A Life Full of Problems - rfwp.com · A Life Full of Problems ... Fading requires that students have many experiences in PBL Thursday, March 21, 13. ... 2012 Thursday, March 21, 13

A Life Full of Problems

Dr. Shelagh GallagherEngaged Education

Charlotte, NC

Thursday, March 21, 13

IMSA--A Paradigm Shift

William and Mary Science: New Vistas

Project P-BLISS & Project InsightsDisadvantaged Populations

Identification

FairfaxBuilding a Program: Fidelity


3

Efficacy

PubMed Listed

425 ar+cles on PBL

in 2012-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐128 already in

2013

1,942 ar<cles from 2008-‐2012 22 ar<cles on Schoolwide Enrichment3 ar<cles on Parallel Curriculum Model3 ar<cles on Curriculum Compac<ng19 ar<cles on Curriculum Differen<a<on

RESEARCH IN PBL


4

The Ill-‐Structured Problemand

Problem Design

Stakeholder Role

Theory: What are the Roots of PBL?

Coaching


Theory:What are the Roots of PBL?


What is “Problem-Based Learning”?

A form of inquiry-based education,

where learning is initiated with an ill-structured problem and students direct their own course of study.

originally invented for medical school,

learn to



Unraveling Complexity

Over the course of a year of office practice—which, by definition, excludes the patients seen in the hospital—physicians each evaluated an average of 250 different primary diseases and conditions. Their patients had more than 900 other active medial problems that had to be taken into account.

Atul Gawande


9

Books are published at such a rapid rate that they make us exponen9ally more ignorant. If a person read a book a day, he would be neglec9ng four thousand others, published the same day. In other words, the books he didn’t read would pile up four thousand 9mes faster than the books he did read, and his ignorance would grow four thousand 9mes faster than his knowledge.Gabriel Zaid, So Many Books

The sheer magnitude of human knowledge, globaliza9on, and the accelera9ng rate of change due to technology necessitate a shiG in our children’s educa9on from plateaus of knowing to con9nuous cycles of learning.enGauge 21st Century Skills, 2003


10

Key Components of PBL

Teacher as (Metacogni0ve) Coach

Student-‐as-‐Stakeholder

Ini0a0ng Instruc0on with an Ill-‐Structured Problem


11

Sort of...partly.

Is it a Problem Solving Strategy? Is it an Instruc9onal Strategy?

Sort of...partly.


Jerome Bruner:Experiencing Subject MaCer from an Expert’s Perspec0ve

✤ Oversimplifica+on and dogma+sm are the twin enemies of crea,ve thought.

✤ Premature closure on a produc,ve ques,on can destroy imagina+on.

✤ Concepts are worthless unless they lead children to new explora+ons.

✤ Answers have a way of killing thought.


13

An Immersion

in

Significant Content

through

an Expert’s Point of View

Appren<ceship

Doing What?Being Whom?


14

The purpose of an apprenticeship is to provide both

hands-on training and theoretical instruction

so that an interested person can learn the full range of skills and information

behind a highly skilled occupation. By participating in an apprenticeship,

he can learn the subtleties

of the craft from an expert and can begin

his own practice

under close observation.

Read more: Apprentice Definition | eHow.com http://www.ehow.com/about_5445995_apprentice-definition.html#ixzz2NLz72qOW

What is An Appren9ceship?


http://www.ehow.com/about_5445995_apprentice-definition.html#ixzz2NLz72qOW

http://www.ehow.com/about_5445995_apprentice-definition.html#ixzz2NLz72qOW

15

Appren<ceship

Doing What?(Ill-‐Structured Problem)

Being Whom?(Stakeholder)


16





Each A Piece of an Apprenticeship


17

Ill-‐Structured Problems are the

Center of PBL Curriculum

because they are the

Center of Expert Ac,vity


How do Experts Solve Problems?

Experts no0ce crucial aspects of the situa0on and important paCerns of informa0on not no0ced by novices.

1.Experts gather a great deal of content knowledge and organize it in ways that reflect a deep understanding of their subject maCer.

2.Experts’ knowledge is “condi0onalized” on a set of circumstances.

3.Experts are able to retrieve important chunks of knowledge with liCle conscious effort.

18


19

Opening Scenario

KISS

Beware the Compelling Distractor


Ill-Structured Problems

20

• “...cannot be defined with a high degree of completeness... cannot be solved with a high degree of certainty • (King & Kitchener, 1994)


Educational Value of Ill-Structured

• Reveal why informa0on is necessary• Allows for interconnec0ons within and between disciplines• Provides the full scope of a field (habits of mind, values, and tacit knowledge)• Allows student ques0ons to drive learning, controlled by careful problem design• Triggers deep-‐level, sophis0cated reasoning• Support authen0c use of conceptual reasoning

21


Theoretical Connections: Expert Practice

22

Ill-‐Structured ProblemsThe Power of Story (Kolb, Noddings)

Reflec<ve Judgment (King & Kitchener)

Novice v. Expert Thinking (Chi)

Situated Cogni<on (Bransford, Feltovich)


23

1) What’s the Problem?

