PBL Anchor Video

I searched the Internet for hours and couldn't find a video that I was 100% satisfied with for my PBL. As of now, this is the video I have chosen, but I am going to keep searching for a better one.

Double Entry Journal #15

Give an example of an authentic form of assessment the students engaged in a PBL performed well on?

“Students were asked to apply the concepts of geometry to architecture and submit designs for a new playhouse for a community center. Upon evaluating these designs, 84 percent of the submissions were judged to be accurate enough to build. This is an impressive measure of achievement. Moreover, students were able to revise their designs after consulting resources, which demonstrates a high level of motivation that is uncommon in traditional learning settings. Furthermore, these students demonstrated a solid grasp of the concepts and were able to perform well on traditional tests (Thomas 2000).”

How does project based learning promote intrinsic motivation?

Project based learning promotes intrinsic motivation by allowing students to learn on their own level and style, as well as to create their own culminating product. This type of learning is motivational to students because it addresses real-life subjects that students are interested in gaining knowledge about. It challenges the students and allows them to investigate solutions using all resources. The students are also able to get motivated because often the final products are viewed by an audience.

What do students who experience PBL do better than student who receive traditional direct instruction?

Students who experience PBL do many things than students who receive traditional direct instruction. These students are more capable to plan, organize, work cooperatively, gain intrinsic motivation, show creativity, use technology resources, make real-world connections, and create success from the beginning.

How does PBL align with John Dewey's philosophy of education?

PBL aligns with John Dewey’s philosophy of education because they both push for learning that is not the traditional textbook driven. Dewey believes that students need to experience and interact with the curriculum, as well as take part in their own learning. Project based learning is a student-driven learning approach that actively engages the students. PBL is an approach that focuses on the interests and experiences of students. During PLB, students learn by finding resources and producing a final product; which is learning by doing.

Why do our assessment practices need to change if we are going to prepare students for the 21st century?

Assessment practices need to change because they are designed to get recall knowledge and get a grade by paper and pencil. In order for students to be ready to succeed in the 21^st century, they need to be able to solve problems, create products, get a job, etc. Jobs aren’t judged on a written test; they are judged on the performance of a person. This brings into play outcomes, social skills, group work, planning, and organization. Project based learning incorporates these qualities. Therefore, educators need to change assessment practices and teaching styles to prepare students for the 21^st century.

Reference

Thomas, J. W. (2000). A review of research on PBL. http://www.bobpearlman.org/BestPractices/PBL Research.pdf (accessed February 28, 2009).

Struggling Student

After the first day I attended clinical, I became familiar with details on several of the students by kidwatching. I continued observing all the students and became very familiar with each of them.

I have particularly noticed a child that struggles in class. This small child is a perfect student in some aspects. He raises his hand before speaking, follows directions to the best of his ability, and doesn’t mingle with students when he isn’t allowed. However, he not an ideal student because he is not excelling in reading; rather he is below level in comparison to the rest of the class. I fear that he doesn’t mingle with students because he has speech and social skill problems. When he raises his hand, he asks questions like: “When is lunch? Can I go to the bathroom? Will you tie my shoe? Is it time to go home yet?” He doesn’t answer questions the teacher asks about the content.

After completing the survey, “My Feelings about Reading,” I reviewed his survey to get some answers as to why he is not on level with reading. His survey showed that he does not like to read and thinks reading is not fun. He reads while he is at school. However, he does not read at home, and his parents do not read to him either. This child would rather watch television than read.

I thought about his survey and couldn’t understand why a child would not think reading is fun. Then I realized that if reading is difficult and is only being done at school and he is lacking this experience at home, then it wouldn’t be fun. I want this child to find a love for reading, but unfortunately the learning activities in the classroom is not meeting the needs to do so.

The class reads one children’s literature book a week; the same book is read to them every day throughout the week. I was shocked at how much television the teacher allows the students to watch at school! On Wednesday I observed an incident that astonished me. A little girl picked up a children literature book while the class was watching a movie. She had been quietly engaged in the book for about 10 minutes when the teacher yelled at her to put the book away and watch the “Disney” movie! I felt bad for this child and realized that she and the struggling student would not benefit from this style of teaching.

I hope I can make a difference in the struggling students education. I want to get him to gain a love for reading! I also hope to get some interaction from him during instruction. I know he is capable of learning, but the style of teaching is just not benefiting him.

Verbatim Questions - Kindergarten

Over this past week, I have been paying attention to the type of questions my cooperating teacher asks the students and vice versa. I have found that the teacher asks many questions throughout the day. The majority of the questions are simple recall of information questions, lower level questions, that don't require extensive discussion. However, some of her questions lead to a deeper discussion and interaction. The students questions generally don't deal with the topic they are learning; basically, the questions are personal questions regarding the students.

Teacher questions

What is the weather like today?

