session 3: introduction to pbl design - wikispaces to pbl... · session 3: introduction to pbl...
TRANSCRIPT
Session 3:
Introduction to PBL Design
ICT in Education/APEID UNESCO Asia and Pacific Regional Bureau for Education
11 March 2014
Click to edit Master title style Why 21st Century Skills?
Static knowledge Connected: Changing knowledge
Main sources: Book & Teacher
New set of skills is needed to be competent in the connected and changing world: • Critical thinking • Problem solving • Collaboration • Communication • Technology literacy
Click to edit Master title style Let’s think through together..
Do you think the current way you teach at school will help Nepalese students develop skills that they would need in the 21st century?
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• One of the student-centred approaches to teaching and learning where students are working in groups on authentic and ill-structured problems
What is PBL?
Click to edit Master title style Principles of a good PBL
Curriculum-based C
Real-world problems R
Expert thinking needed E
Achievable and Measurable A
Teamwork T
Extending learning beyond class E
Click to edit Master title style Example 1: Math
• Grade 6 Math (Geometry)
• “My Dream House”
Nonglinxia Road Primary School, Ms Nihong Li, [email protected]
Example 2: Understanding Local Economy by Documenting Traders
Observation and Interviews Learning by doing
Public Education through Webpage Synthesis through Report
Example 3: Oral History Collection and Performance
Collecting oral history Transforming Stories into music
Performing to the public Creating a musical drama
Click to edit Master title style Example 4: Biology
• Grade 8 Science (Biology) on Endangered Species
• Needs to cover 1) endangered plants and animals in Thailand and 2) causes of extinction
Click to edit Master title style Example 4: Biology
You are a curator of the National Science History Museum of Thailand. You are planning to run an exhibition on endangered species in Thailand. Your task is: 1) In a group of three, research on native species in Thailand
(either animal or plants) and select one endangered specie that your group members agreed on.
2) Research on your group’s choice of specie in terms of: - Status (degrees of extinction) - Causes of extinctions - How to protect the specie
3) Create an audio-visual media for the exhibition suitable for 10-15 years olds (e.g., Photo story,slideshows, video clips, etc.)
4) Don’t forget to cite all the sources of information.
Click to edit Master title style Tips from Real Teachers
• Take a baby step: Start with the single-subject approach within classroom.
• Try to tie into the curriculum.
• Get supports from the principal and other teachers.
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• What’s holding you back from applying PBL in your classrooms?
Challenges in Student-Centred T&L
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• I can’t do PBL approaches because I need to cover the curriculum.
Misconceptions on PBL
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• I can’t do PBL approaches in my school because I don’t have little access to ICT.
Misconceptions on PBL
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Tuesdays as Recycling Day Reusing plastic bottles
as part of the school decor
Establishing Recycling Corners Regular recycling competition
An Example PBL without ICT
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• I can’t do PBL approaches because I have too many students in my class.
Image source: http://schoolgrowth.com
Misconceptions on PBL
Click to edit Master title style Facilitating student-centred learning in a large class
• Concept map assignments for pre-class reading
• Breakdown tasks into small pieces
Image source: http://ecrp.uiuc.edu/v8n2/birbili.html
Click to edit Master title style Group work
• Complete your worksheet Steps 1 - 4
• Upload the group work onto UNESCO Wiki website
Click to edit Master title style 1. Content Area to Cover
1.1 Main Content / Topic
1.2 Overall learning objective/s
– At the end of the project, the participating students are expected to …
Click to edit Master title style 2. PBL Topic
2.1 Rationale
• What is your driving question? What problem would you like to answer through the PBL?
2.2 PBL Description
- Project Objectives
- Major Activities / Project Components
- Project Duration
- Target Outputs (may be general or specific)
- Brief description of the project (250 words)
Click to edit Master title style 3. Main Expected Learning
• What specific knowledge and skills would the students need to learn and/or apply to be able to achieve the project objectives, conduct the activities, and produce the target outputs?
Knowledge/ skills needed or
targeted
Subject Areas involved Specific Learning
Objectives
Click to edit Master title style 4. Participating Students
4.1 Participating Schools and Grade Levels
4.2 Any special criteria in selecting the students (special interests, prior knowledge, experiences or skills)?
School City/Country Grade Level Number of students
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THANK YOU.
Jonghwi Park ([email protected])
ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)
Click to edit Master title style In this session…
We will complete
1)Step 1.2 Refine the Topic and Outputs for the PBL
2)Step 1.3 Define Students’ Learning Objectives
3)Step 2 Write the Brief Description of Your Group’s PBL
4)Step 3 Select and Analyze the Participating Students
Upload your work onto UNESCO Wiki website
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1) Define learning goal(s) – your “question”
2) Expected outputs
3) Conduct context analysis
- Student prior knowledge & ICT readiness
- School facility
- Curriculum
- Inter-school collaboration possibility
Step 1.2 Refine the Topic and Outputs for the
PBL
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• Using ICT automatically promotes S-C T&L?
• Traditional didactic approaches do not help 21st century skill development and I will teach all the subjects through PBL.
• S-C T&L works well with teachers’ minimal guidance because PBL is to let students discover.
Some Cautions…