Engaging students with inquiry: Project-based learning and problem-based learning in integrated STEM
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This document discusses strategies for engaging students in inquiry through project-based learning (PBL) and problem-based learning (PBL). It begins by distinguishing different types of authentic learning approaches before focusing on PBL and PBL. The key principles of PBL are described, including having students take responsibility for their own learning through open-ended problems. Effective PBL uses ill-structured problems, integrates multiple disciplines, relies on collaboration, and has students apply their learning back to the problem. Examples of PBL units on math/environmental science and genetics/math are provided. Guidance is given on generating authentic problems and developing driving questions for projects. Attributes of successful PBL and factors influencing the success of inquiry approaches are
Engaging students with inquiry: Project-based learning and problem-based learning in integrated STEM
- 1. Engaging Students with Inquiry: Project-based Learning & Problem-based Learning in Integrated STEM Michael M.Grant,PhD Educational Technology
- 2. Michael M. Grant Educational Technology http://viral-‐notebook.com michaelmgrant@sc.edu @michaelmgrant
- 4. Agenda
- 5. Authentic Learning Artificial Real world relevance Craft Apprenticeships/Internships Problem-based Learning Project-based Learning Direct Instruction Cases/Case Studies
- 6. Authentic Learning Artificial Real world relevance Craft Apprenticeships/Internships Problem-based Learning Project-based Learning Direct Instruction Cases/Case Studies
- 7. iSTEM | university of north Carolina Wilmington What is the outcome? • Shareable ArtifactProject-based • SolutionProblem-based
- 11. iSTEM | university of north Carolina Wilmington Problem-based Learning Principles 1. Students must have the responsibility for their own learning. 2. The problem simulations used in problem-based learning must be ill-structured and allow for free inquiry. 3. Learning should be integrated from a wide range of disciplines or subjects. 4. Collaboration is essential. 5. What students learn during their self-directed learning must be applied back to the problem with reanalysis and resolution. 6. A closing analysis of what has been learned from work with the problem and a discussion of what concepts and principles have been learned is essential. 7. Self and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit. 8. The activities carried out in problem-based learning must be those valued in the real world. From Barrows (pbli.org) and Savery (2006)
- 12. iSTEM | university of north Carolina Wilmington Problem-based Learning Tutorial Cycle Encounter problem Identify & apply existing knowledge Identify what knowledge/data are needed Engage in independent study Share new knowledge/data. Teach peers. Propose solution(s). Evaluate solution(s). Engage in self, peer & tutor assessments.
- 14. A more accurate title might be… SPBIICRL
- 15. A more accurate title might be… “student-centered, problem-based, inquiry-based, integrated, collaborative, reiterative learning.” But that’s not as sexy.
- 16. iSTEM | university of north Carolina Wilmington Math & Environmental Science: We Need Trees We need the trees —Scene One https://docs.google.com/document/pub?id=1OP-kYkWquyMT5Kfb- k74Cu9bmvK0FwoopU0Mbw-jQ5w We need the trees —Scene Two https://docs.google.com/document/pub?id=11f9nmQmUAF8QIkU2K6uzE3tALPF 0i1We6CaJZDzGnOk
- 23. iSTEM | university of north Carolina Wilmington Genetics & Math: Wondering about Via, too? Overview Scene 1 Scene 2 Scene 3 Scene 4 Learning Grid
- 31. iSTEM | university of north Carolina Wilmington Generating the Problem Authentic 1 or more solutions with 1 or more pathways Initial presentation should provide minimal information Information/data available upon request or progressive disclosure Expert review will anticipate process & identify needed information Expert review will predict alternative paths & non-productive paths
- 32. iSTEM | university of north Carolina Wilmington Generating the Problem What is the desired outcome? What is the plan that would address the desired outcome? What is the problem solution(s) that would generate the plan? What key pieces of information would lead to the solution(s)? What key pieces of information might be external to the solution, but related? What pieces of information might be requested but irrelevant? How does the problem present? What are the cues/clues that need to be included to prompt problem solving?
