pbl: which is best for gt learners? · problem based learning and project based learning...

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PBL: Which is Best for GT Learners?

Dr. Diane [email protected]

Diane Heacox 2018 all rights reserved

Problem based learning involves the student in defining the problem

that is answered through their work. There is no predetermined

outcome. However, the student follows specific, prescribed steps in

the process. (What would be the essential elements to include in a

plan for the school garden?) The student investigates the problem

using their prior knowledge as well as new knowledge built from their

research. The duration of the process is usually short term but

depending on the scope of the investigation may be lengthy. The

study itself may be the result of their work. The study may be

presented or shared with others in some capacity.


In project based learning, the student defines the final result of

their work prior to its start. (I want to design a plan for the school

garden.) Then students establish a way to pursue the work. The

student is given some general but flexible steps in their work

process. Students typically combine current knowledge with their

research or experimentation results. The duration of the project is

most frequently several weeks or even months. Project based

learning results in a tangible product or performance.


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Problem Based Learning and Project Based Learning Commonalities

• Student centered learning

• Focus on open-ended tasks grounded in real life applications

• Emphasis on student independence and inquiry

• Teachers as facilitators

• Problem solving requiring critical reflection and analytical thinking

• Advances student prior knowledge on a topic or idea

• Goal setting

• Hypothesis testing

• Delivers content and skills reflecting academic standards.

• Authentic applications of content and skills


Steps in Problem Based Learning

Adapted from L.D. Spence, Pennsylvania State University

1. Explore the issue.

The teacher introduces a relevant, engaging problem that lacks a

single course of action or answer. Problems relate to required

academic standards. Students explore the significant parts of the

problem and gather additional information related to the problem.

Students engage with content, learn new concepts, principles, or

skills as they proceed through the problem solving process.

2. List what you know.

Make a list of what you now know based on your exploration.


3. Develop a problem statement.

The problem statement must reflect what you know as well as what you will need to

know in order to solve the problem. Following are formats for the problem

statement.

Write a problem statement choosing one of the following formats:

< In what ways might we (statement of the problem, challenge, issue) … so that

(what will result from the resolution)…

In what ways might we convince students to stop bullying so that all students

can learn in a safe school community?

< How might we (statement of the problem, challenge, issue)…so that (what will

result from the resolution) …

How might we convince students to stop bullying so that all students can learn

in a safe school community?


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4. List all possible solutions.

Once listed, order your solutions from your strongest to your

weakest solution.

5. Now…what do you need to know?

Analyze the information and/or data that you collected.

What else do you need to know or do to solve the problem?

Consider if there is additional information you need

to move your solution into action. What resources, materials,

experts, websites etc. may you still need to find?


6. Write your “best” solution and provide support for your decision.

Share the information and/or data you collected and your analysis of that

information or data.

7. Present and be able to defend your solution.

Demonstrate your learning by sharing your findings with teachers and

classmates as well as other individuals or groups as appropriate to the

problem and solution.

8. Reflect on the strengths of your work.

Consider what you would change if you did the work again.


Project Based Learning in Classroom Practice

High quality project based learning reflects:

• Key knowledge, understanding, and success skills

The project is focused on academic standards as well as

skills such as critical and creative thinking, problem

solving, collaboration, and self-management.

• A challenging problem or question

The project seeks to solve a meaningful, open-ended,

engaging driving problem or question posed at an

appropriate level of challenge. Diane Heacox 2018 all rights reserved

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• Sustained inquiry

The project involves the student in an active, rigorous, in-

depth process over time. The student continually poses

questions and seeks and locates resources as the answer is

developed.

• Authenticity

The project is set in a real-life context, uses real world

processes, tools and standards, and makes an impact and/or

reflects personal questions, concerns, interests or issues in

the students’ life.


• Student voice and choice

The project allows the student to make decisions related

to how they will work and the products they create. They

are guided by the teacher in the process.

• Reflection

The students actively reflect on their learning, the

effectiveness of their progress and the quality of their

work.


• Critique and Revision

Students receive descriptive feedback on their work to enable

them to revise and refine process and product as necessary and

appropriate.

• Public Product

Students demonstrate what they have learned by explaining,

displaying and/or presenting it to people beyond their classroom.

