CwiC Session: Framework for PBL
- 1. A Framework for Problem-Based Learning Classroom : Optimizing an approach to mathematics education Carmel Schettino, Ph.D. Deerfield Academy ASG Conference 2013
- 5. Mathematical Needs of Modern Industry ©Carmel Schettino.org
- 6. How do we teach higher-order skills? Trilling & Fadel, (2012) 21st Century Skills: Learning for Life in Our Times, Jossey-Bass. ©Carmel Schettino.org
- 7. Where are these in the traditional Mathematics Classroom? Single Mathematical Authority Passive Learners Dependent Thinkers Owner of Knowledge Director of learning Source of Questions & Answers Uninvested Learning Teacher ©Carmel Schettino.org
- 8. Common Core Standards for mathematical practice (U.S.) 2 3 4 5 Make sense of problems and persevere in solving them1 Reason abstractly and quantitatively Use appropriate tools strategically Look for and express regularity in repeated reasoning Construct viable arguments and critique the reasoning of others 6 Look for and make use of structure ©Carmel Schettino.org
- 9. An approach to curriculum and pedagogy where student learning and content material are co-constructed by students and teachers through problems that are • both contextually-based and abstract • discussed and presented by students in a non- hierarchical environment • deliberately scaffolded based on students’ prior knowledge What is Problem-Based Learning? Schettino, 2010 ©Carmel Schettino.org
- 10. What is the difference between mathematical engagements? Emergent Authenticity Preauthentication Jonassen, D(2011) Supporting Problem Solving in PBL. IJPBL, 5(2), 95-119 Authentic practice within mathematics by engaging in activity germane to field Pre-analysis of activities attempting to simulate authentic problem in learning environment
- 11. Problem-Based vs. Project-Based • Deliberately scaffolded whole-problem curricula • Preauthentication of problems for mathematical experience • Student Agency stems from student presentations of problem solutions from prior knowledge and collaboration Problem-Based • Larger picture projects with direct instruction units • Emergent authenticity in mathematical experience • Student Agency stems from directing project with knowledge from instruction and collaboration Project-Based ©Carmel Schettino.org
- 12. Aspects of Problem-Based Teaching Facilitation of Discussion Student Listening Metacognitive Journaling Assessment of problem solving Pedagogy Discourse Moves Conjecturing Skills Assessment Student Questioning Curriculum Safe Environment for Risk- Taking Technology ©Carmel Schettino.org
- 13. Necessary Facets of a PBL Classroom PBL Framework Connected Curriculum Justification not prescription Shared Authority Ownership of Knowledge Schettino 2013 ©Carmel Schettino.org
- 14. Problem Purposes Review material from past courses Trigger prior knowledge for an upcoming problem Inspire construction of new knowledge Introduce new terminology Practice new skill Challenge more able students See same new idea from different representation Introduce new technology skill Concretize an abstract concept ©Carmel Schettino.org
- 15. Connected Curriculum ©Carmel Schettino.org Scaffolded Problems Decompartmentalized Topics The Connected Nature of Mathematics
- 16. Ownership of Knowledge ©Carmel Schettino.org Encouragement of individual and group ownership Metacognitive Journals Student Presentation Revoicing and Teacher Discourse Moves
- 17. Shared Authority ©Carmel Schettino.org Dissolution of Authoritarian Hierarchy Discourse moves to improve equity Send message of valuing risk- taking and all ideas
- 18. Justification – Not Prescription ©Carmel Schettino.org The point is “why” Foster inquiry with multiple perspectives Value curiosity and Assess creativity
- 19. Resist temptation to tell Stop giving students the final product of our thinking Problems first, teaching second Cognitive Apprenticeship Stop teaching decontextualized content Teaching for Higher Order Learning Reevaluate Evaluation McCain, T. (2005) Teaching for Tomorrow, Corwin Press. ©Carmel Schettino.org
- 20. Coaching Modeling Scaffolding Fading Cognitive Apprenticeship Encouraging, Adding insight, Asking probing questions, Holding back, Supporting with information Risk-taking, Questioning, Making mistakes, Finding resources, Conjecturing Revoicing, Mapping ideas, Probing for explanation, Requiring conjecturing, opportunities for more student interaction Relinquishing/sharing authority, valuing multiple perspectives, allowing students to be expert Redefining the role of the Teacher – Teacher “Repositioning” ©Carmel Schettino.org
- 21. A continuum of PBL Occasional “Problem of the Day” Math Competitions Traditional Text book “buffet” Traditional Textbook supplemented with “Motivational Problems” PBL Units with Direct Instruction Classes Whole Problem-Based Curriculum decompartmentalization ©Carmel Schettino.org
- 22. Where can you get good problems? Emergent Math http://tinyurl.com/aerasigpbl AERA SIG for PBL http://www2.edc.org/mathproblems/sea rchTopic.asp Problems with a Point ©Carmel Schettino.org Inside Mathematics http://insidemathematics.org/index.p hp/tools-for-teachers/problems-of- the-month http://emergentmath.com/my-problem- based-curriculum-maps/
- 23. It’s not as easy as it looks… P R O B L E M S I N V E S T E D L E A R N E R S B U Y - I N T I M E Pedagogy ©Carmel Schettino.org
- 24. Pros and Cons ©Carmel Schettino.org
- 25. Are you inspired? P B L • Check out the PBL Resources List on my website www.carmelschettino.org • Follow me on twitter @SchettinoPBL • Visit schools where PBL is practiced • Email at carmel@carmelschettino.org ©Carmel Schettino.org
- 26. Do you have any questions? ?? ©Carmel Schettino.org
- 27. Reference List • Lampert, M (2001). Teaching Problems and the Problems of Teaching. Yale University Press, New Haven • Jonassen, D(2011) Supporting Problem Solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119. • McCain, T. (2005) Teaching for Tomorrow: Teaching Content and Problem-Solving Skills. Corwin Press, Thousand Oaks, CA (44). • Tomlinson. C & Cunningham, C. (2003). Differentiation in Practice: A resource guide for differentiating curriculum, Grades K-5. ASCD, Alexandria, VA. • My website at www.carmelschettino.org • My delicious account at http://delicious.com/SchettinoPBL ©Carmel Schettino.org