horak, 2010 - rfwp.com · horak, 2010. pbl: a combina.on of + pbl: a combina.on of + curriculum....

Horak, 2010

PBL:ACombina.onof

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PBL:ACombina.onof

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Curriculum

PBL:ACombina.onof

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Curriculum Instruc.on

Topic or Content

Stakeholder/Apprenticeship

State or National StandardsProblem Map: OptionalProblem Area

Opening Scenario

Coaching Plan

FirstDecisions

FirstDecisions

• Iden.fyingtheProblem

FirstDecisions

• Iden.fyingtheProblem

• Selec.ngtheStakeholder

WheredoIdeasforProblems ComeFrom?

SOLs


Fiction

SOLs


FictionCurrent Events

SOLs


FictionCurrent Events

TextbooksSOLs

The Idea:

A Moment In Need of Decision

Solar Play

Olympic Hopes

byMeganFeFg

NobelinCOURAGE

Close the Slopes!

http://www.math.utah.edu/~eyre/lectures/snow/anatomy_cross.html

FIREWORKS!

Design a Putt-Putt

Course

Problem or Topic

Moment in Need of Decision

Pollution

Fertilizer Runoff from Golf Courses

The Civil War

Slaves Hiding in a Barn

Should we Drop the Bomb?

Opportunities Concerns

Royal Fireworks Press Center for Gifted Education

Topic or Content



Opening Scenario

Coaching Plan

Problem Map


• A Key Decision Maker

• Someone with Authority, Accountability and Responsibility

• The Apprenticeship

Stakeholders/Appren.ces

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Selection of Stakeholder/Apprenticeship

• Nature of Content to be Studied• Size of the Problem• The Kind of Apprenticeship

NotaSimula.on

ANovel

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Criteria for Problem Engagement

• Short• Defines Stakeholder• Gives some information, but leaves holes• Contains Emotional ‘Heat’• Provides time limit

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Department of the Interior US Fish and Wildlife Service

To: All Team Members, Black-Footed Ferret Recovery Reintroduction Team (BFFRRT) From: Mitchell Ladner, US Fish and Wildlife Service Subject: Ft. Collins Project Progress on the reintroduction of the black-footed ferret into natural habitats is not moving quickly enough. Already there is media coverage suggesting attempts to save the black-footed ferret are too expensive and too labor intensive given our success so far. Just look at the recent edition of the Fort Collins Coloradoan and you’ll see what I mean- the project was buried on page 4! Given the current strains on the economy, we need to make sure our efforts show decisive results. Clearly something has to change, and that is why you have been brought together as a team. In the past we have been reactive, that is, we have responded to different problems as they have cropped up. I think it is important that we become proactive by anticipating potential problems and by creating a model of a feasible, functioning habitat that’s suitable for the black-footed ferret and all other inhabitants. We will use the Ft. Collins, Colorado region as the test site to develop our model habitat. Your job is to identify the different aspects of successful black-footed ferret reintroduction, paying particular attention to these questions.

1. How suitable is the natural habitat for black-footed ferret preservation? What, if anything, needs to change before we begin reintroduction?

2. What in particular needs to happen to the Ft. Collins habitat to account for any changes the black-footed ferrets might experience as a result of the genetic bottleneck?

3. What is the nature of the “human climate” with regards to the black-footed ferret? Identify any necessary changes in that area and

provide ideas on how the changes can be made.

These questions should be enough to at least get you started but remember, this is our first attempt at a model so you may encounter other unexpected factors along the way. Keep track of these and incorporate them into your model as appropriate. You will be presenting the model and findings to members of the BFFRRT Project Oversight Committee at their meeting in about two weeks. I realize this is a complex task, but I am confident that given the nature and diversity of the membership of this group, you will be successful. With continued effort the black-footed ferret will be able to once again fill its niche in the prairie ecosystem.

Topic or Content



Opening Scenario

Coaching Plan

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Telling the Story:

Problem Narrative

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

Theques.onsfromthefirstclasscreatethefirststepsdownthepath

What will the students learn as a result of their research?

What happens next?

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The Problem NarrativePROBLEM ENGAGEMENT The students are in the stakeholder role of a member of the Black-Footed Ferret Recovery

Implementation team tasked with creating a model habitat using Ft. Collins, Colorado as a test site. The team receives a memo from their boss complaining that interest in the ferret is waning. Attached to the memo is a newspaper with an article about the ferret that validates those fears (while the ‘team members’ probably will not recognize this yet, a majority of the other articles in the newspaper also connect to the problem of reintroducing the black footed ferret—making this newspaper a useful touchstone throughout the unit). The team must research the critical elements necessary for optimizing successful reintroduction of the ferrets, and give their presentation to members of the BFFRIT Project Oversight Committee.

