Hierarchic: 4 Main Ideas

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Name:

Whitney Toler
Is about

Date:

10/29/2013

Problem-Based Learning
Main idea Main idea

A set of teaching models that uses problems as the focus for developing problem-solving skills, content, and self-regulation.
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Identifying a Topic: topic should be complex and abstract than teaching a concept. Planning is also less concrete Specific Learning Objectives: 2 types 2 types of objectives: develop problem solving skills and become self-directed learners Identifying Problems: Make problems clear, concrete and personalized so the problems are more effective Make sure students have prior knowledge of the topic Access Materials: Pairs or groups of three are more effective Give the students all the necessary materials to carry out the performed task Small groups will acquire more equipment Groups should be mixed

Phase I: Review and Present Problems: Attract the students attention and hook them into the lesson. Informally asses the students previous knowledge Provide a concrete focus for the lesson Presents the student with a specific, concrete problem to solve Phase II: Devise a strategy: Ensure to the extent possible that students are using fruitful approach to solving the problem Devise a strategy for solving the problem Teacher feedback about the strategy Phase III: Implement the Strategy: Provide students with experience in solving problems Teacher monitors behavior Teacher provides feedback as students work Phase IV: Discuss and Evaluate Results: Provide students with feedback about their efforts Guide a Discussion of the results

Alternative Assessment: direct examination of students performance on significant task that are relevant to life outside of school Emphasizes high-ordered thinking Gives teachers opportunities to assess students knowledge and correct students misconceptions. Performance Assessment: task in which students demonstrate their level of competence or knowledge or skill carrying out an activity or creating a product Allows teachers to assess their students work while engaging in problem-solving situations Systematic Observation: requires teachers to specify criteria for the process they are assessing and take notes on based on the criteria. Checklist: written description of dimensions that must be present in an acceptable performance Rating scales: written descriptions of the dimensions of an acceptable performance with scales of values on which each dimension is rated Groups vs. Individuals: Assess students indivually based on the fact that they might cheat or not contribute to the group

Capitalize on the motivating effect of curiosity, challenge, authentic tasks, involvement, and autonomy Arouse curiosity and present a challenge that intrinsically motivate students Authentic task: learning activities that require understand that can be used in the world outside the classroom Authentic task motivate because students see abstract concepts and how these process relate to the real world Students autonomy increases when students have a choice in deciding what to do and how they should carry out the task

So what? What is important to understand about this?

Students learn how to become self-directed leaders. Students learn how to apply problem-solving skills towards problems. Students also learn how to work in groups to use problem-solving skills. Arouse curiosity in students so they are intrinsically motivated to figure out the problem.