a life full of problems - rfwp.com · a life full of problems ... fading requires that students...
TRANSCRIPT
IMSA--A Paradigm Shift
William and Mary Science: New Vistas
Project P-BLISS & Project InsightsDisadvantaged Populations
Identification
FairfaxBuilding a Program: Fidelity
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Efficacy
PubMed Listed
425 ar+cles on PBL
in 2012-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐128 already in
2013
1,942 ar<cles from 2008-‐2012 22 ar<cles on Schoolwide Enrichment3 ar<cles on Parallel Curriculum Model3 ar<cles on Curriculum Compac<ng19 ar<cles on Curriculum Differen<a<on
RESEARCH IN PBL
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The Ill-‐Structured Problemand
Problem Design
Stakeholder Role
Theory: What are the Roots of PBL?
Coaching
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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
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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
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Books are published at such a rapid rate that they make us exponen9ally more ignorant. If a person read a book a day, he would be neglec9ng four thousand others, published the same day. In other words, the books he didn’t read would pile up four thousand 9mes faster than the books he did read, and his ignorance would grow four thousand 9mes faster than his knowledge.Gabriel Zaid, So Many Books
The sheer magnitude of human knowledge, globaliza9on, and the accelera9ng rate of change due to technology necessitate a shiG in our children’s educa9on from plateaus of knowing to con9nuous cycles of learning.enGauge 21st Century Skills, 2003
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Key Components of PBL
Teacher as (Metacogni0ve) Coach
Student-‐as-‐Stakeholder
Ini0a0ng Instruc0on with an Ill-‐Structured Problem
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Sort of...partly.
Is it a Problem Solving Strategy? Is it an Instruc9onal Strategy?
Sort of...partly.
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Jerome Bruner:Experiencing Subject MaCer from an Expert’s Perspec0ve
✤ Oversimplifica+on and dogma+sm are the twin enemies of crea,ve thought.
✤ Premature closure on a produc,ve ques,on can destroy imagina+on.
✤ Concepts are worthless unless they lead children to new explora+ons.
✤ Answers have a way of killing thought.
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An Immersion
in
Significant Content
through
an Expert’s Point of View
Appren<ceship
Doing What?Being Whom?
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The purpose of an apprenticeship is to provide both
hands-on training and theoretical instruction
so that an interested person can learn the full range of skills and information
behind a highly skilled occupation. By participating in an apprenticeship,
he can learn the subtleties
of the craft from an expert and can begin
his own practice
under close observation.
Read more: Apprentice Definition | eHow.com http://www.ehow.com/about_5445995_apprentice-definition.html#ixzz2NLz72qOW
What is An Appren9ceship?
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Appren<ceship
Doing What?(Ill-‐Structured Problem)
Being Whom?(Stakeholder)
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Key Components of PBL
Teacher as (Metacogni0ve) Coach
Student-‐as-‐Stakeholder
Ini0a0ng Instruc0on with an Ill-‐Structured Problem
Each A Piece of an Apprenticeship
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Ill-‐Structured Problems are the
Center of PBL Curriculum
because they are the
Center of Expert Ac,vity
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How do Experts Solve Problems?
Experts no0ce crucial aspects of the situa0on and important paCerns of informa0on not no0ced by novices.
1.Experts gather a great deal of content knowledge and organize it in ways that reflect a deep understanding of their subject maCer.
2.Experts’ knowledge is “condi0onalized” on a set of circumstances.
3.Experts are able to retrieve important chunks of knowledge with liCle conscious effort.
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Ill-Structured Problems
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• “...cannot be defined with a high degree of completeness... cannot be solved with a high degree of certainty • (King & Kitchener, 1994)
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Educational Value of Ill-Structured
• Reveal why informa0on is necessary• Allows for interconnec0ons within and between disciplines• Provides the full scope of a field (habits of mind, values, and tacit knowledge)• Allows student ques0ons to drive learning, controlled by careful problem design• Triggers deep-‐level, sophis0cated reasoning• Support authen0c use of conceptual reasoning
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Theoretical Connections: Expert Practice
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Ill-‐Structured ProblemsThe Power of Story (Kolb, Noddings)
Reflec<ve Judgment (King & Kitchener)
Novice v. Expert Thinking (Chi)
Situated Cogni<on (Bransford, Feltovich)
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1) What’s the Problem?
2) What’s the Plot?
3) Who is the Main Character? (our Appren<ce)
PBL Curriculum Design
is Storytelling
Narrative is Memorable
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The problem starts here
xThey talk to anexpert here(who?)
