Divergent Thinking & Problem-based Learning
Activating Students: Learning Resources & Owners Dr.
Jennifer Regelski Assistant Professor, Science
Education1BackgroundEducationB.A. in Zoology, 1995The Ohio State
UniversityScience Certification, 1999Otterbein University
M.A.T. Life Science, 2003Miami UniversityEd.D. Educational
Leadership, 2013Wilmington UniversityThe effects of policy changes
on science teaching and learningTeachingGahanna Lincoln High
School, OH 8 yearsSmyrna High School, DE, 4 yearsPolytech High
School, DE, 2 yearsUniversity South Carolina Aiken, 2 years
2Teaching ExperiencesK-12 Level: Math and reading
interventionBiologyChemistryPhysicsEarth Science Environmental
ScienceMicrobiologySPED ScienceSocial Skills
University Level: Science MethodsEarly Childhood (PK 3)
Elementary (2 6) Middle and Secondary (6-12)Secondary Classroom
ManagementSecondary AssessmentEducational TechnologyEmotional &
Behavioral DisordersAssistive Technology
3Carousel DiscussionCircle the room with a partner and respond
to quotes from Chapters 6 & 7 Agenda: Activating
StudentsLearning Resources for One AnotherCooperative or
Collaborative LearningProblem/Project-based LearningOwners of Their
Own LearningTeacher-directed
assessmentPeer-assessmentSelf-assessmentQuoteExactly why
cooperative learning has such a profound effect is still a matter
of some debate, although there appear to be four main factors (pp.
133 134)Four Mechanismsfor Collaborative LearningMotivation:
ExtrinsicEffort increasesSocial CohesionCare about the groupEffort
increasesPersonalizationPeer engagementEffort increasesCognitive
ElaborationWhen you teach it, you learn itWhat are the 2 key
elements?
**Th(ink)-Pair-Share**QuoteAlthough the two requirements group
goals and individual accountability seem straight forward, they cut
across some widely held assumptions about fairness for groups and
individuals. (p. 136)What is Project-Based
Learning?ConstructivismStudents construct their own understanding
and knowledge of the world through experiments, experience and
reflection.Inquiry-based LearningStudents construct understanding
based on a need or want to know.Problem-based LearningStudents
develop solutions to specific and complex problems.Project-based
LearningStudents work in groups seeking multiple sources of
information and creating authentic products.10Significant
Content21st century competenciesIn-depth inquiryVoice &
ChoiceUpper three on BloomsNeed to know
Why is it
important?http://www.edutopia.org/project-based-learning-introduction-video
11AssessmentMetacognitionIm THINKINGIm NOTICINGIm WONDERINGIm
SEEINGIm FEELINGIm REALIZINGMotivationTAKE IT one day at a
timeSURROUND yourself with positivityCREATE S.M.A.R.T. GoalsBELIEVE
in yourselfRECOGNIZE your progressDONT COMPARE yourself to
othersQuoteReflecting critically on ones own learning is
emotionally charged, which is why developing such skills take time,
especially with students who are accustomed to failure. (p.
158)Quote.teachers do not create learning; only learners create
learning. And yet our classrooms seem to be based on the opposite
principle that if they try really hard, teachers can do the
learning for the learners. (p.145)Interactive
JournalingTeacher-to-studentStudent-to-studentSelf assessmentOUTPUT
(Left Side)BrainstormingMind MapsConcept MapsVenn
DiagramsPicturesDrawingsDiagramsWriting PromptsFlow ChartsLab and
Self-reflectionsPoemsSongsWorksheetsINPUT (Right side)Class
NotesDiscussion NotesReading NotesDataVocabularyHandouts with new
informationPeer Conferencing (student-to-student)
Student-to-Student Assessment
Stoplight Exit Ticket (self)
Strategy that can be used for both assessment and reflection
Thank you for your time!Contact Information:
Dr. Jennifer
[email protected]://drregelski.wordpress.comhttps://www.youtube.com/channel/UCrXTsziYdMFQcMAa9E-Kdwg
