KAMLE-Solving the World's Woes One Problem at a Time
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Dr. Curtis Chandler BetterLearningForSchools.com @CurtisChandler6 Solving The World’s Woes One Problem at a Time
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KAMLE-Solving the World's Woes One Problem at a Time
Transcript of KAMLE-Solving the World's Woes One Problem at a Time
Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time
Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through Problem-Based Learning
@CurtisChandler6
Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
#PBL#PBLchat
@CurtisChandler6
Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time
MDP
T
CCR is the WHAT......PBL is the HOW.
CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
Is toothpaste a
liquid or solid?
Why do we round up at .5 ?
On a number line that is right in the middle. What’s so
‘smart’ about a smart car? If you get in a wreck in
that thing, you are DEAD!
We need a new fort! We need a
new fort! We need a new fort!
We need a new fort!
We need a new fort! We need a
new fort! We need a new fort!
We need a new fort!
Informal
1) an essential body of knowledge
2) the ability to use that knowledge to solve problems
3) the ability to extend/improve knowledge in order to solve problems in
the future
(Howard Barrows)
1) an essential body of knowledge
2) the ability to use that knowledge to solve problems
3) the ability to extend/improve knowledge in order to solve problems in
the future
(Howard Barrows)
Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as to demand thinking, or the intentional
noting of connections...
(Dewey, 1916, 1944)
Learning naturally results when we give pupils something to do, not something to learn; and the doing is of such nature as
to demand thinking, or the intentional noting of connections...
(Dewey, 1916, 1944)
PBL a`la mode
What could that look like at ?
PBL a`la mode
PBL a`la mode
In True PBL...
• Student-centered learning
• Teacher is facilitator/guide
• Authentic problems presented up-front
• Problems serve as tools for knowledge/skill acquisition and for eventual solving of the big problem(s)
• New information acquired through self-directed learning
(Gjibels, 2005; Hattie, 2009)
Percentile Gain of 16%
Percentile Gain of 23%
(.61)
Percentile Gain of 28%
(.79)
CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
In True PBL...
• Student-centered learning
• Teacher is facilitator/guide
• Authentic problems presented up-front
• Problems serve as tools for knowledge/skill acquisition and for eventual solving of the big problem(s)
• New information acquired through self-directed learning
(Gjibels, 2005; Hattie, 2009)
•Historical Investigations
•Decision Making
•Problem Solving
•Systems Analysis
•Experimental Inquiry
• Invention
PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
Build a door for this sound-booth!
Build a door for this sound-booth!What are
some things we will need to know
about?
Build a door for this sound-booth!What are
some things we will need to know
about?
Where are we going to discover the
answers to those questions?
Build a door for this sound-booth!What are
some things we will need to know
about?
Where are we going to discover the
answers to those questions?
How can we evaluate our solutions?
Next Step--Completely build your own sound-booth!
What are some things we
will need to know about?
Where are we going to discover the
answers to those questions?
How can we evaluate our solutions?
In real PBL, the problem is identified by students, rather than given to
them.
In real PBL, the problem is identified by students, rather than given to
them.
In real PBL, the problem is identified by students, rather than given to
them.
Mini-explorations that provide skills and knowledge.
Design a system for pet-washing that reuses, recycles, and conserves
water.
Design a system for pet-washing that reuses, recycles, and conserves
water.
What would it take to survive off of the grid?
What would it take to survive off of the grid?
What would it take to survive off of the grid?
Mini-challenges on heating, cooling, renewable energy...
Build working models of solar-powered, off-the-grid homes.
PBL Tasks
Adapted from Marzano’s ‘Generating and Testing Hypotheses’
-Utilizing Outside Experts
-Looking at primary sources.
How do you keep a small Kansas town from dying?
How do you persuade others that your opinion is better than others?
CCR is the WHAT......PBL is the HOW.
CCR is the WHAT......PBL is the HOW.
• Design-based thinking
• Facilitation of inquiry
• Crafting of well-reasoned arguments
• Creating conditions where students must persevere
• Integration of content and creation of relevance
• Facilitation of meaningful conversations
Informal
Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Solving The World’s Woes One Problem at a Time
