kamle-solving the world's woes one problem at a time
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KAMLE-Solving the World's Woes One Problem at a TimeTRANSCRIPT
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Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time
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Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through Problem-Based Learning
@CurtisChandler6
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Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
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Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
#PBL#PBLchat
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@CurtisChandler6
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Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time
![Page 11: KAMLE-Solving the World's Woes One Problem at a Time](https://reader034.vdocuments.us/reader034/viewer/2022052523/5565abf3d8b42a083a8b503f/html5/thumbnails/11.jpg)
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MDP
T
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CCR is the WHAT......PBL is the HOW.
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CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
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Is toothpaste a
liquid or solid?
Why do we round up at .5 ?
On a number line that is right in the middle. What’s so
‘smart’ about a smart car? If you get in a wreck in
that thing, you are DEAD!
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We need a new fort! We need a
new fort! We need a new fort!
We need a new fort!
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We need a new fort! We need a
new fort! We need a new fort!
We need a new fort!
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Informal
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1) an essential body of knowledge
2) the ability to use that knowledge to solve problems
3) the ability to extend/improve knowledge in order to solve problems in
the future
(Howard Barrows)
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1) an essential body of knowledge
2) the ability to use that knowledge to solve problems
3) the ability to extend/improve knowledge in order to solve problems in
the future
(Howard Barrows)
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Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
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Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
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Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
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Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as
to demand thinking, or the intentional noting of connections...
(Dewey, 1916, 1944)
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PBL a`la mode
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What could that look like at ?
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PBL a`la mode
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PBL a`la mode
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In True PBL...
• Student-centered learning
• Teacher is facilitator/guide
• Authentic problems presented up-front
• Problems serve as tools for knowledge/skill acquisition and for eventual solving of the big problem(s)
• New information acquired through self-directed learning
(Gjibels, 2005; Hattie, 2009)
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Percentile Gain of 16%
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Percentile Gain of 23%
(.61)
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Percentile Gain of 28%
(.79)
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CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
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In True PBL...
• Student-centered learning
• Teacher is facilitator/guide
• Authentic problems presented up-front
• Problems serve as tools for knowledge/skill acquisition and for eventual solving of the big problem(s)
• New information acquired through self-directed learning
(Gjibels, 2005; Hattie, 2009)
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•Historical Investigations
•Decision Making
•Problem Solving
•Systems Analysis
•Experimental Inquiry
• Invention
PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
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PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
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Build a door for this sound-booth!
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Build a door for this sound-booth!What are
some things we will need to know
about?
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Build a door for this sound-booth!What are
some things we will need to know
about?
Where are we going to discover the
answers to those questions?
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Build a door for this sound-booth!What are
some things we will need to know
about?
Where are we going to discover the
answers to those questions?
How can we evaluate our solutions?
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Next Step--Completely build your own sound-booth!
What are some things we
will need to know about?
Where are we going to discover the
answers to those questions?
How can we evaluate our solutions?
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In real PBL, the problem is identified by students, rather than given to
them.
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In real PBL, the problem is identified by students, rather than given to
them.
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In real PBL, the problem is identified by students, rather than given to
them.
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Mini-explorations that provide skills and knowledge.
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Design a system for pet-washing that reuses, recycles, and conserves
water.
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Design a system for pet-washing that reuses, recycles, and conserves
water.
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What would it take to survive off of the grid?
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What would it take to survive off of the grid?
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What would it take to survive off of the grid?
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Mini-challenges on heating, cooling, renewable energy...
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Build working models of solar-powered, off-the-grid homes.
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PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
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-Utilizing Outside Experts
-Looking at primary sources.
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How do you keep a small Kansas town from dying?
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How do you persuade others that your opinion is better than others?
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CCR is the WHAT......PBL is the HOW.
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CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
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Informal
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Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time