Key Questions to Answer • Why do the ferrets need to be reintroduced? • What is the Black Footed Ferret Recovery Implementation Team and what is its goal? • What are the critical habitat elements needed for successful reintroduction? • What, if anything, needs to change about the test site before reintroduction can begin? • What needs to be considered to account for the fragility of the black-footed ferret? • What kinds of things need to be included in the model? INQUIRY AND INVESTIGATION Students will begin researching the various learning issues associated with the current problem.

As they work they will begin to gain a greater understanding of the fragility of the black-footed ferret and the complex ecosystem in which it lives. Exploration of the ferret’s genetic bottleneck will reveal the long term impact of limiting the size of any species. They will also come to realize that, fragile or not, the ferret cannot survive unless there is also a thriving prairie dog community on which to feed.

Kickers!

Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

The Flow of the Problem

Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

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CurriculumasInten0onalSelec(on

PBL is NOT

InherentlyAppropriate forGifted Students

GiXedStudents

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Based on Gallagher, S. (in press, 2012). Building bridges: Using the Big Five, Jungian type, and overexcitabilities to Explore Personality Differences of Gifted Youth. In C. Neville, M. Piechowski, & S. Tolan (Eds.). Off the charts! Asynchrony and the gifted child. Unionville, NY: Royal Fireworks Press.

GiXedStudents

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Intelligence


GiXedStudents

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OPENNESS to Experience

Intelligence


GiXedStudents

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OPENNESS to ExperienceIdeas Values Action

Intelligence


Aesthetics

Fantasy Feeling

GiXedStudents

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Creativity

Ideas Values Action

Intelligence


Aesthetics

Fantasy Feeling

GiXedStudents

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Creativity

Moral Reasoning

Ideas Values Action

Intelligence


Aesthetics

Fantasy Feeling

GiXedStudents

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Creativity

Moral Reasoning

BeliefsIdeas Values Action

Intelligence


Aesthetics

Fantasy Feeling

GiXedStudents

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Creativity

Moral Reasoning

BeliefsIdeas Values Action Emotional Awareness

Intelligence


Aesthetics

Fantasy Feeling

What is RIGOR?

What is RIGOR?

Rigor is a quality of instruction that requires students to construct meaning for themselves, impose structure on

information, integrate individual skills into processes, operate within but at the outer edge of their abilities, and apply what they learn in more than one context and to

unpredictable situations

•  To explore the hidden forces of which we are seldom aware;

•  To invoke, often through images, the ways in which we think and feel that are not usually represented in common speech;

•  To disclose and dramatize the often hidden effects of history and culture.

Depth

Complexity

•  Governed by a number of interacting factors -- environment, character, situation and so forth, and

•  Comprised of a number of different elements -- thought, feeling, sensation, memory, imagination, significant symbols, conventions, culturally-formed ways of saying and thinking.

Risk and Vulnerability

Risk: How HOT is it?

Individuals, Groups, and Institutions

Make the Abstract Concrete

Topic or Content



Opening Scenario

Coaching Plan

ProblemLog

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Efficacy

PubMedListed

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in2012---------------------128alreadyin

2013

RESEARCHINPBL

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Efficacy

PubMedListed

425ar(clesonPBL

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2013

1,942ar0clesfrom2008-2012

RESEARCHINPBL

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Efficacy

PubMedListed

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1,942ar0clesfrom2008-2012 22ar0clesonSchoolwideEnrichment

RESEARCHINPBL

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Efficacy

PubMedListed

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1,942ar0clesfrom2008-2012 19ar0clesonCurriculumDifferen0a0on

RESEARCHINPBL

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Efficacy

PubMedListed

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1,942ar0clesfrom2008-2012 3ar0clesonParallelCurriculumModel

RESEARCHINPBL

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Efficacy

PubMedListed

425ar(clesonPBL

in2012---------------------128alreadyin

2013

1,942ar0clesfrom2008-2012 3ar0clesonCurriculumCompac0ng

RESEARCHINPBL

Research on PBL: Outcomes

WhatistheLearningValueWithinPBL?

• ContentAcquisi.on• LifeLongLearning• StudentSa.sfac.on

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Content Acquisition

• Shorttermacquisi.onsignifiantlylowerbutlevelsoutover.me(MCtests)

• Shorttermacquisi.onisnodifferent,orbeaerthan,tradi.onalinstruc.on(medicalboards,highschoolstudies,clinicalreasoning)

• AddinglecturesdoesnotincreasestudentachievementinPBL(VanBerkel&Schmidt,2005)

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Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies Gallagher & Stepien, 1997

• 167GiXedStudents• Tradi.onalorPBLPost-HoleClassroom• StandardizedtestPre-andPost-• PBLStudentsSignificantlyHigher

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Discrete Skills

• PeerTutoringandMetacogni.veReasoning(Shamiretal.,2008)

• ProblemFinding(Gallagheretal.,1992)• ExperimentalMethod(Fengetal.,2005)• RulesofArgumenta.on(Bellandetal.,2008)• Analysis(VanTassel-Baskaetal.,2008)• Diagnosis,communica.on,copingwithambiguity,responsibility,apprecia.onofethicalandlegalissues,culturalawareness--withnosacrificeincontentknowledge(Choon-HuatKohetal.,2008)

