1. Problem Based Learning Language Arts Florida Standards
On chart paper display:
Welcome to Problem Based Learning/LAFS
Please write what you hope to gain from this training on a post-it and put on chart:
“What I hope to Gain”
Thank you
Sandy Lewis, NEFEC Instructional Coordinator

2. Desired Outcomes Unpack and use the LAFS 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

3. Setting Group Norms
Setting norms focuses us on the work ahead and provides us with guidelines that will make our learning more meaningful.
On a post-it write: What is the most important group norm (rule) you would like to include for this training?
The top 5 at your table
Share out, chart

4. NEFEC Virtual Professional Learning Community
NVPLC
MyNEFEC Moodle Course
NEFEC is trying to provide additional support and coaching that you might need to successfully implement this PBL professional learning in your classroom or at your school.
We have established a virtual PLC where you can go for resources and communicate with us.
Two platforms are used for this work:
The NVPLC is the collaborative site open to everyone
PLC Moodle is the site for assignments and privacy
Access to PLC Moodle
Must have registered with Moodle on NEFEC at MyNEFEC
Select Moodle, go to PLC course and insert ID number

5. 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)

6. PBL and LAFS: Connections to Teacher Observation Tool
Teacher observation instruments are the tools for identifying best practices that lead to student achievement.
Many times during observations, the best practice is not demonstrated by the teacher.
Effectively using the PBL instructional model will lead to increasing demonstration of best practices.
Take a few minutes to look at your observation tool and check the 5 most important indicators.
Discuss briefly at your table.

7. Defining Problem Based Learning: Activity
What is Problem Based Learning?
What is the difference between Problem Based Learning and Project Based Learning?
Describe any experiences you have had with Project or Problem Based Learning- were they positive or negative?
What are your worries about implementing Problem Based Learning in your classroom?
What is one thing you are hoping to get from your experience today?
Let’s see what we know about Problem Based Learning.
Using your Yellow handout, you will interview each other to get responses for the questions.
Give one – Get one
Discuss at your table

8. 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, )
Have someone read aloud.
Discuss at table what this means to you.
Reference your interview answers
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.

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

10. Project Based and Problem Based Learning
Inquiry
Product emphasis
Project Based
Problem Based
Process emphasis
What is problem-based learning?
Though many people use the terms project-based learning and problem-based learning interchangeably, a distinction can be made based on whether the focus is on the product or on the process.
Typically, with project-based learning the focus is on the outcome, the product.
In problem-based learning the focus is on inquiry and the problem-solving process itself rather than on fashioning a product.
The difference lies in the goal of the learning experience.
We consider problem-based learning a subset of project-based learning, a particular type of project-based learning with the distinguishing feature of initiating learning with a problem, one that is open-ended, ill-structured, intricate, and then focusing on the complex process of solving it.

11. The Best of Both Worlds 21st Century Learning
Problem Based Learning
Project Based Learning
21st Century Learning
Combining the best of Project Based Learning and Problem Based Learning provides teachers with a means of delivering authentic 21st Century Learning opportunities to their students.
While both models are student centered and encourage 21st Century Learning, we will focus today on Problem Based Learning.

12. 21st 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,
Based on the learning expectations the Florida Standards require, think about how PBL can meet this need.
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.

13. Language Arts Florida Standards (LAFS)
Question: Who has unpacked their standards?
Using your grade level standards, select a one or two,
look at end of year performance,
Then look at grade level expectations for grades directly below and above.
Take about 5 minutes to look and discuss.
We will use the standards during the day, keep them accessible.

14. Model Eliciting Activities (MEA) LAFS Analysis
Select an MEA for your group.
Read through the lesson first, look at the ELA standards the author identified as included.
Go through the lesson and see if other LAFS standards are included.
What LAFS standards may be added.
Prepare to share out any where’s and why’s for your decisions.

