iPad Workshop

Session 4Rigor and Relevance

Problem-Based Learning

Rigor and Relevance• Dr. Willard Daggett, International Center for

Leadership in Education• Developed to examine curriculum, instruction and

assessment• Based on the two dimensions of higher standards

and student achievement.• The Knowledge Taxonomy is a continuum based on

the six levels of Bloom’s• The high end labels the more complex ways in which

individuals use knowledge (i.e., taking several pieces of knowledge and combining them in logical and creative ways).

An Application Model

• High end is use of knowledge to solve complex real-world problems and to create unique projects, designs and other works for use in real-world situations

Instruction

RIGOR

RELEVANCE

Rigor6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Knowledge/ Awareness

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

New Bloom’s Taxonomy

When is a Task Rigorous?

think deeply about a problem

analyze new situations

interpret and synthesize knowledge

bring ideas together in a new or creative way

develop and justify their own criteria for evaluation

are intellectually challenged

Students…

Relevance

Knowledge is less connected to realistic situations and has less apparent value beyond school

Knowledge is clearly connected to realistic situations and has value

beyond school

Knowledge in one

discipline

Apply in one

discipline

Apply across

disciplines

Apply to real-world predictable

situations

Apply to real-world unpredictable

situations

When is a Task Relevant? Value beyond school Addresses an actual

problem of contemporary significance

Builds on students’ real-life experiences

Has students communicate knowledge beyond the classroom

Students recognize the connection between classroom knowledge and situations outside the classroom

AdaptationDHigh Rigor – High Relevance

BLow Rigor – High Relevance

ALow Rigor – Low Relevance

CHigh Rigor – Low

Relevance

Quadrant A Represents simple recall & basic

understanding of knowledge for its own sake.

Students gather and store bits of knowledge and information.

Students are primarily expected to remember or understand this acquired knowledge.

Low Rigor – Low Relevance

C D

A B

Quadrant B• Students use acquired knowledge to complete tasks

with a connection outside school.• Activities or tasks involve lifelike situations.• Does not require higher order thinking.

• Low Rigor – High Relevance

C D

A B

Quadrant C• Students are thinking deeply about a

problem in the discipline.• Represents more complex thinking but

has less clear value outside of school. • Students extend and refine their

acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.

• High Rigor – Low Relevance

C D

A B

Quadrant D• Students are thinking deeply and there is a

connection to lifelike situations.• Even when confronted with unknowns,

students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.

• High Rigor – High Relevance

C DA B

Student-Teacher Engagement

In the Rigor/Relevance Framework there are different degrees of student engagement.

In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.

Students are thinking deeply about teacher-directed questions. Which quadrant?

1. A2. B3. C4. D

C D

A B

Teacher is doing the working and the thinking. Which quadrant?

1. A2. B3. C4. D

C D

A B

Students are working on teacher-directed, real-life problems. Which quadrant?

1. A2. B3. C4. D

C D

A B

RELEVANCE

C

Students are working and

thinking. D

Teacher is working & thinking.

A B

Rigor & Relevance: Student – Teacher Engagement

RIGOR

Strategies for Quadrant AAcquisition

• Lecture• Guided Practice• Memorization• Teacher Demonstration• Video• Graphic Organizer-Notes• Instructional Technology-Games

Strategies for Quadrant BApplication

• Cooperative Learning-Group Discussion• Demonstration-Student• Instructional Technology-Games• Project Design• Simulation/Role Playing

Strategies for Quadrant CAssimilation

• Brainstorming• Group Discussions• Inquiry• Socratic Questioning

Strategies for Quadrant DAdaptation

• Brainstorming• Cooperative Learning• Inquiry-Research• Presentations/Exhibitions• Problem-Based Learning• Simulation/Role Playing• Socratic Seminar• Internships• Work-Based Learning

Web Page• http://ipadsandkids.wikispaces.com/home

Problem-Based Learning

Project-Based Learning

Driving Question or Challenge

Need to Know

Inquiry and Innovation

21st Century

Skills

Student Voice and

Choice

Feedback and

Revision

• Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead.

