meeting common core standards though pbl

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Dr. Shelagh A. GallagherEngaged Educa1on

Charlo5e, [email protected]

Meeting Common Core Standards Through Problem-Based Learning

Monday, October 8, 12

meaningful education

COMMON CORE

an UNIMAGINABLE future


Unraveling Complexity

Over the course of a year of office practice—which, by definition, excludes the patients seen in the hospital—physicians each evaluated an average of 250 different primary diseases and conditions. Their patients had more than 900 other active medial problems that had to be taken into account.

Atul Gawande


The new age of science is marked by the dissolution of barriers across traditional disciplines and fields. Scientists are grouping and regrouping not based on similarity in background, but to ensure that diverse perspectives are considered.

Lewis Thomas


passionate, engagedlife long learners


from

gifted STUDENTS


creative EXPERTS


Stage 1: Romance


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You start to notice what's around you, and you get very curious about how things work. How things interrelate. It's as simple as seeing a bug that intrigues you. You want to know where it goes at night; who its friends are; what it eats.!David Cronenberg


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Historians are le? forever chasing shadows, painfully aware of the inability ever to reconstruct the world in its completeness however thorough or revealing their documenta1on. We are doomed to ve forever hailing someone who has just gone around the corner and out of earshot.

Simon Schama


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The most exci1ng phrase to hear in science, the one that heralds the most discoveries is not ‘Eureka!’ (I found it!) but ‘That’s funny...’ .


The causes of events are ever more interesting than the event themselves.

Cicero


Wherever we look upon this earth, the opportunities take shape within problems

Nelson Rockefeller


Stage 2: Precision


There is a tremendous amount of work that you have to do to get your idea to come to life. But you’re not going to do that work if you don’t have the idea; if you don’t have that inspiration, that love.

I didn’t know that you could not improve the fibers easily through plant breeding; I thought it would be fairly straightforward and then WHAM, it’s extremely complex. But by then I was hooked.

Sally Fox, Entomologist


The sensation of writing a book is the sensation of spinning, blinded by love and daring. It is the sensation of a stunt pilot's turning barrel rolls, or an inchworm's blind rearing from a stem in search of a route. At its worst, it feels like alligator wrestling, at the level of the sentence.

Write Till You Drop Annie Dillard


http://www.nytimes.com/books/99/03/28/specials/dillard-drop.html?oref=login

http://www.nytimes.com/books/99/03/28/specials/dillard-drop.html?oref=login

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History is the version of past events that people have decided to agree upon.

Napoleon


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Stage 3: Generalization


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Creating a new theory is not like

destroying an old barn and erecting a

skyscraper in its place. It is rather

like climbing a mountain, gaining

new and wider views, discovering

unexpected connections between our

starting points and its rich

environment. But the point from

which we started out still exists and

…forms a tiny part of our broad view

gained by the mastery of the

obstacles on our adventurous way up.

Albert Einstein.


healthyintellectualdispositions


The Importance of DISPOSITIONS

• …a good argument can be made that dispositions are central in generating both the will to think and in developing… qualities of judgment that steer knowledge and skills in productive directions.

• Fred Newmann in Teaching Thinking: An Agenda for the 21st Century.


a different approach


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Welcome tothe Prairie!


Learning Issues Board

What do we know? What are our Learning Issues? What is our Action Plan?

Hunches:


Time to Reflect…

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Reflect


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Think Feel Ques1ons


What is “Problem-Based Learning”?

A form of inquiry-based education,

where learning is initiated with an ill-structured problem and students direct their own course of study.

originally invented for medical school,

learn to


Goals of Problem-Based Learning

Core ContentProblem Solving

Conceptual ReasoningResearch

DispositionsThinking Skills

Ethics


Goals for Ferret it Out

PBL Goal Applica8on

Content Habitats, Food Web, Biomes, Gene;c Dri?,

Human Impact

Concept Systems

Research Primary Resources, Modeling

Disposi;ons Perspec;ve

Thinking Skills Cause-‐Effect, Risk Assessment, Problem Solving

Ethics Compe;ng Needs


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COMMON CORE


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Engaging

in

RESEARCH, WRITING, SPEAKING and LISTENING


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Key Components of PBL

!  Initiating Instruction with an Ill-Structured Problem

!  Student-as-Stakeholder !  Teacher as (Metacognitive) Coach


The Ill-Structured Problem• Needs more information before it

becomes clear• Can be solved in more than one

way• Has more than one resolution• Changes sometimes with new

information• Is ambiguous and unclear• STIMULATES QUESTIONS


Student-As-Stakeholder

• Real world problem solvers are not objective

• Increases ownership• Provides a form of

apprenticeship in a discipline


The PBL “Coach”

• Cruise Director

n Socrates


Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

The Flow

of

the Problem


Laying out the Plan...Problem Engagement1. The BFFRIT

Inquiry and Investigation

1 Ferret Facts (research)2 Habitat Threats3. Systems and Risk4. What’s the Source

5 Problem Definition

Resolution1. The Model2. Presentation

Debriefing1. Review/Reflect/Extend

(Ferret Math)

(Gene1c Bo5leneck)


Systems

Elements of a system must all func8on correctly, or the system

will break down

When one element of a

system is at risk, the en8re system

is at risk

Elements of a system must all operate in appropriate balance

and propor8on


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Assessment The Problem Log Classroom Rubrics


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Differen8ated for GiKedEngaging for ALL

Intended and Unintended Consequences

Long Range Thinking

Metacogni8ve Reflec8on

Advanced Conceptual Reasoning

Biomes

Research

Endangered Species

Habitats

Communica8on

Interdisciplinary Understanding


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Write arguments to support claims with clear reasons and relevant evidence.

