Agenda Welcome and review ground rules Review desired outcomes Activator activity View DVD PBL planning activity Keeping the momentum going Closing activities

Desired Outcomes By the end of the session, participants will be able to: Identify and define the key elements of problem-based learning (PBL). Apply planning principles to develop a PBL lesson and address how to prepare students for PBL. Begin/continue to implement PBL with a cohort or grade-level group of teachers.

Ground Rules Take responsibility for your own learning. Participate actively. If something is not clear, ask questions. Listen to learn. Be respectful of participants and presenter. Honor time limits. Silence cell phones.

Activator: Engaging Participants in PBL Use the Activator Activity handout as a guide and to document notes. Identify a problem pertinent to your school or district, and brainstorm solutions. With your PBL group, discuss some of the skills you utilized to solve the problem and how they support 21st century learning. Document these skills on your Note-Taking Guide handout.

Preparing to Watch the DVD Question Collector handout: As you progress through this workshop, write down questions you would like answered about the key ideas and strategies presented—especially how you can apply them to your own classroom, school, district, or other learning organization.

Introduction to PBL View the DVD introduction and Part 1. With your learning buddy, discuss: How do the skills you identified in the Activator activity compare with the skills demonstrated in the DVD introduction? Which of the skills do you want most to include in PBL for your students? Document on Note-Taking Guide.

Planning for PBL View DVD Parts 2 and 3. With your learning buddy, discuss: How is the PBL described similar to or different from what you currently do? Document on Note-Taking Guide.

Developing the Key Question View DVD Part 4. With your learning buddy, brainstorm 2–3 problems or key questions you may pose to your students with PBL (with any specific ideas for presentation; e.g., voice mail from expert, article, ). Document on Note-Taking Guide.

Preparing Your Students View DVD Parts 5 and 6. With your learning buddy, identify 5–6 ground rules and any particular activities to teach and share these important behaviors. Document on Note-Taking Guide.

Implementing PBL View DVD Part 7. Document key points on Note-Taking Guide. With content or grade level group, develop your own PBL “short experience.” Use the PBL Planning Template handout to guide you through the process and to document the lesson you create.

Keeping the Momentum Going: Creating a Culture in Your School At your table, discuss the following questions: – What made PBL successful in the schools featured today? – What would make this successful in our school? – Does our school climate or culture support PBL? Document on Keeping the Momentum Going handout.

Keeping the Momentum Going: Creating a Culture in Your School (cont.) At your table: – Individually identify two ways to support a culture for PBL in your school. – Share with the table and identify the two most compelling. – Share and prioritize with your entire group to develop next steps for your school. Document on Keeping the Momentum Going handout.

Closing Activities

Questions Refer to your Question Collector handout. Do you have any outstanding or lingering questions based on the content of today’s session?

GO-GO-MO: Give One, Get One, Move On Question: How will you use the content and processes shared today to support PBL in your classroom? Individually, fill in the first three boxes with ways that you can apply the content in this session in your role as a classroom teacher. Get up and find others with whom to share. Give one idea away and get one idea from each person you meet. Your goal is to have a different idea in each box. Note them in the rest of the boxes. When you have completed all the boxes, sit down.

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