come up. This learning method has been used for years by numerous teachers. However, this doesn’t mean that everyone knows about it. Instead of using the typical Socratic seminar format, I decided to try the fish bowl technique that was posted several years ago on the Learning and Laptops blog. What I want to talk about is my observations on how this worked with my classes. One of the biggest challenges that we had today was hearing the conversation in the middle of the room. The other problem with the inner circle was keeping the discussion going. Where the inner circle struggled with their discussion, the outer circle discussion flourished on the computers. Thinking on this, though, I still think there were some mental gains from the inner circle. Now I am heading into controversial territory. Like this: Like Loading...
The 21st Century Learning and Teaching Skills You should not Miss Digital media and internet are transforming the way our kids socialize and play; they are even changing the way they learn and participate civically. Many believe that this shift could possibly transform teaching and learning broadening, thus, the focus of literacy to include the digital element. Technology is not only revolutionizing education but it is also reconceptualizing the way this education is delivered. Here is how this reconceptualization process is taking place : Learning environments in the 20th century : Learning in the 20th century was basically taking place in a poor environment whose major players were : school, teachers, and parents. Learning in the 21st century : Now that technology has creeped into our life a new vision of learning emerged. In this new digital age students learn in rich and stimulating environments. Online communitiesSocial networksPeer learningMaking global connectionssmart and mobile devicesnetworking
Criteria for Effective Assessment in Project-Based Learning One of the greatest potentials for PBL is that it calls for authentic assessment. In a well-designed PBL project, the culminating product is presented publicly for a real audience. PBL is also standards-based pedagogy. In addition, teachers need to make sure they are continually assessing throughout a PBL project to ensure their students are getting the content knowledge and skills that they need to complete the project. When designing, use R.A.F.T. as a way to ensure an Authentic Culminating Product R.A.F.T is great teaching strategy that many teachers use in activity-based lessons and assignments. This strategy is a great technique to use when figure out the culminating product for PBL. Target Select Power Standards However, PBL's intent is not to cover, but to get in depth authentic assessments that truly show a student has mastered a few given standards. "When you go window shopping, you often spend a few hours walking down the street or the halls of the mall window shopping.
Top 12 Ways to Increase Student Participation Call it "active learning," or "classroom participation" -- every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic ones. With a little extra planning, that is possible. Below are four common reasons students don’t participate and techniques to solve those problems and spice up your lessons. Problem: The content is repetitive. Maybe it needs to be repetitive because the students don’t really “get it,” or maybe you’re reviewing for a test. Solution #1: Assess their prior knowledge. This could be as simple as asking students, “What do you know about (topic)?” Technology in the classroom tools that keep parents informed about classroom... To kick off this holiday week, we want to spread a little Thanksgiving joy with... Teaching strategies to help guide your students through a writer’s workshop... Exciting ways to use video conferencing in your classroom. Fed up with building pilgrim hats out of paper bags?