Mastering the Curriculum Through Problem-Based Learning By Minette Finney MENA, October 2017

Session Norms Courtesy Collaborative Be on time Cell phones on silent, vibrate, or off Be mindful of side-bar conversations Focus on the task at hand Collaborative Promote a sense of inquiry Frame meaningful questions Pay attention of self and others Assume positive intentions Be reflective

In this session, educators will….. •Understand how PBL promotes mastery learning •Learn how to achieve mastery of learning by incorporating PBL instruction into their classroom. •Observe the process by working with others to solve problems and to create effective materials that facilitate PBL. •Be able to notice the link between effective PBL and Mastery Learning achievement. •Leave with a plethora of resources to aid immediate classroom implementation.

What does it mean to you?

Problem Based Learning: An effective instructional practice that leads to mastery of learning across the curriculum. What comes to mind when you think of : Instructional Practices? Problem Based Learning? Mastering of Learning? (You may use: Words, sentences, bullets, illustrations, drama, music or other!)

Common Misconception…….. Project Based Learning vs Problem Based

What do they mean? Mastery of Learning occurs when students are taught at the level of their proficiency and progress at the rate of their ability. Problem-Based Learning (PBL) is a student-centered learning strategy that draws upon real world problems to generate learning outcomes that reflect the knowledge, skills and behaviors to demonstrate mastery of the intended learning objective.

What is Problem-Based Learning? It’s an instructional strategy Student-centered and experimental. Builds on or challenges student schema/knowledge. Develops critical and creative thinking = effective problem solvers. Highly context-specific. It is based on real-life situations. Promotes collaboration and interdependence. Increases motivation Enables them to transfer knowledge to new situations Leads to mastery of content/concept

How it works…. Relevant and meaningful real world problems. Students learn targeted content in small chunks. Content and skills are introduced through the process of problem solving. It allows students to investigate and analyze their schema (what they know), their assumptions, prior learning strategies and facts. Students understand fundamental concepts before moving on. Students analyze and evaluate their own problem solving strategies. All students engage in problem solving not observing.

Mastery Learning It’s an instructional strategy Students move at their own pace. Learning takes place in small chunks. Instruction is systematic and intentional. Occurs at a formative level. Emphasizes fundamental concepts. Examines and reflects on results.

Blooms Taxonomy of learning Higher Order Thinking = Mastery Can students theorize and invent? Can students assess critically? Can students recognize relationships & infer? (Problem solving) Can students make connections? Can students restate or explain? Can student recall? Lower Order or basic thinking

‘Mastery through Problem based Learning’ Lets review login into https://kahoot.it/ and enter the game pin!

Questions or Comments? Mastery through PBL Presentation resources https://drive.google.com/open?id=0Bw5zvbHgM3IUbVpDVDNVZ1FXdTg

Resources ASCD – Education Leadership – Lessons of Mastery Learning http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Lessons-of-Mastery-Learning.aspx Education Endowment Foundation https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/mastery-learning/#effectiveness BookWidgets: What is Mastery learning? A different approach to learning https://www.bookwidgets.com/blog/2017/03/what-is-mastery-learning-a-different-approach-to-learning Guskey, T. R. (1980). Mastery learning: Applying the theory. Theory Into Practice, 19(2), 104. Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom's "learning for mastery". Journal of Advanced Academics, 19(1), 8-31. Schunk, D. H. (2012). Learning theories: An educational perspective, 6th ed. Boston, MA: Pearson Allyn and Bacon.