They read a primary
resource here(print?picture?video?)
Then theyanalyze
(graphic organizerconceptual reasoning)
Hmmm.what’s really
going on here?(problem defini9on)
What willwe do?(how to make
a decision)
????
????
Embedded Instruction
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Engagement
Inquiry and Investigation
Problem Definition
Problem Resolution
Problem Debriefing
The Flow
of the
Problem(reitera9ve?)
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Content: Subject Maber and CCSSResearch Skills
Thinking StrategiesProblem Solving
Conceptual ReasoningSolu<on Op<ons
Reflec<on
Building the Appren<ce’s Toolkit
S<ll must be Differen<ated for Gided Students
Curriculum as Inten<onal Selec+on
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The Carefully -Constructed, Ill-Structured Problem
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clearly articulatedgoals and objectives
neither well-structurednor
completely ambiguous;contains appropriate cues
maximize overlapbetween teacher objective
and student identifiedlearning issues
ill-structuredproblem
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Appren<ceship
Doing What?(Ill-‐Structured Problem)
Being Whom?(Stakeholder)
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Key Components of PBL
Teacher as (Metacogni0ve) Coach
Student-‐as-‐Stakeholder
Ini0a0ng Instruc0on with an Ill-‐Structured Problem
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The problem starts here
x(opening scenario) They talk to an
expert here(who?)
They read a primary
resource here(print?picture?video?)
Then theyanalyze
(graphic organizerconceptual reasoning)
Hmmm.what’s really
going on here?(problem defini9on)
What willwe do?(how to make
a decision)
????
????
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Pushback!
• Does there need to be a stakeholder?• Do they all have to be the same stakeholder?• How should the stakeholder role be treated?
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Jerome Bruner:Structure of the Discipline
✤ there’s an old proverb which says…”The fish will be the last to discover water” and generally speaking you know it’s true. You live in a medium you’re not conscious of it--you need a little bit of contrast. ...the fish jumping out of water and discovering, ‘Hey I’ve been in water!’
✤ J BRUNER
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The Power of Suspending Disbelief
• Authen0city of Appren0ceship• Ownership• Empowerment• Perspec0ve• Self-‐Awareness
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Appren<ceship
Doing What?(Ill-‐Structured Problem)
Being Whom?(Stakeholder)
Master/Mentor/Coach
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Learning Issues Board
What do we know? What are our Learning Issues? What is our Action Plan?
Hunches:
Day 1 Instruc9on:
Priori9ze the Ques9ons!
Begin and End Each Daywith the
Learning Issues Board
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Fade
Coach
Model
Fading requires that students have many experiences in PBL
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Benefits of Increasing Self-Direction Over Time
• 80% of 0me on task and produc0ve (Visschers-‐Pleijers, et al., 2004)• Students in PBL tutorials more engaged than students in other collabora0ve groups (Wun et al., 2007)• Increasing self-‐regula0on leads to increased mutual reliance, cri0cal thinking and concept forma0on (Cooper, et al., 2008)• Student achievement is higher in effec0ve PBL groups (Van den Hurk, 2006)
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Dysfunctional Classes: The Problem
• Unprepared• Non-‐par0cipa0on• Conflicts between students because of unclear expecta0ons• Present informa0on that is unrelated to the problem• Unproduc0ve class discussions• The problem becomes too easy (ZPD)• Emphasis on research instead of thinking about the problem
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Dysfunctional Classes: The Solutions• Procedural–List of online resource–Explicit rules for discussion–Record of prepara0on (ungraded)–Criterion referenced assessment–Warm ups of key conceptual ques0ons
• Cogni0ve–make disciplinary thinking explicit–techniques to organize complex tasks–methods that enhance complexity (i.e., conceptual thinking)– finding the ZPD
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Self-Assured Tutor
Novice Tutor
Quality Ill-Structured Problem
Imperfect Ill-Structured Problem
Expert Tutor
Quality Ill-Structured Problem
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Tutor Skills
• Construc9vist Instruc9on– Effec9ve Ques9oning– Insights into the Problem– Guiding Analysis
• Allowing and Supor9ng Self-‐Directed Learning• Scaffolding Collabora9ve Learning
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Content Acquisition
• Short term acquisi0on signifiantly lower but levels out over 0me (MC tests)
• Short term acquisi0on is no different, or beCer than, tradi0onal instruc0on (medical boards, high school studies, clinical reasoning)
• Adding lectures does not increase student achievement in PBL (Van Berkel & Schmidt, 2005)
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Teacher 1 27.96 31.21 3.26*
(n=47) 6.20 6.49
Teacher 2 27.85 26.76 -‐1.10
(n=62) 5.81 6.89
Teacher 3 26.73 30.51 3.78*
(n=37) 4.98 5.81
Teacher 4 27.38 30.67 3.29*
