1. Is it Project-based Learning?
Projects…
Project-based Learning…
Can be done at home without teacher guidance of team collaboration
Requires teacher guidance and team collaboration
Are used year after year and usually focus on a product (make a diorama, develop a skit)
Is based on appropriate standards and important content, is timely
The teacher work occurs mainly after the project is complete
The teacher work occurs mainly before the project starts (identifying standards, setting limits, establishing outcomes, etc.)
Structured: The students do not have many choices in the direction of the project
Ill-structured: The student teams make most of the choices during completion of the project within limitations set by the teacher
Based on directions or steps established by the teacher
Based on standards and concepts (identified by the teacher) that the teams must use to adequately solve the project
Graded by teachers using subjective measures like neatness. The assessment is not shared with students prior to starting
Graded based on clearly defined rubric made specifically for the project. Shared with students prior to launching the project
Every project has the same goal and most completed projects look the same
Student teams develop a project that solves a problem and the solution materializes from student research. All solutions differ
Projects are artificial and rarely represent the real world outside school
Strive to represent solutions to real world problems that student encounter outside school
Are not particularly relevant to students lives
Could provide solutions to real world problems even though they may not be implemented
Do not resemble work done in the real world
Is just like or simulates work done in the real world outside school
Do not include scenarios or background information or are based on events that have already been solved by others
Based on scenarios or simulations that is real, or if it is fictitious, it is realistic, entertaining, and timely
Often based on the use of a single tool (make a Power point) rather than a genuine problem that people face outside school
Use the tools, technology, and practices employed by people in the field. Teams choose tools according to needs
All projects are the same
All project-based activities are different
Sample: Make a model of the Alamo
Sample: Using locally sourced materials and building techniques design an economically feasible model shelter that would project members of your community during a terrorist attack and make a recommendation to the city council for future planning

2. Technical/Procedural Problem Solving Another Type of Problem Solving

3. Problem Solving Categories
Design
Trouble-shooting
Invention/Innovation
Research and Development
Experimentation
Technical/Procedural

4. So Far, We’ve Focused on Design
While Design Problem Solving is the primary method used in STEM, in some cases you will need to use other methods.
Now we are going to focus on Technical/Procedural Problem Solving

5. Technical/Procedural Problem Solving
Form of problem solving that requires a student to follow a set of technical directions to accomplish a task. For example, students might be required to build an electronic device following precise directions of a technical nature and then, when the device is complete, the students must complete a series of experiments.
T/P Problem Solving is a lower level method of problem solving (Six Facets)

6. T/P Problem Solving & Six Facets
While Design Problem Solving is very effective in reaching the higher levels of the Six Facets (Applications, Perspective, Empathy, & Self-knowledge)
T/P Problem Solving can be a useful tool for reaching the first two levels of the Six Facets (Explanation & Interpretation)

7. Strategies for Solving T/P Problems
Typically don’t use the design process
T/P Problems require the student to:
Seek relationships and work out solutions
Follow step-by-step technical directions
Read a schematic drawing
Read and write technical directions
Understanding the systemic order of technical devices
T/P Problems requires that the learner have some prior background in the subject matter