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Group Work• 80%of.meontaskandproduc.ve(Visschers-Pleijers,etal.,2004)

• StudentsinPBLtutorialsmoreengagedthanstudentsinothercollabora.vegroups(Wunetal.,2007)

• Increasingself-regula.onleadstoincreasedmutualreliance,cri.calthinkingandconceptforma.on(Cooper,etal.,2008)

• Studentachievementishigherineffec.vePBLgroups(VandenHurk,2006)

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Self-Directed, Life Long Learning

• Morelikelytouselibraryresourcesandan.cipateusingon-lineservicesinprofessionalprac.ce

• Morelikelytoiden.fylearningissuesbeyonddesignatedscopeandsequence

• Morelikelyasphysicianstohavekeptupwithdevelopmentsintheirfield

• Studyformeaningratherthanstudyingforfactacquisi.on

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Student Satisfaction

• Enjoymentfromtheirlearning• Amoremeaningfullearningenvironment• Morenurturance• Moreandbeaerstudent-to-studentinterac.ons• S.mula.onofagreaterbreadthofinterestinsubject

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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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YouhavetodoitTWICE

ProjectP-BLISS

Spillover Effect

• Easilyobservableintheclassroom• Long-termsa.sfac.onwitheduca.on• Increasedlikingofsubjectmaaer

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Research on PBL: Best Practice--The Problem

Alignment

• StudentswithnewPBLteacherslearnedasmuchasstudentswithexperiencedPBLteacherswhentheproblemwasalignedtowithcurriculargoals(Davis,Nairn,Paine,Anderson&Oh,1994;Goodnough&Cashion,2003;vanBerkel&Dolmans,2006).

• Alignmentimprovesconsistencyinimplementa.on.Studentsacrossiden.fied85%ofthecoursegoals(Dolmansandcolleagues,1993;Mpofu,Das,Murdoch,&Lanphear,1997).

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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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Berkel&Dolmans,2006

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Achievement

Berkel&Dolmans,2006

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GroupFunc.oning

Achievement

Berkel&Dolmans,2006

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QualityofPBLProblems

GroupFunc.oning

Achievement

Berkel&Dolmans,2006

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Ac.ve/Construc.vistLearning


GroupFunc.oning

Achievement

Berkel&Dolmans,2006

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Self-DirectedLearning


GroupFunc.oning

Achievement

Berkel&Dolmans,2006

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Self-DirectedLearning

Collabora.veLearning


GroupFunc.oning

Achievement

Berkel&Dolmans,2006

Research on PBL: Best Practice--The Tutor

Tutor Expertise• Withexper.se,studentsiden.fytwiceasmanylearningissues(Eagle,etal.,1992)

• Studentsperformbeaerwhenteachershaveanac.veinterestintheproblem(Davisetal.,1994)

• Uncertaintyaffectsqualityofstudentassessment(Kaufman&Hansell,1997)

• ------------------------------------------------------------• Experttutorscanbemoredirec.ve(Silver&Wilkerson(1991)

• Contentexper(sehelpfulwhentheproblemisvagueorstudentshaveliAlepriorknowledge(Schmidt,1994)

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Skillful Inquiry• StudentspreferPBLteacherswho...

–useprovokingques.onstohelpestablishthelearningagenda

–simulatediscussionwhennecessary–engagestudentsinanalysis–providehelpful,specificfeedback–listentostudentsandallowthemtofumble–contributeknowledgeandexperiencewhennecessary–balancestudentdirec.onandassistance–supportpleasantandproduc.velearningenvironment

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Imperfect Ill-Structured Problem

Expert Tutor

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Self-Assured Tutor

Quality Ill-Structured Problem

Research on PBL: “Worst Practice”--What Goes Awry

Dysfunctional Classes: The Problem• Unprepared• Non-par.cipa.on• Conflictsbetweenstudentsbecauseofunclearexpecta.ons• Presentinforma.onthatisunrelatedtotheproblem• Unproduc.veclassdiscussions• Emphasisonresearchinsteadofthinkingabouttheproblem

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Dysfunctional Classes: The Solutions• Procedural

–Listofonlineresource–Explicitrulesfordiscussion–Recordofprepara.on(ungraded)–Criterionreferencedassessment–Warmupsofkeyconceptualques.ons

• Cogni.ve–makedisciplinarythinkingexplicit–techniquestoorganizecomplextasks–methodsthatenhancecomplexity(i.e.,conceptualthinking)

–findingtheZPD67

KeyFeaturesofEffec.veTutors

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subjectmatter

knowledge

rolecongruence

authority

socialcongruence

cognitivecongruence

achievementorientation

orientation tocooperation within

tutorial group

Tutor Qualities

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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Implementa0onGuide

horak, 2010 - rfwp.com · horak, 2010. pbl: a combina.on of + pbl: a combina.on of + curriculum....

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