15. 8 Essentials
Read article, identify and highlight most significant idea
Volunteer reads idea aloud, does not share why chose
Group pauses to reflect
Other members respond for 1 minute each
First member now shares why they chose that idea
Use Last Word Protocol
Read article, identify and highlight most significant idea
Volunteer reads idea aloud, does not share why chose
Group pauses to reflect
Other members respond for 1 minute each
First member now shares why they chose that idea
Reflect on the protocol process

16. PBL Essentials Checklist Activity
Identify essentials in the MEA lesson
Be prepared to share out:
What essentials are included?
What essentials are not included?
Use the Project Essentials Checklist to see what essentials are included in the MEA lesson
Share out as a group

17. PBL Lesson Design
Go over the components of the Project Design: Overview
Questions? Go to next slide for Assessment HO

18. Planning with the end in mind…
Discuss Assessment Map
Use your MEA Lesson and complete the Project Design and Assessment Map

19. Developing a Problem Based Learning Lesson

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

21. 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
What is an authentic problem?
List the students in your class and identify one interest for each.
This exercise is used to show that you must know your students to make the PBL relevant to motivate students

22. 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)?
As you you are developing your lesson, take these considerations into account.

23. Characteristics of PBL
Learning is student centered.
Independent and group investigation for construction of knowledge
Real-world context. Making connections between what students are learning and their own lives.
Development of critical thinking skills
Time to analyze and solve problems
Student autonomy and choice.
Decisions are student initiated and self-directed.
Group collaboration and teamwork, developing social and communication skills.

24. Rigor
PBL Lessons that lack appropriate rigor and relevance are often fun, but usually do not result in mastery of learning for students!
Activities for the sake of just engaging students does not transfer into any real learning.

25. VS Assessment Formative Summative
Assessment designed to evaluate students’ current thinking.
Provides both student and teacher with feedback, and informs the teachers lesson planning.
Generally not “graded”.
Assessment designed to evaluate overall student learning.
Usually used as a “grade”.
Can take a variety of forms. VS
Reminder of how crucial formative assessments are thought through before teaching and integrated within the lesson.

26. CPALMS MEA Lessons http://www.cpalms.org/cpalms/mea.aspx
How will you identify your PBL content:
as a group or individual?
use an MEA, other source, or your own content?
We are going to give you time to look through CPALMS MEAs
Go to website, click on MEA Library
Select Content Area and Grade Level
Can be downloaded as PDF or Word
Print from site or

27. Developing a PBL Lesson
Begin developing your lesson
Go to NEFEC NVPLC Website for templateshttp://
Resource Websites:
On your second set of blank Project Design and Assessment Map, you will begin creating your lesson to be delivered back at your school, district
The templates can also be downloaded from the NVPLC Website

28. Problem Based Learning Process Model
Students confront a problem.
In groups, students organize prior knowledge and attempt to identify the nature of the problem.
Students pose questions about what they do not understand.
Students design a plan to solve the problem and identify the resources they need.
Students begin to gather information as they work to solve the problem.
Present the Problem, Scenario, or Situation
State hypotheses, ideas, or problem statement
List what is known
List what is unknown, or needed to know
List what is needed to be done: Action Plan, who will do what
Gather and analyze information
Present Findings

29. 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.
Students become metacognitive learners as they reflection on their learning and processes.
Kolodner et al., 2003

30. 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.
Reflective practitioners

31. Science as inquiry must now also mean a minds-on approach.
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.
Table Discussion: What implications does this statement have for lessons and instruction?

32. PBL and LAFS: Connections to Teacher Observation Tool
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?
Look at your observation tool and selected indicators.
Do you still agree with your selection?
Now, highlight all the indicators you will demonstrate delivering a PBL lesson.
Discuss briefly at your table.
AH HAs!? Wonderings? Perceived challenges? Able to control? Possible solutions?

33. Follow-up and Implementation Levels
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
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
Activity: Complete Follow-up Assignment – Goal(s)/Measurement
Review Moodle / Levels
Questions

34. Questions /Clarifications
Support and Coaching
Virtual office hours – Monday afternoons 3:15 – 4:15
Chat on NVPLC Moodle
Live web conferencing on ZOOM internet connection
PLC Meetings – Wednesday afternoons
Individual virtual appointments
Resource Webinars
Questions /Clarifications

35. 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 28, 2015
Please complete the Professional Learning Evaluation on NVPLC Website