Problem Based Learning Language Arts Florida Standards On chart paper display: Welcome to Problem Based Learning/LAFS Please write what you hope to gain from this training on a post-it and put on chart: “What I hope to Gain” Thank you Sandy Lewis, NEFEC Instructional Coordinator lewisk@nefec.org

Desired Outcomes Unpack and use the LAFS to develop a PBL lesson Understand Problem Based Learning essential elements Analyze and develop a Problem Based Learning lesson Understand Problem Based Learning connections to teacher behavior indicators in observation tools

Setting Group Norms Setting norms focuses us on the work ahead and provides us with guidelines that will make our learning more meaningful. On a post-it write: What is the most important group norm (rule) you would like to include for this training? The top 5 at your table Share out, chart

NEFEC Virtual Professional Learning Community NVPLC www.nefecpl.com MyNEFEC Moodle Course NEFEC is trying to provide additional support and coaching that you might need to successfully implement this PBL professional learning in your classroom or at your school. We have established a virtual PLC where you can go for resources and communicate with us. Two platforms are used for this work: The NVPLC is the collaborative site open to everyone PLC Moodle is the site for assignments and privacy Access to PLC Moodle Must have registered with Moodle on NEFEC at MyNEFEC Select Moodle, go to PLC course and insert ID number

Research PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem- solving and collaboration skills, and improves students' attitudes towards learning. (Strobel& van Barneveld, 2009; Walker & Leary, 2009) PBL aides students in remembering what they have learned over longer periods of time and allows students to apply knowledge to new situations. (Dochy, Segers, Van den Bossche, & Gijbels, 2003) Project Based Learning type instruction has been shown to be particularly effective with lower-achieving students. (Finkelstein, et al., 2010)

PBL and LAFS: Connections to Teacher Observation Tool Teacher observation instruments are the tools for identifying best practices that lead to student achievement. Many times during observations, the best practice is not demonstrated by the teacher. Effectively using the PBL instructional model will lead to increasing demonstration of best practices. Take a few minutes to look at your observation tool and check the 5 most important indicators. Discuss briefly at your table.

Defining Problem Based Learning: Activity What is Problem Based Learning? What is the difference between Problem Based Learning and Project Based Learning? Describe any experiences you have had with Project or Problem Based Learning- were they positive or negative? What are your worries about implementing Problem Based Learning in your classroom? What is one thing you are hoping to get from your experience today? Let’s see what we know about Problem Based Learning. Using your Yellow handout, you will interview each other to get responses for the questions. Give one – Get one Discuss at your table

Defining Project Based Learning Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.  (Buck Institute for Education, http://bie.org/about/what_pbl ) Have someone read aloud. Discuss at table what this means to you. Reference your interview answers Project-based learning typically begins with an end product or "artifact" in mind, the production of which requires specific content knowledge or skills and typically raises one or more problems which students must solve.

Defining Problem Based Learning “Problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems" (Exploring the Environment (ETE), http://www.cotf.edu/ete/teacher/teacherout.html ) Problem-based learning begins with a problem for students to solve or learn more about. Discuss at your table comparisons between Project and Problem Based Learning. Problem Based Learning Often Includes A Focus Project

Project Based and Problem Based Learning Inquiry Product emphasis Project Based Problem Based Process emphasis What is problem-based learning? Though many people use the terms project-based learning and problem-based learning interchangeably, a distinction can be made based on whether the focus is on the product or on the process. Typically, with project-based learning the focus is on the outcome, the product. In problem-based learning the focus is on inquiry and the problem-solving process itself rather than on fashioning a product. The difference lies in the goal of the learning experience. We consider problem-based learning a subset of project-based learning, a particular type of project-based learning with the distinguishing feature of initiating learning with a problem, one that is open-ended, ill-structured, intricate, and then focusing on the complex process of solving it.

The Best of Both Worlds 21st Century Learning Problem Based Learning Project Based Learning 21st Century Learning Combining the best of Project Based Learning and Problem Based Learning provides teachers with a means of delivering authentic 21st Century Learning opportunities to their students. While both models are student centered and encourage 21st Century Learning, we will focus today on Problem Based Learning.

21st Century PBL begins with Standards “The Florida Standards have been created to guide [teachers] in developing [their] students’ critical thinking and problem solving skills.” Tools and Resources for Teachers, www.flstandards.org/resources/teachers.aspx Based on the learning expectations the Florida Standards require, think about how PBL can meet this need. The Florida Standards are designed to be relevant to the real world, reflecting the knowledge and skills that our young people need for success in both college and work.

Language Arts Florida Standards (LAFS) Question: Who has unpacked their standards? Using your grade level standards, select a one or two, look at end of year performance, Then look at grade level expectations for grades directly below and above. Take about 5 minutes to look and discuss. We will use the standards during the day, keep them accessible.

Model Eliciting Activities (MEA) LAFS Analysis Select an MEA for your group. Read through the lesson first, look at the ELA standards the author identified as included. Go through the lesson and see if other LAFS standards are included. What LAFS standards may be added. Prepare to share out any where’s and why’s for your decisions.