- 33. Course Embed 1 time Whole course Across courses Collaboration None/minimal Essential Ambiguity Low High Solutions Single Multiple Problem Solving Single paths Multiple paths Difficulty Application Analysis EvaluationSynthesis From Grant & Glazewski (2017) Elements to consider when planning for PBL
- 34. Expert/teacher role Directive Facilitative Assessment Artifacts Product Process Multiple Assessment Perspectives Single/Instructor Multiple Authenticity Artificial Real world relevance Scaffolds & Resources Just in case Just in time Instructional Purpose Problem Identification Problem Solving Both From Grant & Glazewski (2017) Elements to consider when planning for PBL
- 36. iSTEM | university of north Carolina Wilmington Components of Project-based Learning Production of a learning artifact An introduction, emotional anchor or mission Driving question Definition of the learning task Procedure for investigation Suggested/curated resources Scaffolding Collaborations Reflections & transfer activities
- 37. Directions 1.Choose a topic. Hands-on: Developing Driving Questions practice
- 38. Directions 1.Choose a topic. 2.Think about where or how that knowledge or skill is used in the real world and would matter to your students. Hands-on: Developing Driving Questions practice
- 39. Directions 1.Choose a topic. 2.Think about where or how that knowledge or skill is used in the real world and would matter to your students. 3.Break out the Tubric. Hands-on: Developing Driving Questions practice
- 44. iSTEM | university of north Carolina Wilmington Types of Problems for Driving Questions Design: Students might create their own truck company in the context of a simulation which places the company in a simulated economy. Diagnosis: Students might be hired as new chief executives of a troubled trucking company and have the job of diagnosing and explaining the problems the company faces. Discovery: Students might have the task of improving the operations of their trucking company by comparing it to other trucking companies and discovering what they do that their company might learn from. Decision-Making: Decision-making problems are usually constrained to decisions with a limited number of solutions. Control: Students might run a simulated trucking company,making the day-to-day business decisions that arise. From http://www.engines4ed.org/hyperbook/nodes/NODE-231-pg.html
- 45. Directions 1.Choose a topic. 2.Think about where or how that knowledge or skill is used in the real world and would matter to your students. 3.Break out the Tubric. 4.Translate your knowledge/skill with your context into a driving question. Hands-on: Developing Driving Questions practice
- 46. Directions 1.Choose a topic. 2.Think about where or how that knowledge or skill is used in the real world and would matter to your students. 3.Break out the Tubric. 4.Translate your knowledge/skill with your context into a driving question. 5.Try 2-3 questions to see which one is the best. Hands-on: Developing Driving Questions practice
- 47. Imagefromhttps://gingerlewman.files.wordpress.com/2013/07/screen-shot-2013-07-08-at-11-49-30-pm.png
- 49. iSTEM | university of north Carolina Wilmington The Physics Behind Waterslides http://news.nationalgeographic.com/news/2013/07/130704- water-slide-water-park-theme-design-engineering-physics/ Integrates • Concepts of inertia,friction,gravity,acceleration • Real world issues of different body types • Expert knowledge from Rick Hunter,CEO of ProSlide Technology Images from https://farm4.staticflickr.com/3202/2685302140_3c86bb8f8b_b.jpg & http://news.nationalgeographic.com/news/2013/07/130704-water- slide-water-park-theme-design-engineering-physics/#/69072.jpg
- 50. iSTEM | university of north Carolina Wilmington The Physics Behind Waterslides https://betterlesson.com/lesson/623351/wild-water-slide- engineering-and-experimental-design-part-1-3
- 53. iSTEM | university of north Carolina Wilmington How Teachers Use Project-based Learning Reinforcer Extender Initiator Navigator (Tamim & Grant, 2013)
- 57. iSTEM | university of north Carolina Wilmington 5 Ways I Screwed up (and Fixed) Project Based Learning in My Classroom 1. I Prioritized Cool Technology over Student Creativity 2. I Created Rubrics That Promoted Compliance 3. I Expected Students to Be Able to Collaborate 4. I Issued Group Grades 5. (I Didn’t Go out of My Way to Educate Parents)http://www.rosscoops31.com/2017/03/05/5-ways-screwed- fixed-project-based-learning-classroom/ by Ross Cooper,co-author of Hacking Project-based Learning
- 59. iSTEM | university of north Carolina Wilmington Google’s 20% Time http://www.coolcatteacher.com/9-fine-ways-better-20-time/ • Follows Google’s precept of 20% of an employee’s time can be dedicated to a project of their own choosing • Genius Hour,Passion Projects, or Compassion-based Engineering Image from http://edblog.smarttech.com/wp-content/uploads/2017/01/Choose2Matter_and_SMART_Angela_Maiers.png
- 61. Attributes of successful project- based learning
- 62. Project task(s) afford multiple paths to completion & learning.
- 63. Students should have choice in the topic(s) and/or process of investigation.
- 64. Scaffolds help students perform at a higher level with project tasks.
- 65. Resources are evaluated & synthesized to produce artifact(s).
- 66. Collaborations allows students to negotiate content & receive feedback.
- 67. Assessment encompasses process & product.
- 69. Artifacts afford multiple representations of knowledge. Projects are not recipes.
- 70. Projects should encourage students to at least apply knowledge.
- 72. Students will segment their learning from one class or topic to another. Merging STEM or other disciplines should be the rule — not the exception.
- 73. Factors that will influence the success of Inquiry for Faculty & students
- 74. Faculty and students must recognize & accept their roles in PBLs.
- 75. Faculty & students must be comfortable with the physical messiness of PBLs.
- 76. Faculty & students must have a tolerance for ambiguity in PBLs.
- 77. PBLs must be integrated with the reality outside a faculty member’s classroom.
- 78. Ultimately … The quality of inquiry learning is dependent on the teacher.
- 80. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 United States License. Michael M. Grant, PhD 2017