Engaging your students
with problem-based learning

Instructors:   Troy Gobble, Helen Harper, 
               Doreen Fritz
Textbook:      Problems as Possibilities; Problem-Based Learning for K-12 Education (2^nd edition), by Linda Torp and Sara Sage
Meet in: The Professional Learning Center (in thelibrary)
Dates:         Jan. 27; Feb.3,10,17,24
               March 2,9,16
Time:          3:30 – 5:30 P.M.

30 CPDU’s or 3 hours college credit

 Syllabus

January 27      Getting organized; college credit option; sign up for treats.
                         Introduction to PBL

Assignment:  Read Chapters 1, 2, and 3

February 3      Essential Questions
                        Understanding by Design
                        Talk about observation opportunities; peer study groups
                        Complete a WebQuest assigned by the instructors time  in class to work)
                        Introduction to WebQuest design; elements and taskonomy
                                                  Assignment:  1. Bring to class next week a topic you struggle with; students   find boring; something you intend to teach in early March, or  something new.
                                                 2.  Find a WebQuest  that exemplifies problem-based learning to share with the rest of the class.

February 10   Examine samples of WebQuests
                       Start planning your WebQuest: define goals or learning objectives
                       Apply essential questions to your defined goals.
                       FrontPage mini-lesson/set up structure for saving web files
                       Briefly draft the rest of the WebQuest – determine tasks, resources, process, assessment tools
 

February 17    Share Webquest introductions (“hooks”)
                        Search for resources. View Teacher Resources webpage
                        Review assessment options for WebQuests.
                        Work on fully developing your WebQuest (all components and have it in        
                        HTML, ready to be posted to the Web.
                                                     Assignment:    1.  Fully complete your WebQuest.
                         Deliver  to Helen or Doreen via email or disc no later than Monday, Feb. 23
                                                                              2.  Read Chapter 6

February 24   View and assess at least 4 of your classmates’ WebQuests
New topic:  “PBL Lite” – one-day assignments that challenge students to learn by solving problems
Apply already-learned terms in Essential Questions and Understanding by Design to “PBL Lite.” Required elements of a PBL assignment
What is the teacher’s role?
                             Assignment:  1.  Read Chapters 4 and 5
                              2.  Have you arranged for your observation hours?
                              3.  Brainstorm or research to find possible topics  for PBL 
                                 you could use in your classroom

March 2          Huge, long-term projects for PBL (learning over time)
                        The difference between the ideal and the real PBL lesson (what is practical?)
                        Begin designing your own PBL unit/lesson – include the essential elements.
                                                     Assignment:    Gather resources, further define, continue to
                                                     work on your unit

March 9          Work on your PBL Unit
                                                      Assignment:    1.  Have you finished your observation?
                                                      This is your last chance!
                                                      2.   Finish your PBL Unit before next Tuesday.

 March 16        Final presentations; Evaluations; More examples; etc.

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