If yesterday was the 13^th, then what is today’s date?

How many ten frames do we need to make 14?

What is the title of the book?

What is this page called?

Why is this page called the table of contents?

If I want to find out about oceans, what page do I go to?

If I want to find out about ocean animals, what page do I go to?

If I want to find out about ocean plants, what page do I go to?

If I want to find out about ocean animals and plants living together, what page do I go to?

What is a compass used for?

What is the purpose of a map?

What is the difference between a flat map and a globe?

Why do some things have shells?

What are difference between a shark and a goldfish? What are similarities?

Student Questions

When is lunch?

Can I go to the bathroom?

Will you tie my shoes?

Are we going outside for recess?

How can fish live under water?

Will a compass help you when you get lost?

What does S.T.A.R mean?

Guess what?

Why?

Double Entry Journal #14

What are some challenges to inquiry approaches to learning?

One of the most significant challenges to inquiry-based approaches to learning falls on the classroom teacher. Many times the teacher is not knowledgeable or skillful when it comes to a nontraditional approach to teaching. This may cause the teacher to not succeed in offering proper scaffolding, assessment, and redirection as projects unfold.

Another challenge is that students may lack background knowledge or prior experiences in this approach to succeed. In anything a person does, it is difficult to fully achieve a task when using an approach that is unfamiliar.

Also, inquiry approaches to learning are student centered and involve cooperative learning. Often students find it difficult to work collaborately, manage their time and difficulty of the task, and stay motivated when problems arise.

What are the benefits of group work? Give two concrete examples from the reading.

Research shows that student group work outperformed individual student work at all ages. Students who employ cooperative group work also do better on later individual assessments.

“Cooperative group work benefits students in social and behavioral areas as well, including improvement in student self concept, social interaction, time on task, and positive feelings toward peers.”

Name one strategy to support group work and find an example of that strategy on the Internet and link me to it.

One strategy to support group work is Numbered Heads Together. I used this strategy once in Social Studies Methods class, but I have never seen it used in an elementary school setting.

Getting to Know My Students

Kindergarten survey: Feelings About Reading

I created a reading survey to give to my 21 clinical students. The bar graph below represents the results of the survey. This data will aid me in planning future lessons for my students.

Double Entry Journal #13

Read the Introduction. What "dominant paradigm" is showing signs of wear?

The “dominant paradigm” that is showing signs of wear is the instruction by the teacher in a traditional approach where learning is textbook driven. Teaching in this manner is completed through lecture, discussion, and reading. The educational system needs to be moving toward project based learning to allow for student exploration using available resources.

According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Benefits of project based learning show an increase in the ability to define problems (Gallagher, Stepien, & Rosenthal, 1992), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993), and enhanced ability to plan a project after working on an analogous problem-based challenge (Moore, Sherwood, Bateman, Bransford, & Goldman, 1996).

The students engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning (Shepherd, 1998).

The PBL students had developed a more flexible, useful kind of mathematical knowledge that engaged them in “exploration and thought” (Boaler, 1997, p. 63).

References

Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and settings. Buckingham, UK: Open University Press.

Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problembased learning on problem solving. Gifted Child Quarterly, 36, 195–20

Moore, A., Sherwood, R., Bateman, H., Bransford, J., & Goldman, S. (1996, April).Using problem-based learning to prepare for project-based learning. Paper presented at the annual meeting of the American Educational Research Association, New York

Stepien, W. J., Gallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted Child, 16, 338–357

According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Similar problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decision-making (see, e.g.

Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992)

This approach has been found to be better, though, in supporting flexible problem solving, application of knowledge, and hypothesis generation (for a meta-analysis, see Dochy, Segers, Van den Bossche, & Gijbels, 2003)

Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996) and to support their claims with well-reasoned arguments (Stepien et al., 1993).

References

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problembased learning: A meta-analysis. Learning and Instruction, 13, 533–568.

Hmelo, C. E. (1998b). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7(2), 173–208.

Schmidt, H. G., et al. (1996). The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71, 658–664.

Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model

and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments. Englewood, NJ: Educational Technology Publications, pp. 135–148.

Stepien, W. J., Gallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted Child, 16, 338–357

Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. Journal of the Learning Sciences, 2(4), 367–42

According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Studies found that the design project led to better learning outcomes than the traditional approach to instruction. They also noted that the design students learned to view the respiratory system more systemically and understood more about the structures and functions of the system than the comparison group (Hmelo, 2000).

Researchers also observed that design activities are particularly good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986).

The research team found that both higher- and lower-achieving students showed strong evidence of progress in learning the targeted science concepts, and that students were able to apply key concepts in their design work (Fortus, 2004).

References

Fortus, D., Dershimer, R. C., Marx, R. W., Krajcik, J., & Mamlok-Naaman, R. (2004).Design-based science (DBS) and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.

Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9(3), 247–298

What are the differences between the three approaches?

These three approaches are very similar.

Problem-based learning is a student centered instructional approach. The students work cooperatively in small groups to investigate real-world problems that have more than one correct answer.

Project based learning is an instructional learning approach that is used in classrooms to solve a problem; it is an engaging and motivating approach. Inquiry is student-centered and involves group learning. Technology should be used and students will need to respond to a problem or challenge.

Learning by design is considered a backward design. It is the practice of looking at outcomes, in order to design curriculum units, assessments, and instruction. Students will need to create an artifact, which will require understanding and application of knowledge.

In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

In my opinion, I believe the most important benefit that is common across the three types of the inquiry-based learning approaches is the cooperative learning aspect and student centered.

Double Entry Journal #12

3 things I learned

1. The three general features and functions of language which “make communication so central” in schools are language transmits curriculum, communicates control, and reflects personal identity.

2. “The three-part sequence of teacher initiation, student response, teacher evaluation (IRE) is the most common pattern of classroom discourse at all grade levels.”

3. The kind of learning which lends itself to IRE patterns of instruction is limited to lower cognitive level processes which stress “recall of information” and questions aimed at producing accurate recall or simple identification “do little to promote any real thinking.”

2 things I found interesting

1. “While other institutions such as hospitals serve their clients in non-linguistic ways, the basic purpose of school is achieved through communication.”

2. “Current research confirms that teacher still mainly ask questions at the lower level of taxonomy.”

3. Teachers typically wait one second or less for students to start a reply to their question before calling on another student or supplying information related to the question themselves. Interestingly, in studies where teachers were asked to incorporate longer than typical wait times, the action led to “more active participation in lessons by a larger percentage of the students.”

1 question I have

1. Why do so many teachers use the IRE method of teaching when it does not encourage students to volunteer new ideas, to connect relative experiences, to express critical viewpoints, or to take any risks which might lead to a better understanding of the topic being taught?

How can asking essential questions improve learning in schools?

When incorporating essential questions, students need to think critically and not just look for the facts. Essential questions will help improve schools and curriculum because they point out central topics and focus in the direction of understanding. In order for understanding, these questions need to be “explored, questioned, taken apart and put back together, used, reorganized, and confirmed.” Essential questions are challenging; implementing a challenge will only help schools improve.

Double Entry Journal #11

Top Ten Project – Rubric

Authenticity - There is an external audience for the student work. After the class completed this PBL, the students were provided various chances to work with an external audience. This was through commercials, presentations, and internet communication through their Wiki.

Applied Learning -The students used multiple high-performance work organization skills (e.g., working in teams; using technology appropriately; communicating ideas, collecting, organizing, and analyzing information). These students worked cooperatively to gather data (Jigsaw Method), design a class Wiki, a commercial, and a presentation. They used technology to research animals, collect information, and analyze the information in order according to facts.

Active Exploration - Students gather information from a variety of primary sources and use a variety of methods (interviewing and observing, collecting data, model-building, using on-line services). The students collected information from internet articles, the classroom library, and other online tools such as the Wiki. Once the project was completed, it did not end there. The students continued to gather information from people all over the world; people voted for what they thought about their top ten ranking.

West Virginia Content Standards

Science

SC.O.4.1.4 -demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.

SC.O.4.1.5 - recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.

SC.O.4.1.6 - support statements with facts found through research from various sources, including technology.

SC.O.4.1.7 - use scientific instruments, technology and everyday materials to investigate the natural world.

SC.O.4.2.1 - describe the different characteristics of plants and animals, which help them to survive in different niches and environments.

SC.O.4.2.2 - associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).

SC.O.4.2.3 - identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).

SC.O.4.3.4 - given a set of objects, group or order the objects according to an established scheme.

SC.O.4.3.6 - identify and explain a simple problem or task to be completed; identify a specific solution; and list task requirements.

SC.O.4.3.9 - listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.

Reading and Language Arts

RLA.O.4.1.3 - use pre-reading strategies to comprehend text (e.g., activating prior knowledge, predictions, questioning).

RLA.O.4.1.8 - interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.

RLA.O.4.1.13 - judge the reliability or logic of informational texts.

RLA.O.4.1.14 - select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).

RLA.O.4.1.15 - use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).

RLA.O.4.1.17 - increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.

RLA.O.4.2.6 - write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.

RLA.O.4.2.7 - develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.

RLA.O.4.2.12 - use strategies to gather and record information for research topics:

• note taking
• summarizing
• paraphrasing
• describing in narrative form

gathering information from direct quotes, maps, charts, graphs and tables

RLA.O.4.2.13 - select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).

RLA.O.4.2.14 - use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).

RLA.O.4.2.15 - critically evaluate own and others’ written compositions.

RLA.O.4.3.4- create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.