Problem Based Learning Language Arts Florida Standards Sandy Lewis, NEFEC Instructional Coordinator

Desired Outcomes  Understand and identify PBL elements, including the 8 essentials and 4 C’s.  Identify lessons that meet the 8 essentials and 4 C’s of PBL.  Identify resources, including Web 2.0 tools, to assist with planning a PBL lesson to implement in the classroom. 2 Go to nefecpl.com – Sandy – PBL LAFS – Evaluation – username/pw plc

Group Norms Beware of hogs and logs... Manage technology professionally and responsibly... Maintain a positive atmosphere... Attend to attention signal! 3

NEFEC Virtual Professional Learning Community  NVPLC  MyNEFEC Moodle Course 4

Follow-up and Implementation Levels  Log onto NVPLC Website  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  Implementation Level 3 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 5

PBL and LAFS: Connections to Teacher Observation Tool 6

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) 7

Project Based Problem Based Product emphasis Process emphasis Project Based and Problem Based Learning 8 Sharing experiences

The Best of Both Worlds Combining the best of Project Based Learning and Problem Based Learning provides teachers with a means of delivering authentic 21 st Century Learning opportunities to their students. 9

Introduction to PBL Article  Having experience part of the PBL process, we are going to read the “Introduction to Project Based Learning” article.  Use your experience with PBL as your lens in which to gain insight from this article.  Activity 3 statements that you have experienced or agree with as it pertains to PBL. 2 statements that you would argue against or challenge. 1 idea that summarizes the importance of PBL in the success of your students. 10

8 Essentials of PBL  Focus on significant content and authentic issues.  Organize activities around a driving question or challenge.  Establish a need to know and do.  Engage students in inquiry.  Develop 21 st Century skills.  Encourage student voice and choice.  Incorporate feedback and revision.  Conclude with a public presentation. 11

PBL Essentials Checklist Activity  Watch the video of MEA in action.  Be prepared to share out: What essentials are included? What essentials are not included? How modifications would you make to the lesson?  MEA Lesson MEA Lesson 12

A Growing Urgency  According to analysis by the International Youth Foundation (2012), “the capacity to think critically, solve problems, communicate effectively, and work in teams are some of the life skills highly valued by employers, but these skills are not addressed effectively in most formal educational curricula.”  In a survey of CEOs, corporate leaders named creativity as the quality they most value in employees (IBM, 2010). However, creativity scores measured by the Torrance Test of Creative Thinking have been in decline since the 1990s, with the drop most precipitous for students in grades K-6 (Bronson & Merryman, 2010). 13

A Growing Urgency  Employers report a shortage of candidates who know how to work in teams, think creatively, and interact effectively with colleagues or potential customers. This disconnect between what employers want and what youth bring to the table has major economic consequences. (Aspen Institute, 2008).  To respond to the call for a new generation of innovators, several states are in the early stages of developing indexes that will compare what schools are doing to build students’ creative and critical thinking potential (Robelen, 2012). 14

A Tale of Two High Schools  Read the passage “A Tale of Two High Schools”. Has this been your experience as a teacher or a parent? What do you want your children to experience? How does PBL at the K-5 level prepare students to be successful when they reach high school? 15

21 st 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, 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. 16

Approach to Planning – Thinking about PBL and Standards  Refer to your Thinking about PBL and Standards handout.  Work through the handout making notes about an upcoming standard that you might use PBL to increase the rigor of the standard.  Make notes through each section to set a framework for PBL implementation for the selected standard. 17

4 C’s of PBL  Critical Thinking  Collaboration  Communication  Creativity and Innovation A Developmental Approach for teachers and students 18

PBL Lesson Design 19

Planning with the end in mind… 20

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. Kolodner et al.,

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. 22

Technology Tools for Collaboration and Creativity  What is Web 2.0?  How can I use it to make PBL more effective?  Explore some of the Web 2.0 tools listed in the linked article. The 35 Best Web 2.0 Classroom Tools Chosen By You Identify at least 2 tools that you can use to implement in your classroom with your PBL activities. 23

CPALMS MEA Lessons How will you identify your PBL content: as a group or individual? use an MEA, other source, or your own content? 24

Desired Outcomes  Understand and identify PBL elements, including the 8 essentials and 4 C’s.  Identify lessons that meet the 8 essentials and 4 C’s of PBL.  Identify resources, including Web 2.0 tools, to assist with planning a PBL lesson to implement in the classroom. 25

Follow-up and Implementation Levels  Log onto NVPLC Website  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  Implementation Level 3 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 26

Support and Coaching  Virtual office hours Chat on NVPLC Moodle Live web conferencing on ZOOM internet connection  PLC Meetings  Individual virtual appointments  Resource Webinars 27 Questions /Clarifications

Thank You!  Online 6 hours is optional for additional support  Recommendations? Add to evaluation  Information will be sent by  Please complete the Professional Learning Evaluation on NVPLC Website 28