dr. mimi dyer and mr. john schafer stem georgia teachers’ academy july 6-7, 2015

DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers Academy July 6-7, 2015

OH NOOO you lost your phone! How would you learn to use your new, fancy, more complicated cell phone? But you get a new one!

Agenda Monday, July 6 Introduction to PBL Student Perspective: Reading a Problem Mini-Problems Problem Presented Investigate Problem Tuesday, July 7 Solution Presentation Partner Evaluation Questions Teacher Perspective: PBL Writing Problems Designing Rubrics Discussion Classroom Unsquared

Who is Classroom Unsquared?

CRITERIAPERFORMANCEMAX. POINTSASSESS 1. Length.5min. 0-2min. > 2-4 min. > 4 min. (0) (1-10) (10) (10) (10-0) (0) 10 (10,9.5,8.5,7.5,6.5) 2. ContentAccurate and relevant information 20 (20,19,17,15,13) Significant and appropriate depth of investigation10 Team knowledge20 3. Presentation Voice volume, eye contact, enthusiasm Grabber, intro, body, summary, APA Bibliography 10 4. ClarityBody: Understandable, organized, appropriate detail10 5. AV Aids (PP) Effective use of titles, text, transitions, pictures, animations, problem guidelines 10 6. CreativityUnique, clever, thoughtful10 TOTAL ( Late: -15 points / day )100 SUMMATIVE ASSESSMENT FOR A POWER POINT PRESENTATION PROBLEM ________PERIOD ________ TEAM MEMBERS ________________ ___________________ __________________ __________________ ___________________ SUMMATIVE ASSESSMENT FOR PRESENTATION(Perfect, Excellent, Good, Fair, Poor)

How Did I Do, Partner? Name: __________________________ A = Awesome VG = Very Good G = Good Problem: ________________________ NG = Not Good Partner Number: __________ I always did what I was supposed to do. __________ I helped my group. __________ My group knew they could count on me. __________ Elementary Fair Share Partner Rubric

PBL Process for Students 1. Problem presented 2. Reading/Analysis of problem 3. List prior knowledge 4. Formulate solution format 5. List what is needed (essential questions) 6. Create an action plan 7. Carry out plan 8. Present Solution

PBL Process for Teacher 1.Design a problem 2.Pick partner teams 3.Present to class with due date 4.Teams begin PBL 5.Formative discussions 6.Teams share Essential Questions with teacher 7.Present selected EQ? 8.Formative discussions? 9.Present EQ? 10. Inquiry? 11. Solution (rubric) 12. Partner Evaluation (rubric)

Writing PBL EQ: How can I create rigorous, engaging problems for my students?

Writing a Problem 1.Start with standards 2.Develop overarching EQ and set of supporting (focus) EQs to address standards In class, students will develop but you need to be prepared to scaffold 3.Create scenario that requires students to solve problem use active verbs and specific nouns

Scenario Student-centered Appeals to students natural curiosity Something they can relate to Know your audience Real-world (as much as possible) Use scientific terminology Require specific product initially Can change as you feel more comfortable

Integration 76% or more of STEM teachers provide explicit assimilation of concepts from more than one STEM discipline and problems/projects require more than one discipline for solutions. ~ STEM Georgia Elementary Rubric

4 th Grade Social Studies: SS4H4 The student will explain the causes, events, and results of the American Revolution. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. SS4CG1 The student will describe the meaning of a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). Dear Team: The History Channel is interested in developing new material for fourth graders across the country, and we hope that you will rise to the challenge of helping us. Here is your problem: The year is 1776, and the Revolutionary War is continuing into its second year. The delegates to the Continental Congress are struggling to communicate their distrust of and disgust for Great Britains actions against the colonies. To help them, they have appointed a five-man team of Thomas Jefferson of Virginia, John Adams of Massachusetts, Roger Sherman of Connecticut, Benjamin Franklin of Pennsylvania and Robert R. Livingston of New York to draft a formal statement justifying the break from the monarchy. Assuming their identities, your team will create a modern-day version of the events that surrounded the writing of the Declaration of Independence, answering at a minimum the following questions:Thomas JeffersonJohn Adams MassachusettsConnecticutBenjamin Franklin Why was the Declaration necessary? Who wrote it? How was it written? What are natural rights? Your product can be in one of the following formats: Written script, including performance Video Photo Story Or, if you want to do something different, just check with your teacher. I look forward to seeing your submissions at the end of three weeks. Sincerely, Delores Gavin Vice President of Development & Programming

