What is PBL & Why in the What is PBL & Why in the World are we Doing World are we Doing

THIS?THIS?Jodi Haney, BGSUJodi Haney, BGSU

Or… Or… But we did just fine the other But we did just fine the other

way!way!

Frayer ModelFrayer Model

BIE DefinitionBIE Definition

PBL is a systematic teaching PBL is a systematic teaching method that engages students method that engages students in learning knowledge and skills in learning knowledge and skills through an extended inquiry through an extended inquiry process structured around process structured around complex, authentic, questions complex, authentic, questions and carefully designed projects and carefully designed projects and tasks.and tasks.

BIE PBL ATTRIBUTESBIE PBL ATTRIBUTES

Recognizes students DRIVE to learnRecognizes students DRIVE to learn Engages students in CENTRAL conceptsEngages students in CENTRAL concepts Highlights PROVOCATIVE issues or questions Highlights PROVOCATIVE issues or questions

that lead to IN DEPTH explorations of that lead to IN DEPTH explorations of authentic and important topicsauthentic and important topics

Requires use of TOOLS and SKILLS Requires use of TOOLS and SKILLS (specifically technology) for learning and (specifically technology) for learning and self/project management.self/project management.

INCLUDE MULTIPLE PRODUCTS that solve INCLUDE MULTIPLE PRODUCTS that solve problems or communicate findings problems or communicate findings (FEEDBACK is frequent)(FEEDBACK is frequent)

Uses PERFORMANCE BASED ASSESSMENTSUses PERFORMANCE BASED ASSESSMENTS Encourages COLLABORATIONEncourages COLLABORATION

PBL Wordle PBL Wordle it’s a word cloud it’s a word cloud

thing!thing! http://www.wordle.net/create

The Learning The Learning PyramidPyramid

What % of what we ____ do we retain after 24 What % of what we ____ do we retain after 24 hours?hours?

Read - Read - % %

See by Demonstration - See by Demonstration - % %

Teach - Teach - % %

Hear via Lecture - Hear via Lecture - % %

Practice by Doing- Practice by Doing- % %

Discuss - Discuss - % %

See & Hear (Audio-Visual) - See & Hear (Audio-Visual) - % %

5%10%20%30%50%75%90%

New TechnologiesNew Technologies

Activity: Fist for a Activity: Fist for a BrainBrain

Cerebrum – Cerebrum – thinkingthinking

Limbic system - Limbic system - emotionsemotions

Brainstem Brainstem (medulla) - (medulla) - body functionsbody functions

Figure 2.2 Data for Survival and data that generate emotions are processed prior to

data for learning.

DataData ProcessingProcessing

The Learning The Learning PyramidPyramid

ModifiedModified Dale’s Cone of Experience (1969).Dale’s Cone of Experience (1969).

Teaching Others/Presentation - 90%

Practice by Doing - 75%

Discussion Group - 50%

Demonstration - 30%

Audio-Visual - 20%

Reading - 10%

Lecture - 5%

AVERAGE RETENTION

RATES AFTER 24 HOURS

Converting a Classroom

(modified from Sandholtz, et al., 1997, p. 14)

FROM: Instruction (Traditional)

TO: Construction (Brain-Based/ PBL)

Teacher Role Fact giver; Expert Collaborator; Sometimes learner

Student Role Listener; Always learner Collaborator; Sometimes expert

Classroom Activities

Facts; Memorization Relationships; Inquiry, invention, & innovation

Demonstration ofSuccess

Quantity of facts Quality of understanding

Assessment Knowledge judged against others; Multiplechoice and true/false items

Work judged against standards; Portfolios and performances

Technology Used for drill and practice(right/wrong answers)

Communication, collaboration,information access, expression

Research on PBLResearch on PBL Medical School Model:Medical School Model:

Slightly higher achievementSlightly higher achievement

Real gains were noted in skills that are Real gains were noted in skills that are required of practicing physiciansrequired of practicing physicians (Torp & Sage, 1998)

K-12 SchoolsK-12 Schools: : (Glassgow, 1997; Jones, (Glassgow, 1997; Jones, Rasmussen & Moffitt,1997)Rasmussen & Moffitt,1997)

Modest positive effect on achievement scoresModest positive effect on achievement scores

Much larger positive gains on indicators such ch larger positive gains on indicators such as: as:

critical thinking and problem solving skills, critical thinking and problem solving skills,

abilities related to accessing, analyzing, abilities related to accessing, analyzing, organizing, and communicating information organizing, and communicating information (21st Century/Universal Skills)(21st Century/Universal Skills)

student attendance patterns and disciplinary student attendance patterns and disciplinary behaviorsbehaviors

Oak Harbor Middle Oak Harbor Middle SchoolSchool

PBL 7PBL 7thth vs. Non PBL 7 vs. Non PBL 7thth vs. Non-PBL 8vs. Non-PBL 8thth Grade Grade students.students.

PBL students had PBL students had significantly higher:significantly higher:

attitudesattitudes

motivationmotivation

engagementengagement

perceived Successperceived Success

Oak Harbor PBL Oak Harbor PBL Students are Students are MOTIVATED!MOTIVATED!

Classroom OverviewClassroom Overview

A day in the life of a St. A day in the life of a St. Joseph Maumee Joseph Maumee Preparatory School Preparatory School Student….Student….

Project EXCITEProject EXCITE

BIE Design ProcessBIE Design Process

1. Begin w End in Mind2. Craft the Driving Question (DQ)

3. Plan the Assessment4. Map the Project5. Manage the Process

Excite DesignExcite Design

QUESTIONS?QUESTIONS?