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A Problem-Based Learning Approach for Integrating Technology John Henry Judith Zirkle Challenger Learning Center South Jersey Technology Park at Rowan University Slide 2 Problem-Based Learning (PBL) and Technology, at CCTEC History and Process Analyze low academic areas of performance Core teachers to be trained and form PLCs or VLCs Recognize the need to integrate and improve math and science performance across the curriculum Focus on Problem Based Learning as an integral part of the Improvement plan Real-world situations using a Problem-Based Learning approach and technology using the school and the surrounding area as the learning laboratory Raise interest and relevance for students Slide 3 Professional Development utilizing existing resources of the school focused on 3 areas Content Pedagogy Assessment Integrating web 2.0 technologies to support the 3 areas Outcomes Developed a portfolio of PBL projects and lessons demonstrating best practices Problem-Based Learning (PBL) and Technology, at CCTEC History and Process Slide 4 Project and Problem Based Learning Slide 5 PBL LectureSit and Get Slide 6 New VersionOld Version Bloom's Taxonomy Blooms Taxonomy Slide 7 In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Slide 8 Problem Based Learning addresses many of the 21 st Century Skills Slide 9 Standard 9: 21st-Century Life and Careers includes six strands, which reflect theStandard 9: 21st-Century Life and Careers Framework for 21st Century LearningFramework for 21st Century Learning: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Communication and Media Fluency Accountability, Productivity, and Ethics http://www.state.nj.us/education/cccs/2009/final.htm Slide 10 21st Century Framework http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemi d=119 Slide 11 Slide 12 Slide 13 Finkle and Torp (1995) state that "problem- based learning is a curriculum development and instructional system/process that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems" What is Problem-Based Learning? Slide 14 Why Do PBL? Think critically and be able to analyze and solve complex, real- world problems Find, evaluate, and use appropriate learning resources Work individually and cooperatively in teams and small groups Demonstrate versatile and effective communication skills, both verbal and written Use content knowledge and develop skills to become life-long learners in order to succeed in a global economy Slide 15 Problem Based Learning Begins with an ill-structured problem (A Scenario or a problematic situation that needs resolution scenario) Slide 16 Project and Problem Based Learning Project and problem based learning have many similarities (CCTEC project based) Capitalizes on Student Interest using real-world problems It is a process approach rather than a product approach Students acquire knowledge by using processes such as exploration, research and collaboration Arrive at conclusions and communicate finding to others (shared knowledge) Slide 17 Just enough information to entice students but not guide them Student always need more information that what is initially presented Interesting to the student to capture their attention Be age appropriate and scaffold for success Project and Problem Based Learning Slide 18 Be curriculum based There is no right or wrong ways to study a problem. The process sometimes depends on the problem itself The problem and the direction may change as information is collected There are no right or wrong solutions only good and poor choices Project and Problem Based Learning Slide 19 Students learn to formulate problem statements, develop action plans conduct information searches analyze and use data find and apply resources work collaboratively with others both within and outside the school (beyond the walls of the classroom) Project and Problem Based Learning Slide 20 Is student centered and teacher facilitated. Students take the lead in planning, directing, tacking and completing their work Helps students connect new information to concepts they already know Is often used as an engagement tool connecting relevance to content and other skills Slide 21 Is standards based, but not all of the standards may be completely known at first The teacher must be willing to work with a degree of vagueness and uncertainty Integrates web 2.0 technologies Project and Problem Based Learning Slide 22 PBL Scenario Examples Haddon Heights has recently had a forest fire. 5000 square feet of forest have burned to the ground. The townsfolk have taken a vote and decided that, to put this recently cleared area to best use, they are going to create a new recreational facility. This facility will cater to children ages 9-18, because the current park is made for early childhood students. Your job is to design this new facility. Rowan SJMP 6 th Grade, Math Slide 23 PBL Scenario Examples You are the curator for the Philadelphia Museum of Art. The National Treasure has just been found! Your job is to design a room in the museum that will display all of the artifacts. The area of the room is 450 square feet. What shape, length, and width should the room be? You need to present the floor plan model to the owners (teacher and class) of the museum by Friday. Your presentation can be in any format you would like to use. Rowan SJMP Grade 5 and Grade 3 Social Studies, Language Arts, Math, and Art Slide 24 It is April 1, 2008 and you wake up feeling groggy from the night before. You did not sleep very well. You stagger downstairs into the kitchen and get a bowl out of the cabinet. As you reach for the Fruit Loops you realize there is an empty box. So you go upstairs to ask your mother where there is another box and find an empty bed. Your parents are nowhere in sight. However, on their bed there is a note that said, Lauren and Matthew, Mom and Dad had to go on a TOP SECRET mission. No one can know we are gone. We have left you $3,000.00 cash in the freezer to pay the monthly bills and take care of yourselves for the month. We will be back on May 1, 2008. Remember, you cannot tell anyone and if you have any questions, you can only call us once and ask two questions. We love you very much and cant wait to see you. Love, Mom and Dad What are you going to do? Rowan SJMP, Grade 3 - 5 Mathematics Slide 25 