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HAVE YOU EVER . . . ?

HAVE YOU EVER . . . ?. HAVE YOU EVER. wanted to take a break from having to know EVERYTHING and just tell the student “I don’t know.”. HAVE YOU EVER. wanted to avoid those long lines at the copier? How about the paper jams that seem to never completely go away?. HAVE YOU EVER.

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HAVE YOU EVER . . . ?

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  1. HAVE YOU EVER . . . ?

  2. HAVE YOU EVER . . . • wanted to take a break from having to know EVERYTHING • and just tell the student • “I don’t know.”

  3. HAVE YOU EVER . . . • wanted to avoid those long lines at the copier? How about the paper jams that seem to never completely go away?

  4. HAVE YOU EVER . . . • wanted to actually use your plan time for • PLANNING • instead of clerical work?

  5. HAVE YOU EVER . . . • wanted to earn money for your school while doing something fun and creative that will be loved by students, parents, and administrators?

  6. THEN WE HAVEA GREAT DEALFOR YOU!!

  7. WE HAVE AN OPPORTUNITY TO . . . • utilize real-world challenges to teach our students valuable life skills as well as the curriculum standards • provide staff members with a variety of resources to aid them in educating their students • strengthen the connection between the school, students, and community • earn grant money for your school to support programs AND ALL YOU HAVE TO DO IS SAY “YES” TO PBL

  8. WHAT IS PBL? PROBLEM BASED LEARNING

  9. PROBLEM BASED LEARNING (PBL) IS . . . • A primary instructional strategy to teaching content knowledge and problem-solving skills by posing significant, contextualized, real-world scenarios and providing resources and guidance which causes students to improve knowledge, skills, and disposition

  10. PROBLEM BASED LEARNING (PBL) IS . . . • An engaging activity where students work individually or in groups to propose solutions to the challenging , relevant problems, utilizing collaborative and team-building skills to strengthen/develop secure content knowledge

  11. WHAT’S IN IT FOR ME? HOW CAN IT MAKE MY JOB MORE EFFECTIVE/EFFICIENT?

  12. TOO MANY THINGS TO LIST . . . • Not as time-consuming as you think • Can take one class period, a few days or an entire semester • Ready-made PBL’s are available and just waiting for you to “borrow” them • Can be cross-curricular to address multiple subject areas so teacher’s can share the workload

  13. RESEARCH ON PBL IS IT EFFECTIVE?

  14. LEST WE FORGET… • PBL actually has benefits for our students.

  15. PBL VS. TRADITIONAL INSTRUCTION • Studies indicate: • PBL is a superior facilitator of long-term retention • PBL fosters a higher skill level • PBL creates a higher level of student and teacher satisfaction • Interdisciplinary Journal of Problem-based Learning, Volume 3 Issue 1 2009, When is PBL More Effective? A Meta-synthesis of Meta-analysis Comparing PBL to Conventional Classrooms • http://www.edci.purdue.edu/ijpbl

  16. PBL VS. TRADITIONAL INSTRUCTION • Studies indicate: • Traditional instruction is more effective for short-term retention as measured by standardized exams. • (Traditional Instruction is when the curriculum is delivered in a large-class, instructor-driven, lecture-based, and compartmentalized content fashion.) • Interdisciplinary Journal of Problem-based Learning, Volume 3 Issue 1 2009, When is PBL More Effective? A Meta-synthesis of Meta-analysis Comparing PBL to Conventional Classrooms • http://www.edci.purdue.edu/ijpbl

  17. HOW DO STUDENTS FEEL ABOUT PBL? • In a study of 11 graduate students, they had an overall positive view of PBL. • They reported difficulties in managing expectations. • Nature of the project • Degree of scaffolding provided • Teamwork • Interdisciplinary Journal of Problem-based Learning, Volume 4 Issue 1 2010, Students’ Perceptions of Their Learning Experiences in an ID Context • http://www.edci.purdue.edu/ijpbl

  18. Although this study was done with graduate students, it is still meaningful to us. If graduate students have these feelings of anxiety, imagine what a high school, middle school or even an elementary school students must go through! We will walk a fine line between challenging the students and overwhelming them.

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