Buck Institute for Education (2015)

Buck Institute for Education (2017) Retrieved from www.bie.org Project Based Learning


http://www.bie.org/

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P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Duration:

Subject/Course: Teacher(s): Grade Level:

Other subject areas to be included, if any:

Key Knowledge and

Understanding

(CCSS or other standards)

Success Skills

(to be taught and

assessed)

Critical Thinking/Problem Solving Self-Management

Collaboration Other:

Project Summary

(include student role,

issue, problem or

challenge, action taken,

and purpose/beneficiary)

Driving Question

Entry Event

Products Individual: Specific content and success skills to be assessed:

Team: Specific content and success skills to be assessed:


P R O J E C T D E S I G N : O V E R V I E W page 2

Making Products Public

(include how the

products will be made

public and who students

will engage with

during/at end of project)

Resources Needed On-site people, facilities:

Equipment:

Materials:

Community Resources:

Reflection Methods

(how individual, team,

and/or whole class will

reflect during/at end of

project)

Journal/Learning Log Focus Group

Whole-Class Discussion Fishbowl Discussion

Survey Other:

Notes:



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Buck Institute for Education (2017)

Retrieved from www.bie.org Project Based Learning

Available Materials:

Project Design: Student Learning GuideProject Design: Overview Project Design SampleEssential Project Design Elements ChecklistProject Design Rubric for Student EvaluationPBL Teaching Rubric


Biodomes Engineering Design Project teachengineering.org

In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process.

The procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome.

Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers.

Students consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities.


http://www.bie.org/

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This activity can be conducted as either a verystructured or open-ended design.


Biodome Design Process

1. Initial draft design2. Build the biodome3. Determine energy flow4. Add plants5. Add or imagine appropriate animals6. Consider decomposers


Assessment Pre-AssessmentDiscussion Questions: Solicit, integrate and summarize student responses.•What is an environment? What types of things does an environment include? Can you think of any artificial environments?•Are you familiar with the engineering design process? Can you name any steps in the engineering design process?


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Post-Activity AssessmentRe-Engineering: Ask student teams to brainstorm to come up with many ideas on how they could improve their biodomes. Have them sketch the most promising ideas.Show and Tell: Have student groups show off their biodomes to the rest of the class. Have them explain: 1) how they developed their design, 2) the best part of their design, 3) what could go wrong with it, and 4) what could be fixed or improved in future models. Remind students that engineers go through the design-build-redesign process many times before they are satisfied with a finished product.Engineering Poster: Using the knowledge they learned in the biodomes lessons and activities, have student engineering teams each create a poster to present their best design for a biodome of a particular environment. Ask them to title their posters with an engineering company name that they invent, such as, Eco Engineering Corporation. Diane Heacox 2018 all rights reserved

Activity Extensions < Have students conduct research to find out what types of construction methods have been used in real biodomes. See if they can find any details on how these design ideas were reached.< Have students make a bar chart of the animals and plants they included in their biodomes. Gather all class data and make a class chart. From the data, ask the students how biodome engineers make sure they gather an appropriate sample of plants, animals and decomposers. Point out that most of students probably gathered the easiest animals and plants to find. What would happen if biodome engineers did this? Would it be a good representation of life? Ask the students to do this for their own biodomes.< Have students research real-world biodomes and find out what animals, birds and fish are inside. How do biodome managers control how the animals come into contact with each other in order to maintain healthy populations of both predators and prey? Diane Heacox 2018 all rights reserved

Activity Scaling •For lower grades, adjust the amount of detail required for the biodome design project. You could have the students create identical plant-only biodomes or cover only Parts 1, 2 and 4 of the activity.•For upper grades, give students more constraints on materials and size, and/or come up with other "customer" requirements. Add a math component by requiring them to draw their designs to scale, or measure and graph the growth of their plants, or survival rate of their animals and decomposers. You could also have students design their biodomes using a computer-aided design software. Student teams could present their projects to the class as if they were a professional engineering firm.Diane Heacox 2018 all rights reserved

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Spence, L.D. (n.d.) Problem based learning: Lead to learn, learn to

lead. Retrieved from www.studygs.net/pblhandbook.pbl

ALTEC. (n.d.) Checklists to support project based learning and

evaluation. Retrieved from http.pblchecklist.4teachers.org/index.shtml.

Landsberger, J. (n.d.) Problem based learning. Retrieved from

http:wwwstudygs.net/pbl.htm.

Miller, A. (2011). How to write effective driving questions for project-

based learning. Retrieved from http:www.edutopis.org/blog/pbl-how-to-

write-driving-questions-andrew-miller.



Dr. Diane [email protected]@dianeheacox

Bring me to your school!


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