PBL introduction

PBL in 25 words or more

Learning through a structured activity that creates an authentic "need to learn" and allows for student-driven decision making processes and research.

PBL has many elements which take learning beyond simply doing busy work projects. An inability to fulfill any of the elements should not be an inhibitor to implementing PBL

http://www.slideshare.net/dolton/learning-pbl-by-doing-pbl-to-create-pbl

A big idea • leads to a driving question • a theme • something that takes learning beyond • forms the basis for an "entry event" • authentic - relates to a real world issue

hot house

Integrate Science curriculum of greenhouse effect with Geography curriculum of global issues.

students operate in teams of 4 specialists to prepare a presentation (with a purpose) on a global issue

the original big idea for this topic was actually a UN simulation

do/create/write/build

• identify clearly the output of the PBL • this output also needs to be considered in

light of its intended audience • the audience should be as authentic as

possible • the purpose of this activity is to create the

"need to learn" the content.

Invisible Forces

the big idea here was to have students learn the theory and then put it into action in a construction project of their choice.

• students learn about gravity, magnetism, friction and electrostatics

• students complete a project planner to manage resources and time, as they build a project of their choice

choice it is essential that there is an element of student

choice in the PBL possibilities to choose from:

• the nature of the presentation • the specific content in a case study • the role that a student might take on • the nature of the task itself may be flexible

enough

Ideas Save Lives In the face of global inequalities it is ideas that save lives. Ideas are the precursor to action. Ideas become reality through the efforts of scientists, engineers, inventors, artists and activists.

structure and timeline

• the flexibility, freedom and choice for the student

• requires rock solid logistics and structure from the teacher

• teachers need the support of a structure (they can understand even though they may not have invested heavily in its development) o overview - we use a spreadsheet o communication - forum, spreadsheet, edmodo o timing - specified in activities, tracking tools

why should i care about the environment? start local and go global prepare a local planet guide prepare a crowded planet guide

draft critique

• this is essential for providing rich feedback • it is a logical and meaningful framework for

peer assessment • needs guidance but not necessarily a rigid

structure

assessment decisions to be made • if the outcome of a PBL is an assessment

task, risky learning is compromised • PBL allows for real assessment of learning,

for learning, as learning. • a PBL task doesn't have to cover all syllabus

outcomes contained in a unit • PBL can be one of many tools in the toolbox