1. Problem Based Learning 102 How can we ensure maintenance of a high level of cognitive demand from our students?

2. Warm Up With your neighbor, discuss the following. Have you ever used a Problem instead of a Project before? What was the Problem and why did you use a Problem instead of a Project?

3. Sample Entry Document 1/22/2016 3 This is a picture of an energy efficient, 20 watt light bulb. It produces the same amount of light as a 75 watt incandescent bulb. So it should save us money in the long run, right? But unfortunately, it costs a lot more. $12 compared with their incandescent cousins at about $1. The price for energy fluctuates wildly throughout the country, but it averages about 11 cents per kilowatt hour. Based on this information, how long before we start generating a net savings on our lighting costs?

4. Entry Document Template

5. NTN Math Problem Based Learning Course – PrBL Resources Courses All Courses NTN Math Problem Based Learning Course (Sign up)

6. Tasks as they appear in the curriculum Tasks as set-up by the teacher Tasks as implemented by the students Student Learning

7. Declines in Cognitive Demand What are some signals that cognitive demand is declining in your students? Don’t know how to start Refuse to attempt at problem without direct instruction Students attempt problems automatically, repetition, rote Not working collaboratively with group Unproductive noise Their focus is mainly on the answer, rather than the process/what they’re doing/solution strategy. What are some strategies we may implement to raise/maintain cognitive demand? (Reflect on strategies that have worked well for you in the past.) Scaffolding cue “Buy a hint” Spy on another group Reference prior knowledge, guiding questions Encourage trying/failing Bring students back together, class discussion Alter the problem a tad Sharing out ideas 10-15 minute check-in Create a “group of experts”

8. Decline in Cognitive Demand Students press the teacher to reduce the complexity by specifying explicit procedures or steps Teacher shifts emphasis from meaning and understanding of concepts to correctness or completeness Not enough time is provided to wrestle with the task / concepts or too much time is allowed and students lack focus Students not held accountable (i.e. unclear or incomplete explanations are accepted) Maintenance of Cognitive Demand Appropriate scaffolding of student thinking and reasoning Students are provided with means for monitoring their own progress Consistent press for justifications and explanations through questioning and feedback Teacher draws frequent conceptual connections with students

9. Formative Assessment & LASW

10. Calibration and Facilitation Strategies

11. Problem Based Learning & New Tech PrBL and Rubrics What does a rubric look like for a Problem Based Learning approach in Mathematics? What, if any, modifications potentially need to be made? Managing the group process How is the group process similar to that of PBL? How is it different? Is there a role for group contracts in PrBL? If so, do they need to be modified? Role of Technology in PrBLHow is the role of Technology different in PrBL?

12. PrBL and Rubrics What does a rubric look like for a Problem Based Learning approach in Mathematics? What, if any, modifications potentially need to be made?

13. PrBL & Managing the group process How is the group process similar to that of PBL? How is it different? Is there a role for group contracts in PrBL? If so, do they need to be modified?

14. Problem Based Learning Unit Template

16. Curriculum Mapping Thursday 8:00-9:30 AM

17. What about this as an entry event?

18. NTN Math Problem Based Learning Course – PrBL Resources Courses All Courses NTN Math Problem Based Learning Course (Sign up)