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#1 - Why PBL?
#1 - Why PBL?
An effect size of 0.40 is what Hattie refers to as a hinge-point regarding what is significantly effective or at “a level where the effects of innovation enhance achievement in such a way that we can notice real-world differences” (Hattie, 2009).
An effect size of 0.40 is what Hattie refers to as a hinge-point regarding what is significantly effective or at “a level where the effects of innovation enhance achievement in such a way that we can notice real-world differences” (Hattie, 2009).
What high-effect size instructional strategies could we use to build students background knowledge before jumping into a PBL unit?
What high-effect size instructional strategies could we use to build students background knowledge before jumping into a PBL unit?
Here are a few:
Jigsaw Approach (d=1.20)
Summarization (d=.74)
Direct Instruction (d=.59)
Practice Testing (d=.46)
You can facilitate deep learning about a topic with a whole host of strategies (check the chart). You want to use PBL when appropriate, that is, after students have a thorough background knowledge.
Problem-Solving Teaching (.68)
Problem-Solving Teaching (.68)
Problem-solving involves learning to solve a problem that one does not already know how to solve, and can also involve teaching specific, subject-area focused strategies for attempting to solve such problems.
Problem-solving involves learning to solve a problem that one does not already know how to solve, and can also involve teaching specific, subject-area focused strategies for attempting to solve such problems.
In this situation, your students are applying their hard-earned knowledge to a novel situation.
In this situation, your students are applying their hard-earned knowledge to a novel situation.
Let's explore a few "PBL Lite" ideas that blend technology into them.
Let's explore a few "PBL Lite" ideas that blend technology into them.
The Structure of Your PBL Station
The Structure of Your PBL Station
The purpose of the stations is to introduce learners to content creation and curation tools via a variety of mini-lessons. These mini-lessons follow a formula:
Present a problem
From the problem, a task appears
Background knowledge or information is shared along with tools that can be used to create and/or aggregate data or information
A product of some kind is required that synthesizes information and/or create new stuff
These stations are self-directed and can be employed by groups of learners working in collaboration.
Examples
Examples
Find out more about the PAGER framework at https://sites.google.com/sabineisd.org/pager/home
Find out more about the PAGER framework at https://sites.google.com/sabineisd.org/pager/home
PAGER Model in use for Digital Badging
Van ISD’s “Bold School Badging” program. Their vision is to focus teachers’ attention on impacting student learning. How? Focus on student-centered learning. Educators earn badges as they complete professional development and receive incentives.
Miguel's Technology-Enhanced PBL: Welcome to the Problem-based Learning Academy, an online course designed to help you become more familiar with constructing real life, messy learning problems that you can use to engage your students. This online course features 7 modules to get you going! Ready to get started?
Miguel's Technology-Enhanced PBL: Welcome to the Problem-based Learning Academy, an online course designed to help you become more familiar with constructing real life, messy learning problems that you can use to engage your students. This online course features 7 modules to get you going! Ready to get started?
Explore C-STEM: Project-based learning, problem-based learning (xBL), takes on another component with C-STEM. The “C” represents Communication for Dr. Flowers and encapsulates STEM, providing students the opportunity to see the utility of tough topics in real life.
Explore C-STEM: Project-based learning, problem-based learning (xBL), takes on another component with C-STEM. The “C” represents Communication for Dr. Flowers and encapsulates STEM, providing students the opportunity to see the utility of tough topics in real life.
Dr. Flowers suggests that urbanization managed poorly can cause problems. In turn, students in STEM programs can be tasked to develop solutions to urbanization problems. The solutions involve robotics, civil engineering, coding, art, and film-making, all while trying to answer the questions urbanization problems present.
Dr. Flowers suggests that urbanization managed poorly can cause problems. In turn, students in STEM programs can be tasked to develop solutions to urbanization problems. The solutions involve robotics, civil engineering, coding, art, and film-making, all while trying to answer the questions urbanization problems present.
In addition to the C-STEM Program, schools can reach out to local businesses and organizations. For example, Joy Shwartz reached out to Lamar University and Exxon Mobil for guidance and/or funding.
In addition to the C-STEM Program, schools can reach out to local businesses and organizations. For example, Joy Shwartz reached out to Lamar University and Exxon Mobil for guidance and/or funding.
Other school districts, like South San Antonio ISD in San Antonio, Texas, connect with the University of Texas at San Antonio and St. Mary’s University for their SAPREP and PREP initiatives, respectively.
Other school districts, like South San Antonio ISD in San Antonio, Texas, connect with the University of Texas at San Antonio and St. Mary’s University for their SAPREP and PREP initiatives, respectively.
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