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.
Problem Based Learning Activities Constitution Day projects & Essays resources es/ms/hs Actively seek out alternative information ADA - assessment and action project Alternative Energy Sources and Conservation Attendance Improvement Campaign Benjamin Franklin Extraordinary Biodiversity Exploration Investigation ms/hs Birds - examine status of local species Bird Species List for FeederWatch - make one Biomes - learn about biomes as you select a new home Bloggez- vous? Bonus Army treatment and veterans today Bridges or earmarks what is the national priority? Cars - Event recording device - privacy, safety & justice Charity begins at Home Civil Rights - What are yours? Clean Coal Technology fact or fiction Club or School Presentation Project Collaboration Online and Social Networking - Web 2.0 Collaboration online and Social Networking - using it to do work Colonial American PowerPoint project ppt download Community's History through its names Community Green Infrastructure Project Competition of Birds on Wade Island - updated 3/2013
Expository Teaching – A Direct Instructional Strategy | Dr. V.K. Maheshwari, Ph.D Dr. V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India Expository teaching strategy is basically direct instruction. Expository teaching is a teaching strategy where the teacher presents students with the subject matter rules and provides examples that illustrate the rules. In expository teaching teacher gives both the principles and the problem solutions. As in the case of discovery learning, it is probably difficult to find pure examples of expository teaching. Expository Teaching Procedure Expository teaching is a lecture, presentation or telling strategy used during instruction. Generally the expository teaching begins with an introduction and overview of the topic before providing more specific information and detail. Instructional Strategy is designed to assist students in the acquisition of relatively factual material. How the expository teaching technique works- The rule-example technique is very frequently used in teaching.
Upgrade your KWL Chart to the 21st Century One of the take aways from the Curriculum Mapping Institute this past week was that it brought an upgrade to THE trusted KWL (Know, What to Know and Learned) Chart to the forefront. It seems a no brainer…one of those things… “I should have thought about it”… So what is this upgrade all about? An “H” snuck into the Acronym! What does this “H” stand for”? I started out by searching Google, which immediately wanted to correct my search term and showed me the traditional “KWL chart” results. The top search results turned out mostly downloadable files for templates, which was quiet interesting as there were several explanations in these tutorials what the “H” could stand for: HOW can we find the answers to these questions? In direct relation to our quest to bring Information literacy in the 21st century to our teachers and students, the “HOW will we find the information” sticks out right away for me. My Twitter network was much better in helping me extend my search for KWHL. Related 12. 8. 29.
Long-Term Benefits of Learner-Centered Instruction February 7, 2012 By: Maryellen Weimer, PhD in Teaching and Learning Often these questions are raised about courses using learner-centered approaches: What if this is the only learner-centered course taken by the student? There is growing evidence that courses with learner-centered approaches—those approaches that use active learning strategies to engage students directly in learning processes—enhance academic achievement and promote the development of important learning skills, such as critical thinking, problem solving, and the ability to cooperatively work with others. That’s not a question that has been answered empirically, at least not until recently. The curriculum revision involved two new courses that became “required core courses” for all biology majors. The researchers used two kinds of assessments to evaluate the impact of these courses during the remainder of students’ undergraduate education. This is one study—and with educational research, one study is never enough.
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.
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. Oftentimes when I consult and coach teachers in PBL, they ask about the assessment of standards. 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. Next Steps