PBL Blue Valley Slides

1. Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through
Problem-Based Learning

2. Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through
Problem-Based Learning
BetterLearningForSchools.com

3. Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through
Problem-Based Learning
@CurtisChandler6

4. Curtis Chandler
BetterLearningForSchools.com
Engaging Students Through
Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman

5. Curtis Chandler
BetterLearningForSchools.com
Engaging Students Through
Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
#PBL
#PBLchat

11. Awwww, yeah.
PBL time!

12. Awwww, yeah.
PBL time!

21. Examine video games as
learning machines!

31. We need a
new fort! We need a
new fort! We need a
new fort!
We need a
new fort!

33. We need a
new fort! We need a
new fort! We need a
new fort!
We need a
new fort!

38. Informal

40. We
wanna make
a lego
movie!
We
wanna make
a lego
movie!
We
wanna make
a lego
movie!
We
wanna
make a lego
movie!

41. Informal

42. Informal
______

44. 1) an essential body of knowledge
2) the ability to use that knowledge to
solve problems
3) the ability to extend/improve
knowledge in order to solve problems in
the future
(Howard Barrows)

45. 1) an essential body of knowledge
2) the ability to use that knowledge to
solve problems
3) the ability to extend/improve
knowledge in order to solve problems in
the future
(Howard Barrows)

47. Learning naturally results when we give
pupils something to do, not something to
learn; and the doing is of such nature as
to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)

48. Learning naturally results when we give
pupils something to do, not something to
learn; and the doing is of such nature as
to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)

49. Learning naturally results when we give
pupils something to do, not something to
learn; and the doing is of such nature as
to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)

50. Learning naturally results when we give
pupils something to do, not something to
learn; and the doing is of such nature as
to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)

51. Learning naturally results when we give
pupils something to do, not something to
learn; and the doing is of such nature as
to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)

52. What could that look like at ?

53. Build a door for this sound-booth!

54. Build a door for this sound-booth!
What are
some things we
will need to know
about?

55. Build a door for this sound-booth!
What are
some things we
will need to know
about?
Where are we
going to discover the
answers to those
questions?

56. Build a door for this sound-booth!
What are
some things we
will need to know
about?
Where are we
going to discover the
answers to those
questions?
How can we evaluate our
solutions?

57. Next Step--Completely build your
own sound-booth!
What are
some things we
will need to know
about?
Where are we
going to discover the
answers to those
questions?
How can we evaluate our
solutions?

58. In real PBL, the problem is identified
by students, rather than given to
them.

59. In real PBL, the problem is identified
by students, rather than given to
them.

60. In real PBL, the problem is identified
by students, rather than given to
them.

61. Mini-explorations that provide skills
and knowledge.

62. Design a system for pet-washing
that reuses, recycles, and conserves
water.

63. Design a system for pet-washing
that reuses, recycles, and conserves
water.

64. What would it take to survive
off of the grid?

65. What would it take to survive
off of the grid?

66. What would it take to survive
off of the grid?

67. Mini-challenges on heating, cooling,
renewable energy...

68. Build working models of solar-
powered, off-the-grid homes.

69. Problem-based
Learning
•educates students by
presenting them with a
situation that LEADS to a
problem for them to solve

70. •NOT just about finding a
correct answer
Problem-based
Learning

71. •students learn THROUGH
the act of trying to solve the
problem
Problem-based
Learning

72. •students INTERPRET the
problem, GATHER
information, and CREATE
possible solutions
Problem-based
Learning

73. •students EVALUATE options
and PRESENT their
conclusions
(Delisie & ASCD, 2007)
Problem-based
Learning

74. — Knowledge of content
— Problem or challenge
that requires
application of skills/
content
— Limited resources
— Multiple solutions to a
single problem
What could that look like at ?

76. — Knowledge of content
— Problem or challenge
that requires
application of skills/
content
— Limited resources
— Multiple solutions to a
single problem
What could that look like at ?

80. What problems could your
students get to work on?

82. IMPROVED FEEDBACK

84. PROGRESS/COMPLETION

86. STATUS/LEVEL UP

88. IMPROVED FEEDBACK
What kinds of feedback are
being offered here?

89. • almost constant
• real-time feedback on
progress toward goal
• amount of life or energy
left
• location, time remaining,
• how much stuff they
have in inventory
• how other players are
doing

90. IMPROVED FEEDBACK
•Corrective
•Timely
•Specific to criteria
•Players are able to
provide some of their own

91. •Corrective
•Timely
•Specific to criteria
•Students are able to
provide some of their own
RESEARCH SAYS FEEDBACK...

92. What could that look like?

93. •GRADES
•DISCIPLINARY ACTION
•REWARDS
IMPROVED FEEDBACK

94. What could that look like?

95. PROGRESS/COMPLETION

96. LEADER BOARDS

97. LEADER BOARDS

98. STUDENTS WANT FEEDBACK

99. STATUS/LEVEL UP

100. STATUS/LEVEL UP

102. -Background knowledge
-Awareness of issues
-Empathy
-Interest in a topic
-Formulate hypothesis
-Brainstorm solutions
-Ability to examine issues
-Examine multiple
perspectives/ideas
-Improvement in knowledge
& skills
-Collaboration
-Gather information/data
-Synthesize information/data
-Evaluate and interpret
-Narrow down hypothesis
-Carve out solutions
-Prototype
-Create solutions
-Design products
-Present solutions
-Evaluate solutions
-Identify the next
step
-Growth in any other
categories

103. Kahoot.it

105. -Background knowledge
-Awareness of issues
-Empathy
-Interest in a topic
-Formulate hypothesis
-Brainstorm solutions
-Ability to examine issues
-Examine multiple
perspectives/ideas
-Improvement in knowledge
& skills
-Collaboration
-Gather information/data
-Synthesize information/data
-Evaluate and interpret
-Narrow down hypothesis
-Carve out solutions
-Prototype
-Create solutions
-Design products
-Present solutions
-Evaluate solutions
-Identify the next
step
-Growth in any other
categories

112. What problems could your
students get to work on?

114. We need a
new fort! We need a
new fort! We need a
new fort!
We need a
new fort!

116. Informal

117. Deliberate

118. Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through
Problem-Based Learning