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A presentation deck for training educators on the Project MASH problem-based learning process Half-day version Dig Deeper with Problem-based Learning.

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Presentation on theme: "A presentation deck for training educators on the Project MASH problem-based learning process Half-day version Dig Deeper with Problem-based Learning."— Presentation transcript:

1 A presentation deck for training educators on the Project MASH problem-based learning process Half-day version Dig Deeper with Problem-based Learning

2 Brainstorm - What trash do you see around campus most often? Do some quick drawings, then tape them to the board. Discuss with your group - Which items are most common? Least common? What problems might this indicate? Have one group member take notes. Get your creative juices flowing with a quick activity and conversation

3 Gain an understanding of problem-based learning. Experience problem-based learning first-hand by examining trash on school grounds. Present findings to the group, then discuss how to implement problem-based learning with students and share with other educators. Today’s explorations

4 What is problem-based learning?

5 Problem-based learning gives students the opportunity to identify and examine a real problem, then work together to address the problem by mobilizing resources and advocating for a cause.

6 Problem-based learning provides a clear process (as well as the tools and resources necessary) for introducing meaningful project-based learning.

7 The problem-based learning process

8 Problem-based learning is interdisciplinary. Students find natural connections between subject areas, similar to real world work experiences.

9 Problem-based learning builds student agency, independence, and persistence through a student-driven process of real world problem solving.

10 Problem-based learning is civically charged. By taking on local issues, students have opportunities to raise their voices, get involved, and positively impact the larger community.

11 Problem-based learning is one of several teaching strategies that inform the educational content and experiences available on Project MASH, a social network for learning.

12 Project MASH is a social network for educators, students, and the organizations that serve them. On Project MASH you’ll find student activities and projects that rely on design thinking—or citizen science and other unique teaching strategies. Project MASH also includes professional development resources and support.

13 A problem well put is half solved. -John Dewey

14 The problem-based learning mindset

15 Today’s goal To create a visual (art, video, presentation, etc.) that uses physical evidence to illustrate the problem you’ve investigated.

16 Convince Me!What’s the Problem? For today’s session on problem-based learning, we’ll borrow from activities available for your students on Project MASH: Project MASH activities Analyze-Running the Numbers

17 The Problem: Trash around campus indicates a problem. What’s the problem?

18 Identify a problem-area and develop a guiding question. Based on the quick-start brainstorm, what common themes can you identify? Choose one specific theme, then develop a question to guide you forward. TIME GOAL 2 minutes STEPBrainstorm

19 Write a hypothesis based on your initial brainstorm. A hypothesis should give a reason why your specific problem is happening in one short sentence. 5 minutesTIME GOA L STEP Define

20  Students would exercise more if we had safe walking trails in our community. (Problem: Students are inactive.)  School lunch is “gross” because our school has a small budget, limiting purchasing choices. (Problem: School lunch is unappetizing.)  People only recycle when it’s convenient; providing more ways to recycle would reduce un-recycled waste. (Problem: The school community is throwing away recyclables.) Example hypotheses

21 Test your hypothesis through data collection. Try the following:  Walk school grounds to collect trash  Document trash through photos (trash cans, litter, trash inside the building)  Interview custodial or cafeteria staff  Survey students about the problem  Take inventory of where trash is coming from (vending machines, school store, cafeteria, others?) 60 minutes TIME GOAL STEPField studies

22  Identify data collection methods: a notebook, spreadsheet, digital tool, photographs, a trash bag.  Divide and conquer. Determine roles (interviewer, data collector, photographer, etc.).  Collect more than one type of data (for example physical evidence and student surveys). Field studies tips

23 Make a plan to share your findings visually. What is your data telling you? Sort and analyze your findings. Do they confirm or change your hypothesis? Ask: What will you do with the data you’ve collected? How might you convey an important a message with your findings? 10 minutes TIME GOAL STEPPlan

24 Create a visual, short presentation, artwork, video or other creative way to share your findings. Portray your message & purpose clearly. Consider how this will impact or persuade your audience. TIME GOAL 60 minutes STEPCreate

25 Present your work! What is your message? How might it be amplified, i.e. published? How might it be used to spur others to action? TIME GOAL 20 minutes STEPAdvocate

26 The product is not the end result of problem- based learning. How you SHARE the product and what others DO with it is!

27 Working with your team, create a visualization for how problem-based learning: Fosters student engagement Addresses specific content areas Builds skills, i.e. 21 st century skills Project Share TIME15 minutes

28 Working with your team, discuss how today’s activity aligns to these Common Core standards. How might implementing this activity with students further meet the standard? CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Common Core Connections TIME15 minutes

29 Today’s Project: What role did technology play in today’s project? Think Beyond Today: What additional possibilities might exist in an extended version of this? Beyond Tech Integration: How is this role distinct from the simple notion of “technology integration”? Reflection & Discussion: Technology

30 What are the possibilities for assessing project’s like today’s problem-based learning effort? Document the process, and not just the product? Promote self-reflection & peer-feedback? Address skills, habits and mindsets in addition to content? Reflection & Discussion: Assessment

31 Want more? Visit Project MASH for tool kits and resources that align to problem-based learning and these other teaching strategies, including design thinking, citizen science, making & tinkering, and more.

32 On Project MASH you’ll discover activities and projects that incorporate problem-based learning and other unique approaches to teaching and learning. Convince Me!Ask: The Art of Conversation What’s the Problem?

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