Develop, design, and demonstrate the feasibility of a self-contained, self- sustaining human community in a place that is not yet considered habitable. Slide 26 The Caribbean, a region of islands populated by English, French, and Spanish-speaking inhabitants, is the former home of many of our students or their parents. Our school library does not contain materials that adequately reflect the culture of this region, and you have been asked to submit a plan for remedying this situation. Slide 27 Slide 28 Time to Design New Jersey Department of Education (DoE) would like to design a classroom of the future and has selected this group to create the learning environment. What will you do to help the DoE? Slide 29 PBL for Teachers wiki CCTEC Wiki http://cctec-pbl.wikispaces.com/ http://pbl4teachers.wikispaces.com/ Slide 30 Ms, McIntyre introduced a project to her students. She plopped a packet of papers on each students desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use. Slide 31 Giving students a project, that is hands-on, with step by step instructions, designed and guided by the teacher that results in a student produced product. This process is missing student voice and choice, and may not be authentic or relevant PBL is not Slide 32 Ms, McIntyre introduced a project to her students. She plopped a packet of papers on each students desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use. Slide 33 Name of Author: Carlos Morales Grade Level and Content Area: 11 12 grade Relevance: The information the students gather through research will provide knowledge on how to reduce energy consumption in their school, home, business, etc. The Scenario: Nathans parent recently bought him a laptop, a gaming desktop, an xBox, and a laptop for each of them. His parents wonder if its ok to keep these devices on at all times? PBL Instructional Designs Slide 34 Name of PBL: Green Rays Name of Author: Judith Perella-Zirkle, M.Ed., CDA, RDA Grade Level and Content Area: 11 th and 12 th Grades Dental Assisting Relevance: By going green in the aspect of dental radiology, students will gain a better knowledge of the environmental benefits due to the use of less chemicals and the recycling of lead and silver products. The student will be exposed to safer materials and techniques while in the dental radiology lab. The Scenario: You were just hired in a local dental clinic and your main priority is to transform the radiology area into a green environment. The office has both traditional and digital machines and does not plan to transform completely to digital in the near future. Your job is to ensure that all products and techniques are environmentally friendly. PBL Instructional Designs Slide 35 Name of PBL: Low-sodium Meals Name of Author: Valerie Leek Grade Level and Content Area: Grades 11/12 Certified Nurse Aide/Home Health Aide Relevance: As primary caretakers in nursing homes, nurse aides must be mindful of the therapeutic diet. Recognizing foods that are low in sodium is essential when caring for clients with congestive heart failure, renal failure, edema or hypertension. Mathematical calculation of sodium content by assessment of food labels The Scenario: The learners are presented with a (recycled and reused )bag of groceries that includes entrees, snacks, and beverages. The learners will be randomly assigned to groups of five and receive their bag of groceries. The assignment will be to Design a low-sodium meal by choice of foods, calculation of sodium content to keep sodium at less than 4 grams per day for a client with congestive heart failure, Keep in mind this is one meal. Prepare to use technology creatively and in a visually-appealing manner to disseminate this information to other students or used as an educational product for clients. A green-technology approach to materials and technology will be utilized. Slide 36 PBL Instructional Designs Name of PBL: Going green in the automotive shops Name of Author: Dan Riley & Tony Bermudez Grade Level and Content Area: High School Relevance: Automotive work and automotive repair shops have always been called Dirty . In fact mechanics have been given such names as grease monkeys . Over the past few decades we have learned how important it is to clean up the entire automotive service and repair industry. Gone are the days of washing parts in gasoline and billowing clouds of asbestos brake dust in the repair shop. These and other practices such as discharging toxic chemicals on the ground and into sewers have impacted our environment and can no longer be tolerated. We need to change these things to promote better health at work and at home. The Scenario: Our automotive programs here at CCTEC are not green at this time. As part of a team you will need to upgrade the automotive shops and replace our toxic chemicals and shop practices by going green. Slide 37 Name of PBL: Cultural Interactions Grade Level and Content Area: Adult, Nursing Background: Historically student nurses have experienced an elevated level of anxiety when entering the clinical portion of their educational experience. Some of this anxiety can be directly related to the student nurses lack of experience/interactions with persons of different cultural groups. This lack of interaction can result in pre- conceived bias, fears, or assumptions that may interfere with the student nurses ability to communicate effectively. The Scenario: You are a nurse in your communities local hospital. You have received a new admission who has just moved to your community. Your patient not only has difficulty with the language, but has different customs and health care habits that are foreign to you. How are you going to ensure that you are developing a relationship of mutual respect and trust by communicating effectively with your patient, ensuring they not only receive appropriate care but that you will also attempt to honor their personal beliefs and customs and are concerned with their overall well being? Slide 38 By Genesis & Tiara Slide 39 Change from chemistry or film based environment to a digital system for imaging Slide 40 Slide 41 Using your classroom, the school or the your local community as a context for learning, write your own PBL Scenario Include 1. Background Information 2. Student Relevance 3. Scenario Slide 42 John Henry EIRC jhenry@eirc.org