Problem Based Learning Mathematics Florida Standards Ryan Mitchell, NEFEC Instructional Coordinator

Desired Outcomes  Unpack and use the MAFS 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 2

Setting Group Norms Setting norms focuses us on the work ahead and provides us with guidelines that will make our learning more meaningful. 3

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

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) 5

PBL and MAFS: Connections to Teacher Observation Tool 6

Defining Problem Based Learning: Activity 1.What is Problem Based Learning? 2.What is the difference between Problem Based Learning and Project Based Learning? 3.Describe any experiences you have had with Project or Problem Based Learning- were they positive or negative? 4.What are your worries about implementing Problem Based Learning in your classroom? 5.What is one thing you are hoping to get from your experience today? 7

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, ) 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. 8

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" Problem Based Learning Often Includes A Focus Project (Exploring the Environment (ETE), ) Problem-based learning begins with a problem for students to solve or learn more about. 9

Project Based Problem Based Product emphasis Process emphasis Project Based and Problem Based Learning 10

The Best of Both Worlds 21 st Century Learning Project Based Learning Problem Based Learning 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. 11

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. 12

Mathematics Florida Standards (MAFS) 13

Model Eliciting Activities (MEA) MAFS Analysis 14

8 Essentials 1.Read article, identify and highlight most significant idea 2.Volunteer reads idea aloud, does not share why chose 3.Group pauses to reflect 4.Other members respond for 1 minute each 5.First member now shares why they chose that idea 15

PBL Essentials Checklist Activity  Identify essentials in the MEA lesson  Be prepared to share out: What essentials are included? What essentials are not included? 16

PBL Lesson Design 17

Planning with the end in mind… 18

Developing a Problem Based Learning Lesson 19

Step 1: Choose Your Standards  Choose Wisely Logical, related standards Manageable – with fidelity Consider hard to teach / hard to “sell” Resources Cpalms Curriculum Maps 20

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 21

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)? 22

Rigor PBL Lessons that lack appropriate rigor and relevance are often fun, but usually do not result in mastery of learning for students! 23

Assessment Formative  Assessment designed to evaluate students’ current thinking.  Provides both student and teacher with feedback, and informs the teachers lesson planning.  Generally not “graded”. Summative  Assessment designed to evaluate overall student learning.  Usually used as a “grade”.  Can take a variety of forms. VS 24

CPALMS MEA Lessons How will you identify your PBL content: as a group or individual? use an MEA, other source, or your own content? 25

Developing a PBL Lesson  Begin developing your lesson  Go to NEFEC NVPLC Website for templateshttp://  Resource Websites:

Problem Based Learning Process What is the problem? What do we know? Possible Solutions What do we need to know? Best Solution Report Solution 27

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. 29

Science as Inquiry 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. 30

PBL and MAFS: Connections to Teacher Observation Tool 31  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?  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?

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 32

Support and Coaching  Virtual office hours Chat on NVPLC Moodle Live web conferencing on ZOOM internet connection  PLC Meetings  Individual virtual appointments  Resource Webinars 33 Questions /Clarifications

Thank You!  Online 6 hours is optional for additional support  Recommendations? Add to evaluation  Information will be sent by  Next PBL Professional Learning date: January 29, 2015  Please complete the Professional Learning Evaluation on NVPLC Website 34