PBLi Project Based Learning Inquiry & Innovation Dr. Joan Mazur Dr. Gerry Swan University of...
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Transcript of PBLi Project Based Learning Inquiry & Innovation Dr. Joan Mazur Dr. Gerry Swan University of...
PBLiProject Based Learning
Inquiry & Innovation
Dr. Joan MazurDr. Gerry Swan
University of Kentucky College of Education P-20 Innovation Lab
Department of Curriculum & InstructionMay 16, 17, 18, 2012
Mayfield Kentucky
The Big Idea – Where’s The Fit for PBLDefining and Situating
Exploring Terms Associated with PBLInquiryProblem-based LearningProject-based learning
Inquiry
Inquiry ALWAYS begins with a QUESTION(interrogatives anyone?)
Four Levels of Inquiry (Banchi, 2008; Herron, 1971)• Confirmation• Structured• Guided• Open
Four Levels of Inquiry and Information Given to Students
Inquiry LevelQuestion Procedure Solution
ConfirmationStudents confirm a principle through an activity when the results are known
X X X
StructuredStudents investigate a teacher-presented question through a prescribed procedure
X X
Guided Students investigate a teacher-presented question through a student-designed/selected procedure
X
OpenStudents investigate questions that are student generated through student design/selected procedures
Problem-based Learning
Involves Inquiry (a Question)Goal: To Solve a ProblemMay or May NOT involve a projectProduct: A solution (multiple solutions possible)
Project-based Learning
• Inquiry – Involves a Question• Usually involves addressing multiple problems
in the course of the inquiry• Anchored in making/doing/producing a
Product• Product Presented to Panel/External Experts• The Product MATTERS to external audience• Must be an AUTHENTIC endeavor
Service Learning
• Is Project-Based Learning • Project is generated by the outside audience• Community relevant – problem is community
based• Can often be leveraged for opportunities for
external funding• Product Presented to Panel/External Experts• Must be an AUTHENTIC endeavor (more on this
tomorrow).
What students do in the
learning process
What teachers do to facilitate
learning
What is the level and complexity of the content
The Instructional Core
Knowledge & Skills
Systems of Support
Mastery Learning
Student Voice
Anytime/Anywhere
Personalized Learning
S
T
C
NxGL Attributes can be used in many combinations to change the core
Knowledge & Skills
Systems of Support
Mastery Learning
Student Voice
Anytime/Anywhere
Personalized Learning
S
T
C
What are your connections?
S
T C
I-Zone = Changes to the Core
The most powerful applications involve intersections of changes
The sweet spot
ST C
Not all changes are equal
ST C
ST C
An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout…….
Not all IZone efforts have to be equally spread across the three areas.
…..If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want?
How would a student describe their experience in your school?
What does a teacher do when preparing and implementing a unit/module?
What types of things are students be expected to do?
What is happening right now?
S
T
C
*When you finish, print this out and put it in the parking lot for others to see
How would a student describe their experience in your school?
What does a teacher do when preparing and implementing a unit/module?
What types of things will students be expected to do?
What will it look like next year?
S
T
C
*When you finish, print this out and put it in the parking lot for others to see
References
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, October 2008: 46, 2.
Herron, M.D. (1971). The nature of scientific inquiry. School Review, 79(2): 171-212.