(n=21) 5.66 6.39
Gallagher & Stepien, 1996
Three Tradi<onal AmericanStudies Teachers
One PBL American Studies Teacher using “Post Holes”
High School Gifted and Honors Students
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Discrete Skills
• Peer Tutoring and Metacogni0ve Reasoning (Shamir et al., 2008)• Problem Finding (Gallagher et al., 1992)• Experimental Method (Feng et al., 2005)• Rules of Argumenta0on (Belland et al., 2008)• Analysis (Van Tassel-‐Baska et al., 2008)• Diagnosis, communica0on, coping with ambiguity, responsibility, apprecia0on of ethical and legal issues, cultural awareness -‐-‐with no sacrifice in content knowledge (Choon-‐Huat Koh et al., 2008)
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Self-Directed, Life Long Learning
• More likely to use library resources and an0cipate using on-‐line services in professional prac0ce• More likely to iden0fy learning issues beyond designated scope and sequence• More likely as physicians to have kept up with developments in their field
• Study for meaning rather than studying for fact acquisi0on
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Student Satisfaction
• Enjoyment from their learning• A more meaningful learning environment• More nurturance• More and beCer student-‐to-‐student interac0ons• S0mula0on of a greater breadth of interest in subject
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“...no sample was found in which the students’ attitudes did not favor PBL to some degree.”
Vernon & Blake, 1993, p. 554
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Spillover Effect
• Easily observable in the classroom• Long-‐term sa0sfac0on with educa0on• Increased liking of subject maCer
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BMJ. 2006 February 11; 332(7537): 365.doi: 10.1136/bmj.332.7537.365
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Students: Problem-Solving
• Helped me realize how we solve problems today/in the adult world. I learned that not everything can be fixed with duct tape.
• It actually challenged us to think and solve problems.
Horak & Pryde-Haskins, 2012
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Students Self-Directed Learning
• It was fun to be able to have control of a solution and think for myself. Learning about the human side of it all helped me think deeply.
• You don’t feel like you are learning but you are, you also remember the important parts better than by just studying. We didn’t have to purposely memorize everything we learned but soaked up the information so we could solve the problem.
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Horak & Pryde-Haskins, 2012
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Students: Comprehension
• It was deeper than just learning from the textbook. It helped me understand interactions in ecosystems better. I also liked how the problem led to learning about other things, like niches. • We were learning two things without knowing it. Everything we learned was connected and easy to understand.
• I learned how there are many different points of view, it got me to think.
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Horak & Pryde-Haskins, 2012
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Students: Authentic Learning
• This was something real people are working on and some of us got pretty passionate about it.• Gave us a modern, real-‐life topic, allowed us to find realistic
solutions that could make a difference. • It was an actual problem to solve. You couldn’t just turn on the computer and find the answer.
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Horak & Pryde-Haskins, 2012
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Teachers
• I can't even imagine doing this with out the training. I was scared to death to do this and I had the training twice.
• I've been afraid of this unit for a long 0me, once I did it and saw you can tie in the content and you can make it fit because you don't need to spend that much time teaching.
• Overall, we were pretty pleased with how the unit went, I think even more so aner we read our students’ comments.
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After 25 Years...
PBL is an Apprenticeship in Expertise
PBL is Advanced Curriculum Development
Ongoing Professional Development is Crucial
The Most Powerful Outcomes come with Multiple PBL Experiences
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Questions and Challenges
Can we strive for complete self-direction?
How effortful are our attempts to cultivate metacognition?
How do time constraints affect the quality of PBL experiences?
-does embedded instruction take over?- do we leave significant time for discussion and analysis?- do we allow for unexpected, valid student questions?
Where are examples of significant professional development in K-12?
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10,000 hours
Becoming Expert Requires All it Takes to become an Expert is
10,000 Hours of
•Practice•Practice•Practice
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...the use of our intelligence quite properly gives us pleasure. In this respect the brain is like a muscle. When we think well, we feel good.
Understanding is a kind of ecstasy.—Carl Sagan
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