2) What’s the Plot?

3) Who is the Main Character? (our Appren<ce)

PBL Curriculum Design

is Storytelling

Narrative is Memorable


24

PBL Curriculum Design

is Storytelling

Problem Narra<ve


25

The problem starts here

xThey talk to anexpert here(who?)

They read a primary

resource here(print?picture?video?)

Then theyanalyze

(graphic organizerconceptual reasoning)

Hmmm.what’s really

going on here?(problem defini9on)

What willwe do?(how to make

a decision)

????

????

Embedded Instruction


Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

The Flow

of the

Problem(reitera9ve?)


27

Content: Subject Maber and CCSSResearch Skills

Thinking StrategiesProblem Solving

Conceptual ReasoningSolu<on Op<ons

Reflec<on

Building the Appren<ce’s Toolkit

S<ll must be Differen<ated for Gided Students

Curriculum as Inten<onal Selec+on


The Carefully -Constructed, Ill-Structured Problem

28

clearly articulatedgoals and objectives

neither well-structurednor

completely ambiguous;contains appropriate cues

maximize overlapbetween teacher objective

and student identifiedlearning issues

ill-structuredproblem


29

Appren<ceship




30






31

The problem starts here

x(opening scenario) They talk to an

expert here(who?)

They read a primary

resource here(print?picture?video?)

Then theyanalyze

(graphic organizerconceptual reasoning)

Hmmm.what’s really

going on here?(problem defini9on)

What willwe do?(how to make

a decision)

????

????


Pushback!

• Does there need to be a stakeholder?• Do they all have to be the same stakeholder?• How should the stakeholder role be treated?

32


Jerome Bruner:Structure of the Discipline

✤ there’s an old proverb which says…”The fish will be the last to discover water” and generally speaking you know it’s true. You live in a medium you’re not conscious of it--you need a little bit of contrast. ...the fish jumping out of water and discovering, ‘Hey I’ve been in water!’

✤ J BRUNER


The Power of Suspending Disbelief

• Authen0city of Appren0ceship• Ownership• Empowerment• Perspec0ve• Self-‐Awareness

34


35

Appren<ceship



Master/Mentor/Coach


Implementationand

Coaching


Learning Issues Board

What do we know? What are our Learning Issues? What is our Action Plan?

Hunches:

Day 1 Instruc9on:

Priori9ze the Ques9ons!

Begin and End Each Daywith the

Learning Issues Board


38

Fade

Coach

Model

Fading requires that students have many experiences in PBL


Benefits of Increasing Self-Direction Over Time

• 80% of 0me on task and produc0ve (Visschers-‐Pleijers, et al., 2004)• Students in PBL tutorials more engaged than students in other collabora0ve groups (Wun et al., 2007)• Increasing self-‐regula0on leads to increased mutual reliance, cri0cal thinking and concept forma0on (Cooper, et al., 2008)• Student achievement is higher in effec0ve PBL groups (Van den Hurk, 2006)

39


Dysfunctional Classes: The Problem

• Unprepared• Non-‐par0cipa0on• Conflicts between students because of unclear expecta0ons• Present informa0on that is unrelated to the problem• Unproduc0ve class discussions• The problem becomes too easy (ZPD)• Emphasis on research instead of thinking about the problem

40


Dysfunctional Classes: The Solutions• Procedural–List of online resource–Explicit rules for discussion–Record of prepara0on (ungraded)–Criterion referenced assessment–Warm ups of key conceptual ques0ons

• Cogni0ve–make disciplinary thinking explicit–techniques to organize complex tasks–methods that enhance complexity (i.e., conceptual thinking)– finding the ZPD

41


Research:

Does the Tutor Have to be an Expert?


43

Self-Assured Tutor

Novice Tutor

Quality Ill-Structured Problem

Imperfect Ill-Structured Problem

Expert Tutor

Quality Ill-Structured Problem


Tutor Skills

• Construc9vist Instruc9on– Effec9ve Ques9oning– Insights into the Problem– Guiding Analysis

• Allowing and Supor9ng Self-‐Directed Learning• Scaffolding Collabora9ve Learning

44


45

You have to do it TWICE

Project P-‐BLISS


Research:Content Acquisition


Content Acquisition

• Short term acquisi0on signifiantly lower but levels out over 0me (MC tests)

• Short term acquisi0on is no different, or beCer than, tradi0onal instruc0on (medical boards, high school studies, clinical reasoning)

• Adding lectures does not increase student achievement in PBL (Van Berkel & Schmidt, 2005)