8 Essentials Read article, identify and highlight most significant idea Volunteer reads idea aloud, does not share why chose Group pauses to reflect Other members respond for 1 minute each First member now shares why they chose that idea Use Last Word Protocol Read article, identify and highlight most significant idea Volunteer reads idea aloud, does not share why chose Group pauses to reflect Other members respond for 1 minute each First member now shares why they chose that idea Reflect on the protocol process

PBL Essentials Checklist Activity Identify essentials in the MEA lesson Be prepared to share out: What essentials are included? What essentials are not included? Use the Project Essentials Checklist to see what essentials are included in the MEA lesson Share out as a group

PBL Lesson Design Go over the components of the Project Design: Overview Questions? Go to next slide for Assessment HO

Planning with the end in mind… Discuss Assessment Map Use your MEA Lesson and complete the Project Design and Assessment Map

Developing a Problem Based Learning Lesson

Step 1: Choose Your Standards Choose Wisely Logical, related standards Manageable – with fidelity Consider hard to teach / hard to “sell” Resources Cpalms http://www.cpalms.org/Public/search/Standard Curriculum Maps

Step 2: Create a Problem Authentic Problem Qualities: “Real –life” or easy to transfer to see relevance Often have multiple solutions Require deep thinking Intriguing and spark natural curiosity Involve asking for help What is an authentic problem? List the students in your class and identify one interest for each. This exercise is used to show that you must know your students to make the PBL relevant to motivate students

Step 3: Expectations Consider the following: Use a calendar to provide students with milestones. Use a rubric to assess each milestone (student generated). How do you want students to interact with one another? How will you deal with the lower level learners and higher level learners? How will you deal with common issues (absences, suspensions, lost work)? As you you are developing your lesson, take these considerations into account.

Characteristics of PBL Learning is student centered. Independent and group investigation for construction of knowledge Real-world context. Making connections between what students are learning and their own lives. Development of critical thinking skills Time to analyze and solve problems Student autonomy and choice. Decisions are student initiated and self-directed. Group collaboration and teamwork, developing social and communication skills.

Rigor PBL Lessons that lack appropriate rigor and relevance are often fun, but usually do not result in mastery of learning for students! Activities for the sake of just engaging students does not transfer into any real learning.

VS Assessment Formative Summative Assessment designed to evaluate students’ current thinking. Provides both student and teacher with feedback, and informs the teachers lesson planning. Generally not “graded”. Assessment designed to evaluate overall student learning. Usually used as a “grade”. Can take a variety of forms. VS Reminder of how crucial formative assessments are thought through before teaching and integrated within the lesson.

CPALMS MEA Lessons http://www.cpalms.org/cpalms/mea.aspx How will you identify your PBL content: as a group or individual? use an MEA, other source, or your own content? We are going to give you time to look through CPALMS MEAs Go to website, click on MEA Library Select Content Area and Grade Level Can be downloaded as PDF or Word Print from site or email

Developing a PBL Lesson Begin developing your lesson Go to NEFEC NVPLC Website for templateshttp://www.nefecpl.com/ Resource Websites: http://www.cpalms.org/cpalms/mea.aspx http://www.gulfcoast.edu/pbl/ On your second set of blank Project Design and Assessment Map, you will begin creating your lesson to be delivered back at your school, district The templates can also be downloaded from the NVPLC Website

Problem Based Learning Process Model Students confront a problem. In groups, students organize prior knowledge and attempt to identify the nature of the problem. Students pose questions about what they do not understand. Students design a plan to solve the problem and identify the resources they need. Students begin to gather information as they work to solve the problem. Present the Problem, Scenario, or Situation State hypotheses, ideas, or problem statement List what is known List what is unknown, or needed to know List what is needed to be done: Action Plan, who will do what Gather and analyze information Present Findings

Reflection Research shows that continually prompting students to explain their hypotheses, reasoning, and processes helps them make connections between learning activities, goals, and their processes. Students become metacognitive learners as they reflection on their learning and processes. Kolodner et al., 2003

Reflection Reflecting on teaching and learning happening in one’s own classroom is one of the most powerful tools a teacher can employ in order to foster their own professional growth. Reflective practitioners

Science as inquiry must now also mean a minds-on approach. Science as inquiry can no longer be interpreted by teachers as simply an investigative approach to science. (Duschl & Gitomer, 1991) Science as inquiry must now also mean a minds-on approach. Table Discussion: What implications does this statement have for lessons and instruction? http://college.cengage.com/education/pbl/background.html#Summary

PBL and LAFS: Connections to Teacher Observation Tool Do you still agree with your 5 most important choices? Highlight all the indicators you will demonstrate delivering the PBL lesson. Table Discussion: AH HAs!? Wonderings? Challenges? Possible solutions? Look at your observation tool and selected indicators. Do you still agree with your selection? Now, highlight all the indicators you will demonstrate delivering a PBL lesson. Discuss briefly at your table. AH HAs!? Wonderings? Perceived challenges? Able to control? Possible solutions?

Follow-up and Implementation Levels Level 2 + complete Moodle Implementation Assignment Additional 4 hours Implementation Level 4 Deliver and video lesson Select a 3 – 5 minute segment to upload on NVPLC Moodle Include a short reflection on student outcomes, a success, and an area to improve; upload with video Additional 6 hours Participation in NVPLC collaboration will provide additional hours Log onto NVPLC Website www.nefecpl.com Go to NVPLC Moodle complete Follow- up Assignment Goal(s) / Measurement Review Moodle components Implementation Level 1 Seat time hours Implementation Level 2 Complete PBL lesson plan Additional 4 hours Activity: Complete Follow-up Assignment – Goal(s)/Measurement Review Moodle / Levels Questions

Questions /Clarifications Support and Coaching Virtual office hours – Monday afternoons 3:15 – 4:15 Chat on NVPLC Moodle Live web conferencing on ZOOM internet connection PLC Meetings – Wednesday afternoons Individual virtual appointments Resource Webinars Questions /Clarifications

Thank You! Online 6 hours is optional for additional support Recommendations? Add to evaluation Information will be sent by email Next PBL Professional Learning date: January 28, 2015 Please complete the Professional Learning Evaluation on NVPLC Website www.nefecpl.com