• Teaching has been an activity undertaken behind closed doors between moderately consenting participants.

• Technology enables students, teachers, and administrators to reach out beyond the school building.

• Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community.

Excerpts from Edutopia

Problem/Inquiry Based Learning

• An inquiry process that resolves questions, curiosities, doubts, and uncertainties about complex phenomena in life.

• A problem is any doubt, difficulty or uncertainty that invites or needs some kind of resolution.

• We want students to become deeply involved in a quest for knowledge.

What is Problem-Based Learning?

• PBL is curriculum-fueled and standards-based.

• PBL asks a question or poses a problem that ALL students can consider and find answers. Concrete, hands-on experiences come together during problem-based learning.

• PBL allows students to investigate issues and topics in real-world problems.

• PBL fosters abstract, intellectual tasks to explore complex issues.

Transformation

• The teacher cultivates a rich learning environment, where blending choice of technology tools with student-initiated investigations, discussions, compositions, or projects, across any content area, is promoted.

How Does Problem-Based Learning Work?

• Question

• Plan

• Schedule

• Monitor

• Assess

• Evaluate

• Problem-based learning, as with all lessons, requires much preparation and planning.

• When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed.

• Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project.

• Have in mind what materials and resources will be accessible to the students to assist them.

• Consider the time allotment will be given to the project. Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?

• Students will need to be given direction for managing their time, a definite life skill.

• Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills?

• The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

Question

• Start with the Essential Question.

• Take a real-world topic and begin an in-depth investigation.

• Make sure it is relevant to your students.

Questions• The question that launches your learning lesson must be

engaging to the students.• It is greater than the task at hand. It will pose a problem or a

situation that the students can tackle knowing that there is no ONE answer or solution.

• Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community?

• Make it a one that students can feel that they are making an impact by answering the question or solving the problem.

• The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.

Plan

• Plan which content standards will be addressed while answering the question.

• Involve students in the questioning, planning, and project-building process.

• Teacher and students brainstorm activities that support the inquiry.

Planning Considerations

• Problem-based learning, as with all lessons, requires much preparation and planning.

• When designing the project/inquiry and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development.

• Students feel ownership of the project when they have an active role in the decision making for the activities.

• Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.

Schedule

• Teacher and students design a timeline for project components.

• Set benchmarks.

• Keep it simple and age-appropriate.

Schedule Considerations• What time allotment will be given to the project? Will

this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?

• Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines.

• The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.

Monitor

• Facilitate the process.

• Mentor the process.

• Utilize rubrics.

Monitoring• Teach the students how to work collaboratively.

Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance.

• Create team rubrics:– Team rubrics state the expectations of each team member. Watch the group dynamics.

How well are the members participating? How engaged are they in the process?

• Create project rubrics:– What is required for project completion? What is the final product: a word-processed

document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.

Assess• Make the assessment authentic.

• Know authentic assessment will require more time and effort from the teacher.

• Vary the types of assessments used.

Types of Authentic Assessment•Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge.

•Essays: students are asked to analyze and synthesize their new knowledge and then write about it.

•Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge.

•Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge.

•Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge.

•Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.

Evaluate

• Take time to reflect individually and as a group.

• Share feelings and experiences.

• Discuss what worked well.

• Discuss what needs change.

• Share ideas that will lead to new inquiries, thus new projects.

Differences Between Project Based and Problem Based Learning

• In Project based learning, the students define the purpose for creating an end product.

• In Problem based learning, the students are presented with a problem to solve.

• In Project based learning, the students present their conclusion and there is an end product.

• In Problem based learning, when the students present their conclusion, there may or may not be an end product.

An education company has asked for your help to create an activity with the following materials. 20

pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity should include 21st Century

Skills and other content areas. Work in groups of 3 to 5. You have 20 minutes to complete and present

your group results.

Your group is to build the highest paper tower possible that will support a tennis ball for 10

seconds when placed on top. The structure is to be free standing and cannot touch any other

object that would aid in support. The tape is also not to be used to attach the tower to any other object. One final objective for your group is to

make connections to STEM content areas relating to this activity. You have 20 minutes to complete.

