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Purpose: To present students with authentic and meaningful problem situations that can serve as springboards for investigations and inquiry. Both teacher generated and student generated problems work equally well. Students work in pairs or small groups. Preparing Process:
1. Select skills and content to be learned 2. Select standard(s) 3. Write Learning Objectives for content and skills 4. Design appropriate problem situation (using students interests) 5. Set boundaries on how much of the problem will be addressed. 6. Select the best method of solving the problem (ie. Using outside resources and people,
computers, field trips, community resources.
7. Prepare materials, organize resources and plan logistics. 8. Decide how you will modify the lesson to meet diverse needs.
Problem-Based Instruction Model Lesson Plan Phase 1: Introduction: Orient students to the problem:
Explain the objectives of the lesson, expectations of students Describe the important logistical requirements Motivate students to engage in the problem-solving activity Explain the process and procedures Answer students questions to clarify the problem or process
Help student define and organize their study tasks Help them form study teams, or independent tasks Students begin reading about the problem and determining their method of study.
Source: Arends, R.I. (2008). Learning to Teach (7th Ed). McGraw-Hill Higher Education. Edited K. Levin 2013
Help students gather information, conduct experiments, and search for explanations and solutions. Assist students with finding and using resources.
Assist students planning and preparing appropriate exhibit (reports, videos, posters, etc.) Help them share their work with others.
Help students analyze and evaluate their thinking processes Review skills they learned in the process Ask students to reflect on the value of their solutions Identify areas they need to improve skills or develop new skills.
Source: Arends, R.I. (2008). Learning to Teach (7th Ed). McGraw-Hill Higher Education. Edited K. Levin 2013