INTERDISCIPLINARY LEARNING: CONCEPT DEVELOPMENT, REASONING AND PROBLEM- BASED LEARNING DR. JOYCE VANTASSEL-BASKA PROFESSOR EMERITA, THE COLLEGE OF WILLIAM AND MARY

Workshop Purposes  To examine three interdisciplinary models for curriculum development  To apply principles of each model to an example  To design interdisciplinary performance-based assessments 2

Why Interdisciplinary Learning?  Provides connections to the real world of issues and problems,  Organizes curriculum at a higher level of thought, and  Focuses on big ideas that define our world and our place in it. 3

Interdisciplinary Learning Approaches  Use of macro concepts as an organizer (eg. models)  Use of higher level skill heuristics as an organizer (eg. critical thinking model)  Use of interdisciplinary processes of thinking and problem-solving leading to a resolution or product 4

Concept Development

The Concept of Models  Identify 25 examples of a model.  Categorize your list.  Identify what is not a model. 6

Models  Create a model to demonstrate your understanding of differentiation and how it works in the classroom.  You may use physical and conceptual tools in order to do the task.  Be ready to share your model with others. Group task: What generalizations can we make about models?

Concept Teaching  Stresses depth over breadth  Teaches important ideas in a discipline, not only facts  Promotes interdisciplinary study  Learning endures

Pre-Post Assessment for Systems Concept 1. Give five examples of things that are “systems”. 2. Draw one example of a system that you have studied. 2. Label at least critical five features of your system. 4. What are three things you can say about all systems?  All systems _________________________________________.

Scoring Rubric for Systems Concept Examples of the Concept At least 5 appropriate examples are given. At least 4 appropriate examples are given. At least 3 appropriat e examples are given. At least 2 appropriate examples are given. At least l appropriate example is given. Drawing of The Concept The drawing contains a recognizable system, with functioning parts. The drawing contains most of the major elements of a system. The drawing contains some elements of a system. The drawing contains a few elements of a system. The drawing contains only one object.

Scoring Rubric for Systems Concept Features of a System The drawing contains at least five elements or other features of a system. The drawing contains at least four elements or other features of a system. The drawing contains at least three elements or other features of a system. The drawing contains at least two elements or other features of a system. The drawing contains at least one element or other features of a system. GeneralizationsThree appropriate generalizations are made about systems. Three somewhat appropriate generalizations are made about systems. Two appropriate generalizations are made about systems. One appropriat e generaliza tion is made about systems. Only a statement about systems is made.

Assessment of the concept of models  Think about the concept of models we have just addressed. How could it best be assessed?  What rubric dimensions would you want to use? 12

Reasoning

Use of reasoning model  Apply to any content area at any level.  Use one cell of the model only if desired (eg. point of view or perspective of groups in our society)  Use as a way to study current events, given readings (What is the issue? What is the evidence? What are the implications?)  Use to teach the thinking necessary to do project work/research 14

Elements of Reasoning -- Paul, 1992 Issue/ Problem Evidence/ Data Point of View Implications/ Consequences Inferences Concepts/ Ideas Purpose/ Goal Assumptions

Application to the Gulf oil spill  What is the purpose of offshore drilling?  What perspectives are dominant on the practice? What are their underlying assumptions?  What concepts about the practice are central to understanding what happened?  What data would convince you that the practice is necessary? What inferences do you draw about the status of the clean-up, based on media reports?  What are the consequences of the spill? 16

The Bloom Taxonomy  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation  Creation 17

Application to Questions  How do the themes of change and continuity apply to the works of literature we have read?  How does symbolism work in the short story studied? Summarize your thoughts about it.  In your opinion, how effective was the author in conveying terror and suspense?  Create a scenario where the character made the opposite decision. What would be the implications of that action? 18

PROBLEM-BASED LEARNING To insert your company logo on this slide From the Insert Menu Select “Picture” Locate your logo file Click OK To resize the logo Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” Use these to resize the object. If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize.

The problem You are in charge of designing an innovative program in your school for gifted learners. A few gifted students have shown interest in doing independent research. Teachers have identified writing as a weak area for many gifted learners. Parents want to see more science competitions offered. There is a group of teachers who think all students are gifted. The advisory committee favors an advanced math program. You have been told that a plan has to be formulated in a week and to not ask for much funding. Your principal recently sent you to a workshop about problem-based learning and would like for you to incorporate what you have learned. What will you propose for the program? 20

NEED TO KNOW BOARD 21

New data  The head of your school has received complaints from parents about the rigidity of instruction practiced by teachers, where no students can do hands-on activities or participate in special project work. You have now been asked to recommend best practices for instruction in your plan. 22

Problem log questions  What role do parental complaints play in designing new programs?  What are the implications of the complaint for the new plan?  What instructional models might be tried that counter the complaint? 23

New data  A graduate of your school has been saying that the school is old-fashioned in its educational practices and limited in respect to the use of integrative technology. He wants you to address this problem in the plan. 24

Problem log questions  How do the new data impact your thinking about the problem?  What aspects of the new data will you use in your planning?  Who will you consult about this issue? 25