You have been given 20 pieces of paper, 4 paper clips and 10 inches of tape.

iPad Workshop

Session 5Why Technology?

How?Your Unit

Why Technology?

http://www.youtube.com/watch?v=6ILQrUrEWe8

TodayStudents must be….

• Be active processors of information

• Be skilled problem solvers

• Be effective communicators

• Network

Students…..

• See school as largely irrelevant

• Want control of what they do• Have short attention spans• Learn via human and

technical networks

How Are Your Students Different Today?

• Turn and Talk

How Has Your Teaching Changed To Meet This Different Student’s Needs?

• Turn and Talk

Does This Sound Like Any Of Your Students?

We need to be using technology, including Web 2.0 tools to connect our

classrooms with the rest of the world…..

Top Web 2.0 Tools

• Poll Everywhere• Animoto• LibriVox• Twitter• Dropbox

• WordPress/Blogger• Diigo• Conceptboard• Cacoo• Prezi

This list changes regularly!Keep up with Edudemic

Technology’s Four Roles In Student Achievement

• First, effective technology uses have been found to increase the ability of students to achieve. If you want higher test scores, focus technology uses on higher thinking tasks.

Bernajean Porter

Technology’s Four Roles In Student Achievement

• Second, technology can support traditional student assessment in four ways– online grade books used to increase communication

with students and parents in real time– test banks that support teachers in customizing for

individual needs– electronic tests that provide immediate feedback loops

of formative diagnosis that redirect learning tasks– student information systems for continuous tracking and

communicating student achievements.

Technology’s Four Roles In Student Achievement

• Third, technology also extends our ability to evaluate the growth and development of student abilities over time– using video reports for showing rather than telling about

student successes– using electronic K-12 portfolios for revealing formative

progress– creating digital student resumes for showcasing exemplar

work– engaging students along the way in organizing and

reflecting on their own progress.

Technology’s Four Roles In Student Achievement

• Fourth, technology expands student’s ability to demonstrate what they know and are able to do.

• Student work produced with technology can be used to:– measure impact– organize staff development– increase lesson design skills– extend evaluation processes– support students in becoming knowledge producers rather

than consumers.• students were found to perform significantly better when composing

essay tests on computers rather than using paper - pen. (Wellesley Public Schools/Boston College, 2000)

Transforming Uses of Technology

• Technology and learning uses are initiated by students as well as by teachers, creating innovative learning tasks that would be impossible without technology

• Expanding teacher and student roles, and developing skills in collaboration, self-directed learning, complex thinking, communication, and the use of electronic information

Transforming Uses of Technology

• Technology is used to transform school culture. When describing what is happening, teachers are telling "new stories with new tools."

Transforming Uses of Technology• Typical activities include:

• using technologies as complex learning and thinking tools • students in different schools using telecommunications to gather, process, and report on a common project • students working together to solve real-world problems with real-world technology tools • students using groupware that facilitates collaborative writing, brainstorming, or other technology-based group activities • students have opportunities to construct and demonstrate their learning beyond standardized tests through performance-based assessments and other alternatives

Technology Integration Matrix• Grades 3-5, Entry, Collaborative:

http://fcit.usf.edu/matrix/lessons/collaborative_entry_languagearts

• Middle School, Collaborative, Adaptation

• http://fcit.usf.edu/matrix/lessons/constructive_adaptation_languagearts

• Grades 3-5 Entry, Authentic,• http://fcit.usf.edu/matrix/lessons/au

thentic_entry_math• Grades 3-5, Goal Directed,

Transformation

• MS, Goal Directed, Transformation• http://fcit.usf.edu/matrix/lessons/go

aldirected_transformation_socialstudies

• MS Goal Directed, Transformation• http://fcit.usf.edu/matrix/lessons/

goaldirected_transformation_languagearts

• MS Authentic, Entry• http://fcit.usf.edu/matrix/lessons/au

thentic_entry_socialstudies

Your Unit

• Think About It– What content areas are you considering?– What specific units are you considering?

• Share– Are there colleagues who have similar interests?– You may create a “group unit” if you wish

Planning Protocol