Problem Solving With Partnerships
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Problem Solving With Partnerships
NACCTEP Annual ConferenceFebruary 26, 2011
11AM-Noon, Room Aqua 305Dr. Susan Butler
Gulf Coast State College
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Problem-Based Learning
• Any learning that occurs while grappling with a problem
• Problems are usually ill-structured in nature (no known solution path)
• Best problems for teaching are ones relevant to students and of high impact (impact 50+ people)
• Requires team work
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QUESTION
• Choose the “best” PBL problem:
A)Find the square footage of this room.
B)Should Pres. Obama expand oil-drilling in the Gulf of Mexico?
C)What should ABC College choose as a Quality Enhancement Project?
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Process of Problem-Based Learning
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QUESTION
True or False?PBL is a linear process.
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Our Problem
How can we, as the local post-secondary institutions (USA University and America Community College) aid K-12 education by increasing the number of highly qualified teachers in core content areas in such a way that we…. (see next slide)
White = Statement of ProblemYellow = Our Roles in the ProblemPink = Conditions Governing the Problem
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Conditions• Utilize existing post-secondary and K-
12 personnel (no new hires)• Decrease the number of out-of-field
teachers• Provide accessible, high quality content
that prepares participants for success on subject area teacher certification exams
• Address pedagogy unique to the subjects
• Utilize outside funding of $770,000 to develop the project
• Complete the project in one calendar year
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Process of Problem-Based Learning
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QUESTION
What do we “know?”
A)The number of out-of-field teachers
B)The subject area(-s) with the most out-of-field teachers
C)The budget for the project
D)The content delivery format
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Process of Problem-Based Learning
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Group WorkIn your groups of 4 (or less), list your knowns and
unknowns. Speculate on what research might uncover concerning your unknowns.
10 Minute Task: a) Generate a potential solution. b) Choose a spokesperson c) Prepare to give a 1 minute presentation of your solution.
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Rating SolutionsAs you listen to each group’s presentation,
rate each presentation using a scale from 1-5 where:
1 is lowest score
5 is highest score
You will be asked to voice your score at the end of each presentation.
Note: You may NOT vote on your own group’s presentation.
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Debriefing
List examples from the solution presentations that you feel are the best methods to use in solving this problem.
Write these in your “notes” section.
Share aloud.
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QUESTIONAs you listen to the actual solution devised by
Gulf Coast State College and Florida State University-Panama City:
a)Make a check mark in the tally column of the Debriefing Session Notes handout if you hear this example mentioned in the GCSC/FSU-PC actual solution
b)At the end of the actual solution, count the total number of tally marks.
c)Record this number.
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One Team’s Solution:Gulf Coast State College and Florida State
University-Panama City
• GCSC professors-content experts
• University professors-pedagogy experts
• Created 8-week, facilitated online classes
• Subject areas: Physics, Chemistry, Math 6-12, Math 5-9, English 6-12, Social Studies 6-12, Middle Grades Integrated
• Participants assigned an online mentor (K-12 veteran teacher in subject area)
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One Team’s Solution:Gulf Coast State College and Florida State
University-Panama City• Embedded “Classroom Applications” into
each content course• Each course had a pre-test and an end-of-
course test• Piloted 5 of the courses with 71
participants• Pilot participants had to construct lesson
plan using course concepts and be observed teaching this plan
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QUESTION
Tally Marks
A = None
B = 1-3
C = 4-6
D = more than 6
How do you think we did?
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Results• 5 of 7 courses were completed (not
Physics or Chemistry) in time to pilot
• All pilot participants showed positive gains on pre/post test comparisons
• Pilot participants scored higher than the state average on certification exams
• Number of out-of-field teachers reduced (% varied by subject area)
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Challenges
• Time
• Too complex to manage efficiently (course facilitation, lesson plan creation, observations, online mentors)
• Personnel capacity
• How to disseminate state-wide
• Attrition of pilot participants
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Second Year Changes• GCSC professors-still content experts• K-12 veteran teachers were pedagogy
experts and course facilitators• Online mentors discontinued• Physics and Chemistry courses
finished• State standards embedded explicitly in
all courses and included in Classroom Applications
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Second Year Changes• Courses opened to 400 participants
statewide
• 10 Principals volunteered to train as observers
• Registration process changed; some knowledge of subject area required to register
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Lessons Learned
Why our partnership worked:• Each institution had its own budget• Responsibilities of each institution were
clearly articulated and agreed upon• Weekly partnership meetings were held
where problems could be immediately addressed
• Leadership of both institutions were supportive of project
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QUESTION
This presentation made me more interested in using problem-based learning methods.
True?
False?
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QUESTION
This presentation made it more likely that I would participate in a cross-institutional partnership.
True?
False?