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Katie Martin is an educator and author of Learner Centered Innovation. Download her free conversation guide that goes with her book from her home page.
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. --Jean Piaget
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. --Jean Piaget
Problem Based Learning Ideas:
Project-based learning typically is grounded in the following elements:
Role-playing - student written script
Real-world scenarios
Blended writing genres
Multiple reading genres
Authentic assessments
Authentic audiences
Real-world expertise brought into the classroom
Units that assess multiple skills
Units that require research and comprehension of multiple subjects
Student choice
Collaboration
Multiple methods of communication (writing, oral speaking, visual presentations, publishing, etc.)
(Brief note here: Don't panic. You don't need every single one of these elements to call your unit PBL.)
From the author, Heather Wolpert-Gawron:
Allow me to personify for a moment: PBL cares about our mission to educate all. PBL never forgets that one of our main jobs is to prepare students for the predicted future. PBL knows that students are not standardized, they don't learn in a standardized way, and that our clientele can't be assessed in a standardized manner if we are looking to foster innovation. PBL keeps its eye on the ball no matter the trendy standard or curriculum package du jour.
PBL doesn't ask you to replace your content. It asks that you create a vehicle in which to communicate your content. If PBL is a play, then the math or science or history or writing -- or whatever you teach -- make up the scenes that propel each act toward the final curtain call.
Full Article - The full article accurately describes the Problem Based Learning we want to see more of at LA. The actual article refers to it as Project Based--not to be confused with assigning a project as a culminating activity.
Links to discipline specific ideas:
You may be asking yourself, "What is my role when I take my class to iWonder?" Your role is quite simply the same as in your normal classroom.
You may be asking yourself, "What is my role when I take my class to iWonder?" Your role is quite simply the same as in your normal classroom.
You are still the teacher.
You are still the teacher.
Ms. Brasher and Ms. Alvarez are ready and available for support and assistance in complete tasks and challenges. We will offer suggestions on how-to while you are still teaching, coaching, questioning, and helping students construct their learning for your course content. We will all be out among them and learning with them.
Ms. Brasher and Ms. Alvarez are ready and available for support and assistance in complete tasks and challenges. We will offer suggestions on how-to while you are still teaching, coaching, questioning, and helping students construct their learning for your course content. We will all be out among them and learning with them.
Here is an example from a recent class in the iWonder Lab... We guided and assisted them with the electronics portion or a tool to use, but the teacher was constantly questioning them to make sure they were making appropriate connections to the course content as they were creating.
Here is an example from a recent class in the iWonder Lab... We guided and assisted them with the electronics portion or a tool to use, but the teacher was constantly questioning them to make sure they were making appropriate connections to the course content as they were creating.
You question and let them answer.
You question and let them answer.
If they ask a question, you answer with a question to guide their process similar to a Socratic seminar. When they ask you questions like "Is this what you want or is this right?" avoid a simple yes. Instead ask them to justify what they are doing and why. Give them guidelines, but not step by step. You should be hearing "I wonder . . ." and "What would happen if . . ." NOT, "That was easy."
If they ask a question, you answer with a question to guide their process similar to a Socratic seminar. When they ask you questions like "Is this what you want or is this right?" avoid a simple yes. Instead ask them to justify what they are doing and why. Give them guidelines, but not step by step. You should be hearing "I wonder . . ." and "What would happen if . . ." NOT, "That was easy."
Let them have the joy of figuring it out on their own.
Let them have the joy of figuring it out on their own.
Infographics:
Templates:
Canva - free trial students can use
Piktochart - some are free
Google Drawings - create your own - no template
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