Write informa1ve/explanatory texts to examine a topic and convey ideas, concepts, and informa1on through the selec1on, organiza1on and analysis of relevant content.

Produce clear nad coherent wri1ng in which the development, organiza1on, and style are appropriate to task, purpose and audience.______________________________

Cite specific textual evidence to support analysis of science and technical texts.

Determine the central ideas or conclusions of a text; provide an accurate summary of the text dis1nct from prior knowledge or opinions.

Dis1nguish among facts, reasoned judgement based on research findings, and specula1on in a text._______________________________

Engage effec1vely in a range of collabora1ve discussions, ...building on others’ ideas and expressing their own clearly.

Present claims and findings, emphaiszing salient points in a focused, coherent manner with per1nent descrip1ons, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronuncia1on.


Thompson’s Truths about Curriculum

• The more academic learning is, the less academic it seems• Students acts as hero willing to become an

unknown self• Creates a quake in the state of

assumptions• Cognition without imagination is shallow• Phasing of engagement and scholarship


Common Core Standards for Literacy in Science and Technical SubjectsGrades 6-8Common Core Ferret it Out Lessons & ExercisesKey Ideas and Details

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What are the

Cause(s)

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Ferret Facts

What are the Cause(s)

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Genetic Bottleneck

Craft and Structure

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Ferret Facts

The Ferret Habitat

Threats to the Habitat

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Kicker--Rancher, Home-

owner

Integration of Knowledge and Ideas

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Ferret Facts



3UREOHP�'H¿QLWLRQCreating the Model

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Ferret Facts



Creating the Model


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Common Core StandardsWriting Standards

Standard Ferret it Out Lesson & Exercises

Text Types and Purposes

Write arguments to sup-port claims with clear reasons and relevant evidence.

Students use research evi-dence to support their point of view about a variety of issues in the problem

)HUUHW�)DFWV�5HÁHF-tive Moment

Threats to the Habi-

tat

What are the

Cause(s)

Creating the Model

Write informative/ex-planatory texts to exam-ine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Students write a letter to the editor explaining and justify-ing their model.

Update memo

Presentation letter to

the editor

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Students write a memo to their supervisro (Mitchell Ladner) and a letter to the editor

Update memo

Presentation letter to

the editor

Research to Build and Pres-ent Knowledge

Conduct short research projects to answer a question (including a self-generated ques-tion), drawing on sev-eral sources and gener-ating additional related, focused questions that allow for multiple av-enues of exploration.

Students generate questions to research on the Learning Issues Board and then con-duct research to investigate their questions using a variety of resources, including print, audio and video-based res-rouces.

Students complete simulation of a genetic bottleneck.

The Black-Footed

Ferret Recovery Re-

introduction Team

Ferret Facts

Genetic Bottleneck

Draw evidence from literary or informa-tion texts to support DQDO\VLV��UHÁHFWLRQ�DQG�research.

Students provide factual evi-dence to support their think-ing about the problem.

5HÁHFWLYH�0RPHQWV�throughout the unit


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Language ArtsSpeaking and Listening Standards

Standard Ferret it Out LessonComprehension and Collaboration

Engage effectively in a range of collaborative discussions, ...building on others’ ideas and express-ing their own clearly.

Students discuss their questions, re-VHDUFK�ÀQGLQJV�DQG�ideas for solutions

.

The Black-Footed Fer-ret Recovery Reintro-duction teamFerret FactsWhat are the Cause(s)3UREOHP�'HÀQLWLRQBuilding the Model

Delineate a speaker’s argu-PHQW�DQG�VSHFL¿F�FODLPV��evaluating the soundness of the reasoning and the UHOHYDQFH�DQG�VXI¿FLHQF\�of the evidence.

Students analyze one of the articles WKH\�ÀQG�GXULQJ�their research into the black-footed ferret.

Ferret Facts

Presentation of Knowledge and Ideas.

3UHVHQW�FODLPV�DQG�¿QG-ings, emphasizing salient points in a focused, coher-ent manner with pertinent descriptions, facts, de-tails, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Students present their model habi-tat to an audience. The Presentation Rubric supports appropriate presen-tation style.

Presentation


Hull House A Final Appeal

Ferret It Out


To Know them is to Love Them…PBL Resources

n Royal Fireworks Press http://www.rfwp.com/

n William and Mary Science Units www.kendallhunt.com

n ASCD Materials

n PBL and the Internet http://www.amazon.com//


http://www.rfwp.com/

http://www.rfwp.com/

http://www.kendallhunt.com/

http://www.kendallhunt.com/

http://www.amazon.com/

http://www.amazon.com/

http://zephyrpress.com/

http://zephyrpress.com/

meeting common core standards though pbl

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