Hello, Boys and Girls! The Museum of Natural History at the University of Georgia and the Georgia Department of Natural Resources are excited to invite you to help design a new game for all of Georgia's third graders! We call it, "WHO AM I?" and this is your team's job: 1. Choose a mammal that lives in Georgia (but SHHH! don't tell anyone which one it is yet!) and find a really good photograph. 2. Help others guess about which animal you have chosen by giving clues, like a. How big am I? Let's fool them by using a multiplier (you decide which one) b. What part of the state do I live in? Divide the state into quarters: NE, NW, SE, SW (or all over?) c. Describe my habitat. How big is it? What do my front and back yards look like? d. How many years have mammals like me been living? How long will I live? e. What do I eat? Other than eating, what do I do for fun? Do I like the daytime or nighttime better? f. How many babies do I usually birth? If I live in a group, how many others live with me? 3. Your teacher or your parents might come up with some other good questions, so be sure to talk with them! 4. When you have all the answers to your questions, write a story about your mammal, starting with "My name is _______." (make it a cool name!) Your story should be at least 3 good paragraphs long, so use a lot of description and explanation, but don't make it too easy! And you should end the story with asking the question, " WHO AM I?" 5. Give your teacher your team's typed story and a PowerPoint slide with the photograph of your mammal. Your teacher will make enough copies of your story for each team to have one. One of your team members will read your story aloud while the rest of the class follows along, making sure they mark important words. At the end of the stories, your teacher will tell you how much time you have to solve all the puzzles and how she wants you to give her your solutions. The team with the most correct answers at the end of the game wins! 5. Finally, your teacher will choose a team of judges to decide whose mammal story is the best, and it will be sent to us to become part of the game for the entire state! Make sure everyone on your team works hard, and good luck! Third Grade Interdisciplinary Problem

MATH 7 Problem: How many marbles are in the container? Sitting on a math teachers desk is an oddly-shaped container filled with common cats-eye marbles filled all the way to the top. Students can see the marbles at the top but the sides are opaque. The shape and dimensions of the container are shown below. The glass walls of the container are 2 mm thick. The inside of the container has only marbles and porosity. The teacher wants each team to CALCULATE the number of marbles in the container. The winner is the team that gets the closest to the actual number PLUS a mathematical working formula that shows the class how they came up with their answer. You will have 5 class days to solve the problem. Your solution will be an attractive 8.5x11 inch poster of the container, dimensions, a formula, data, and answer. Good Luck! 6.2 cm 50.2 cm 35.4 cm 35.4 cm (GPS: MCC7.RP.1, RP.2, RP.3, NS.3, EE.3, EE.4, G.1, G.6)

CHEMISTRY Problem 4: An Environmental Disaster Your chemical environmental engineering team has been asked by AJAX Mining Company to help them analyze a formidable problem that has developed over the last 40 years in a mountain valley near Yellowstone National Park. There is some concern that this problem could affect the wilderness areas in and near the park. The valley has a rich ore body of iron pyrite, other metals, and GOLD. The valley has high yearly rainfall. Fish kills in the streams are now common here in the valley and downstream toward the park. Your team collected data in the valley. You found large slag piles of iron pyrite in the mining area. The pH of the streams was between 2 and 3.5. Dead trout were found and very few marine micro-invertebrates. Rocks in the streams were stained reddish- yellow. Chemical analysis of this material indicates iron III hydroxide. Shrubs and trees in the valley are beginning to look yellow and diseased. What is going on? AJAX needs for you to present your data, your chemical analysis of your data, and a solution to help turn around this environmental damage that may soon affect a larger area, including Yellowstone National Park. They need your written report and presentation _____________. Good luck.

Now its your turn! Be prepared to present your problem at _______.

Lets share some of our problems!

Designing a rubric for summative assessment of student solutions Solution Rubric Content 60-70% Process 30-40% Select qualitative properties and apply a numeric value Table form easy to score When and how should we use rubrics?

What do students and parents think about PBL? What factors are critical to PBL success?

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What are the crucial elements for the successful implementation of PBL? 1.Create an environment where students feel empowered and then let go! Have no fear and dont underestimate the ability of your students. Give them a chance to grow and develop into this new responsibility and control. Your role becomes one of guide, resource, and occasional team member. Use formative assessments every day. 2.Create good teams working at tables. 3.Use intrinsic motivation primarily. Peak their curiosity daily. 4.Open up all technology to them. Let them teach you how to use it. Create a set of safety and proper use rules with your students and post them. 5.Encourage your students to develop a full set of essential questions and use them as a research guide.

6.Use scaffolding as necessary, especially in the first problem or two, but reduce dependency with time. Eliminate the need for worksheets. 7.Have students use a journal notebook for all of their work. 8.Let students grade their own inquiry reports and notebooks and then justify their grades in person with you. 9.Emphasize the importance of problem solutions in your grading system. 10. Keep administrators and parents informed and on board with your methodology. Send home a letter to parents explaining the methodology, signed by you and your principal.

Final Thoughts or Questions?

Simply giving employees (students) a sense of agency- a feeling that they are in control, that they have genuine decision-making authority - can radically increase how much energy and focus they bring to their jobs. The Power of Habit by Charles Duhigg Do you agree that PBL instruction has the potential to help students be more successful in their futures? Then what would keep you from using it very soon?

dr. mimi dyer and mr. john schafer stem georgia teachers’ academy july 6-7, 2015

Documents

good problem

poor slide

comfortable slide

present solution slide

problem miniproblems

problem guidelines

readinganalysis of problem

writing pbl eq