Using PBL to Engage Students in

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Presentation transcript:

Using PBL to Engage Students in

PBL: Problem/Project-based Learning Problem-based learning: Students develop a solution to a problem/issue Project-based learning: Students develop a tangible artifact Project/problem-based instruction has become popular because of its impact on student learning It is focused on experimental learning organized around the investigation/resolution of messy, holistic, and real-world problems Creates a learning environment that facilitates deeper understanding

How Does PBL Work? Using ill-structured problems to increase personal responsibility for learning Engaging students in STEM at an early age. Causing students to gather information, assess its validity, and provide evidence to support decisions. Teaching and encouraging learning transfer Treating teamwork as an important outcome

Wait for it! Students don’t need the whole subject laid out to master a challenge A step- by- step series of lessons explaining each piece of the automobile and its function prior to ever touching the car is not the best way to understand how it works or how to fix it! Much important teaching occurs after, not before, students attempt to perform – when students are ready to hear and grasp its value

Through PBL, Students Learn: Problem solving skills Self-direction skills Ability to find and use resources Critical thinking Content knowledge Performance ability Social and ethical skills Self-sufficiency Self-motivation Computer skills Leadership skills Teamwork abilities Communication skills Proactive thinking Workplace skills

Strategies for STEM Problem Solving How do your students approach a problem where the answer is unknown? What steps do you take to solve a problem? Are your students aware of heuristics used to solve complex problems?

Common Learning Heuristics: Scientific Inquiry (method) Math modeling Engineering design Studio thinking

Engineering Design A primary method used for solving STEM problems. Engineering design problems are frequently less well defined and can often be solved in a number of different ways within a set of constraints. Design problems usually start with a phrase like, “design a device that will…”

Engineering Design Design is to technology and engineering as inquiry is to science and reading and writing are to English language arts Design is the core problem solving process Design problem solving extends learning beyond the classroom

Specifically, What is the Engineering Design Loop? The Design Loop is a cognitive tool The Design Loop is a guide that helps make design problem solving a more effective learning tool for students A structure for thinking and doing- the essence of design problem solving A non-linear learning process

The Engineering Design Loop Prepares Students to: Contribute to the team Conduct/apply research Techniques for making models/prototypes Assess their own/team work Communicate team process and defend work

The Design Loop/Process Different tasks to be completed Suggested, rather than prescriptive Identify the problem Investigate Develop ideas Refine the idea Model/prototype Evaluate/assess Communicate

Engineering Design Loop STEP 1: Identifying problems and opportunities Identify the problem in need of a solution STEP 2: Clarifying the design problem Here the student designer attempts to clarify, understand the specifications, and detail what exactly they intend to do At this point, the student begins to ask a number of questions What are my limits? How much time do I have? What materials do I have access to? STEP 3: Investigating and Conducting Research In order to solve problems, all pertinent information must be gathered and documented for possible future reference The importance of investigation and research and cannot be overemphasized Few solutions are new. Most new inventions involve many previously known principles and concepts. STEP 4: Generation of Alternative Solutions Generating a number of alternative solutions is one of the most important steps and often the most difficult to do. Although it seems to be human nature to latch on to your first idea and try and make it work, more ideas = better solutions. Techniques: Brainstorming, sketching, doodling, attribute listing, and forced connection.  STEP 5: Choosing a Solution Choosing the best among a number of ideas is less straightforward than it may appear. Two strategies: 1) Listing the attributes (good and bad points) of the ideas and comparing them, 2) Developing a decision matrix that compares attributes to design criteria. The evaluation process may indicate a way to combine features of several solutions into an optimum solution.

Example Design Loops

Assessment Common concerns Need to be able to access: Grading Group projects Content Expert Meeting the Standards Standardized testing Parental Questions/Concerns Problem-solving Quality of work Creativity Creative use of materials Efficiency Collaboration Content Learning

Methods for Assessing Student Performance Team performance rubrics Journals and logs Engineering journals (Digital/paper) Invention logs Checklists Models/Prototypes Cooperative learning Presentation Rubrics Product outcome

Example Assessments Engineering Journal Rubric

An Easy Way to Develop STEM Problems The Narrative Curriculum: Base STEM problems on Literature Consider STEM curriculum as a story Connect problems to current readings Stories are like problems: Rarely lay out all the facts and ideas in a step- by- step fashion Although sometimes illogical and incomplete, stories are likely to engage the reader Storytellers are great teachers Instead of presenting a straightforward sequence of events, the storyteller deliberately raises questions and delays answering them We do not easily remember what other people have said if they do not tell it in the form of a story STEM problems thrust students into problem situations immediately, much like a reader is thrust into the middle of a story

Examples of Narrative STEM Challenges

Useful for All Ages

Creating STEM Design Problems Six essential features: Deliver important/standards-based content. Focus be on process, product, or both No simple right or wrong answers Focus on degrees (e.g., quality, proficiency, understanding, etc.). Avoid potential subjectivity in scoring. Share scoring information with students early—as a guide

Writing Your Own Problems Make sure it delivers something important it’s not something fun to do after the lesson—it is the lesson Make sure that it can be assessed (authentically) Develop a problem scenario Craft an engaging scenario that captures the attention of the child and draws them in Develop content information Using the standards, develop content information that promotes learning in STEM Develop boundaries for the problem (materials/resources, parameters, deliverables) Develop an authentic, performance-based assessment Force students to use the Engineering Design Loop