47


48

Teacher 1 27.96 31.21 3.26*

(n=47) 6.20 6.49

Teacher 2 27.85 26.76 -‐1.10

(n=62) 5.81 6.89

Teacher 3 26.73 30.51 3.78*

(n=37) 4.98 5.81

Teacher 4 27.38 30.67 3.29*

(n=21) 5.66 6.39

Gallagher & Stepien, 1996

Three Tradi<onal AmericanStudies Teachers

One PBL American Studies Teacher using “Post Holes”

High School Gifted and Honors Students


Post-Test Gifted Middle School Students

49

Horak & Pryde-Haskins, 2012


Discrete Skills

• Peer Tutoring and Metacogni0ve Reasoning (Shamir et al., 2008)• Problem Finding (Gallagher et al., 1992)• Experimental Method (Feng et al., 2005)• Rules of Argumenta0on (Belland et al., 2008)• Analysis (Van Tassel-‐Baska et al., 2008)• Diagnosis, communica0on, coping with ambiguity, responsibility, apprecia0on of ethical and legal issues, cultural awareness -‐-‐with no sacrifice in content knowledge (Choon-‐Huat Koh et al., 2008)

50


Research:Self-Directed Learning


Self-Directed, Life Long Learning

• More likely to use library resources and an0cipate using on-‐line services in professional prac0ce• More likely to iden0fy learning issues beyond designated scope and sequence• More likely as physicians to have kept up with developments in their field

• Study for meaning rather than studying for fact acquisi0on

52


Research:Student Affect


Student Satisfaction

• Enjoyment from their learning• A more meaningful learning environment• More nurturance• More and beCer student-‐to-‐student interac0ons• S0mula0on of a greater breadth of interest in subject

54

“...no sample was found in which the students’ attitudes did not favor PBL to some degree.”

Vernon & Blake, 1993, p. 554


Spillover Effect

• Easily observable in the classroom• Long-‐term sa0sfac0on with educa0on• Increased liking of subject maCer

55


BMJ. 2006 February 11; 332(7537): 365.doi: 10.1136/bmj.332.7537.365


http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1363926/

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1363926/

57


58

Students: Problem-Solving

• Helped me realize how we solve problems today/in the adult world. I learned that not everything can be fixed with duct tape.

• It actually challenged us to think and solve problems.



Students Self-Directed Learning

• It was fun to be able to have control of a solution and think for myself. Learning about the human side of it all helped me think deeply.

• You don’t feel like you are learning but you are, you also remember the important parts better than by just studying. We didn’t have to purposely memorize everything we learned but soaked up the information so we could solve the problem.

59



Students: Comprehension

• It was deeper than just learning from the textbook. It helped me understand interactions in ecosystems better. I also liked how the problem led to learning about other things, like niches. • We were learning two things without knowing it. Everything we learned was connected and easy to understand.

• I learned how there are many different points of view, it got me to think.

60



Students: Authentic Learning

• This was something real people are working on and some of us got pretty passionate about it.• Gave us a modern, real-‐life topic, allowed us to find realistic

solutions that could make a difference. • It was an actual problem to solve. You couldn’t just turn on the computer and find the answer.

61



Research:Seeing Students Differently



Research:Teachers


FEAR


Teachers

• I can't even imagine doing this with out the training. I was scared to death to do this and I had the training twice.

• I've been afraid of this unit for a long 0me, once I did it and saw you can tie in the content and you can make it fit because you don't need to spend that much time teaching.

• Overall, we were pretty pleased with how the unit went, I think even more so aner we read our students’ comments.

66


“But won’t they get bored of this?”


After 25 Years...

PBL is an Apprenticeship in Expertise

PBL is Advanced Curriculum Development

Ongoing Professional Development is Crucial

The Most Powerful Outcomes come with Multiple PBL Experiences


Questions and Challenges

Can we strive for complete self-direction?

How effortful are our attempts to cultivate metacognition?

How do time constraints affect the quality of PBL experiences?

-does embedded instruction take over?- do we leave significant time for discussion and analysis?- do we allow for unexpected, valid student questions?

Where are examples of significant professional development in K-12?


10,000 hours

Becoming Expert Requires All it Takes to become an Expert is

10,000 Hours of

•Practice•Practice•Practice


71

...the use of our intelligence quite properly gives us pleasure. In this respect the brain is like a muscle. When we think well, we feel good.

Understanding is a kind of ecstasy.—Carl Sagan


72

http://www.rfwp.com!

PBL Resources See theYou Tube

Walk ThroughVideos:

A Walk ThroughA Final AppealFerret it OutHull HouseExcluded!

52#

Implementation+Book+

Implementation+Workshops+

Teacher+Manual+++

Student+Problem+Log+++

Resource+Book+


Documents

A Life Full of Problems - rfwp.com · A Life Full of Problems ... Fading requires that students have many experiences in PBL Thursday, March 21, 13. ... 2012 Thursday, March 21, 13