Problem Resolution  How will you fit all the pieces together to present a resolution?  What aspects of the problem are most important? Why?  What formats (eg.powerpoint, paper) will you choose to present your findings? 26

What is PBL? Problem-based learning is an instructional strategy (a curricular framework) that, through student and community interests and motivation, provides an appropriate way to “ teach ” sophisticated content and high-level process … all while building self-efficacy, confidence, and autonomous learner behaviors. 27

Research on PBL  Students show significant learning gains in experimental design through a PBL approach (VanTassel-Baska, et.al. 2000).  Students show enhanced ‘real world’ skills with no loss in content knowledge as a result of using PBL (Gallagher & Stepien, 1996).  Students and teachers are motivated to learn using the PBL approach (VanTassel-Baska, 2000).  Students show enhanced higher order skill development using PBL over other approaches to teaching science (Dods, 1997). 28

Why is PBL appropriate for use with gifted students? Characteristics of the Gifted Characteristics of PBL Desire for self-directed learningStudents are in charge of learning Intense curiosity – what is the ‘real’ issue? Requires problem finding Metacognitive thinkersHave we considered all possibilities? What assumptions are we making? Why is this strategy not working? 29 Source: Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T., & Johnson, D. T. (1997).

Features of Problem-based Learning  Learner-centered  Real world problem  Teacher as tutor or coach  Emphasis on collaborative teams  Employs metacognition  Uses alternative assessment  Embodies scientific process (in science PBL scenarios) 30

--Provide a new problem, looking for how students address it. --Assess the skills in the heuristics used to solve a PBL (eg. research design processes) --Content area assessments --Other approaches? Assessment of PBL Learning 31

Assessment in a Science PBL PortfolioPerformance-based Problem Logs Lab Reports Experimental Design Worksheets Unit-Specific Forms Pre & Post Science Process Test Embedded Activities Final Assessment Final Content Concept/Scientific Research Assessment Center for Gifted Education The College of William and Mary 32

Sample Assessments Subject: Language Arts Curricular Outcomes: Using language and visual images for persuasion Performance-based assessment task demand: Design an advertisement for a company product that will target a given audience through a given publication outlet. Select the product, audience, and publication outlet from the following choices or create your own. Explain the process of design and the choices you made in creating the ad.

Product Specification Options Company Products: a new hand lotion, a new car, or a redesigned cereal or one of your choice Audience profiles: teenagers, young professionals, or people over 50 Publication types: popular magazine, news magazine, or The Strait Times or one of your choice

Criteria for rubric development  Persuasiveness of the ad  Effective use of design  Soundness of choices made in the relationship of message to audience 35

Criteria for Judging PBA  Validity of the assumptions  Processes used to solve the problem  Clarity of the representation to solve the problem  Explanation of the solution

Performance-based Measures  The Fowler Test (Design an experiment, based on a question)  Writing prompt (eg. Should this Book X be required reading for your grade level?)  Literary analysis (eg. Provide a passage or short piece and ask students to interpret)  Math (Use Math Olympiad problem sets to determine level)

Ill-Structured Problems  Ambiguous  More information presented than necessary to understand what ’ s going on, discern whether it ’ s a situation or a problem, how to “ fix ” the problem  No single “ right ” answer  Each problem has components and each problem solver has unique characteristics, background, and experience  Data are often incomplete  Definition of problem changes as new information is provided  Information needs change or grow  Data are often incomplete, in conflict, or unavoidable but choices must be made anyway  Stakeholders  Deadline for resolution 38

Sample Initial Problem Statements  What is the content topic that is studied?  Who are the stakeholders?  What is the issue in the problem statement? 39

Initial Problem Statement: Language Arts – The Crucible The play ends with the death of John Proctor. You have been told to investigate the Salem witch trials and render a judgment about what written safeguards need to be in place to ensure that this type of situation does not happen again. You have been given four weeks to develop a case statement that could prevent future such episodes in the history of the world. 40

Checklist for Developing a PBL Problem Statement  Decide on content.  Choose a concept for the problem.  Look for problem ideas.  Look for a decision to make or that was made.  Ask yourself: Is there a problem to be resolved by someone in this situation?  Draft a problem statement.  Match to curriculum and instructional goals. 41

References and Resources  Barrows, H. S. (1998). The tutorial process. Il: Southern Illinois University School of Medicine.  Boud, D., & Feletti, G. (Eds.) (1991). The challenge of problem-based learning. New York: St. Martin’s Press.  Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T., & Johnson, D. T. (1997). A problem-based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20,  Cothron, J. G., Giese, R. N., & Rezba, R.J. (2000). Students and research: Practical strategies for science classrooms and competitions. IA: Kendall/Hunt Publishing Co.  Gallagher, S. A., Sher, B. T., Stepien, W., & Workman, D. (1995). Implementing problem-based learning in science classrooms. School Science and Mathematics, 95,  Margetson, D. (1994). Current educational reform and the significance of problem-based learning. Studies in Higher Education, 19, 5-19.

“The future will require individuals who are able to formulate new problems, come up with new solutions, and adapt readily to the new ideas of others.” --Csikszentmihalyi & Wolfe, 2000, p