DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers
Academy July 6-7, 2015
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OH NOOO you lost your phone! How would you learn to use your
new, fancy, more complicated cell phone? But you get a new
one!
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Agenda Monday, July 6 Introduction to PBL Student Perspective:
Reading a Problem Mini-Problems Problem Presented Investigate
Problem Tuesday, July 7 Solution Presentation Partner Evaluation
Questions Teacher Perspective: PBL Writing Problems Designing
Rubrics Discussion Classroom Unsquared
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Who is Classroom Unsquared?
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CRITERIAPERFORMANCEMAX. POINTSASSESS 1. Length.5min. 0-2min.
> 2-4 min. > 4 min. (0) (1-10) (10) (10) (10-0) (0) 10
(10,9.5,8.5,7.5,6.5) 2. ContentAccurate and relevant information 20
(20,19,17,15,13) Significant and appropriate depth of
investigation10 Team knowledge20 3. Presentation Voice volume, eye
contact, enthusiasm Grabber, intro, body, summary, APA Bibliography
10 4. ClarityBody: Understandable, organized, appropriate detail10
5. AV Aids (PP) Effective use of titles, text, transitions,
pictures, animations, problem guidelines 10 6. CreativityUnique,
clever, thoughtful10 TOTAL ( Late: -15 points / day )100 SUMMATIVE
ASSESSMENT FOR A POWER POINT PRESENTATION PROBLEM ________PERIOD
________ TEAM MEMBERS ________________ ___________________
__________________ __________________ ___________________ SUMMATIVE
ASSESSMENT FOR PRESENTATION(Perfect, Excellent, Good, Fair,
Poor)
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How Did I Do, Partner? Name: __________________________ A =
Awesome VG = Very Good G = Good Problem: ________________________
NG = Not Good Partner Number: __________ I always did what I was
supposed to do. __________ I helped my group. __________ My group
knew they could count on me. __________ Elementary Fair Share
Partner Rubric
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PBL Process for Students 1. Problem presented 2.
Reading/Analysis of problem 3. List prior knowledge 4. Formulate
solution format 5. List what is needed (essential questions) 6.
Create an action plan 7. Carry out plan 8. Present Solution
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PBL Process for Teacher 1.Design a problem 2.Pick partner teams
3.Present to class with due date 4.Teams begin PBL 5.Formative
discussions 6.Teams share Essential Questions with teacher
7.Present selected EQ? 8.Formative discussions? 9.Present EQ? 10.
Inquiry? 11. Solution (rubric) 12. Partner Evaluation (rubric)
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Writing PBL EQ: How can I create rigorous, engaging problems
for my students?
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Writing a Problem 1.Start with standards 2.Develop overarching
EQ and set of supporting (focus) EQs to address standards In class,
students will develop but you need to be prepared to scaffold
3.Create scenario that requires students to solve problem use
active verbs and specific nouns
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Scenario Student-centered Appeals to students natural curiosity
Something they can relate to Know your audience Real-world (as much
as possible) Use scientific terminology Require specific product
initially Can change as you feel more comfortable
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Integration 76% or more of STEM teachers provide explicit
assimilation of concepts from more than one STEM discipline and
problems/projects require more than one discipline for solutions. ~
STEM Georgia Elementary Rubric
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4 th Grade Social Studies: SS4H4 The student will explain the
causes, events, and results of the American Revolution. b. Explain
the writing of the Declaration of Independence; include who wrote
it, how it was written, why it was necessary, and how it was a
response to tyranny and the abuse of power. SS4CG1 The student will
describe the meaning of a. Natural rights as found in the
Declaration of Independence (the right to life, liberty, and the
pursuit of happiness). Dear Team: The History Channel is interested
in developing new material for fourth graders across the country,
and we hope that you will rise to the challenge of helping us. Here
is your problem: The year is 1776, and the Revolutionary War is
continuing into its second year. The delegates to the Continental
Congress are struggling to communicate their distrust of and
disgust for Great Britains actions against the colonies. To help
them, they have appointed a five-man team of Thomas Jefferson of
Virginia, John Adams of Massachusetts, Roger Sherman of
Connecticut, Benjamin Franklin of Pennsylvania and Robert R.
Livingston of New York to draft a formal statement justifying the
break from the monarchy. Assuming their identities, your team will
create a modern-day version of the events that surrounded the
writing of the Declaration of Independence, answering at a minimum
the following questions:Thomas JeffersonJohn Adams
MassachusettsConnecticutBenjamin Franklin Why was the Declaration
necessary? Who wrote it? How was it written? What are natural
rights? Your product can be in one of the following formats:
Written script, including performance Video Photo Story Or, if you
want to do something different, just check with your teacher. I
look forward to seeing your submissions at the end of three weeks.
Sincerely, Delores Gavin Vice President of Development &
Programming
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Hello, Boys and Girls! The Museum of Natural History at the
University of Georgia and the Georgia Department of Natural
Resources are excited to invite you to help design a new game for
all of Georgia's third graders! We call it, "WHO AM I?" and this is
your team's job: 1. Choose a mammal that lives in Georgia (but
SHHH! don't tell anyone which one it is yet!) and find a really
good photograph. 2. Help others guess about which animal you have
chosen by giving clues, like a. How big am I? Let's fool them by
using a multiplier (you decide which one) b. What part of the state
do I live in? Divide the state into quarters: NE, NW, SE, SW (or
all over?) c. Describe my habitat. How big is it? What do my front
and back yards look like? d. How many years have mammals like me
been living? How long will I live? e. What do I eat? Other than
eating, what do I do for fun? Do I like the daytime or nighttime
better? f. How many babies do I usually birth? If I live in a
group, how many others live with me? 3. Your teacher or your
parents might come up with some other good questions, so be sure to
talk with them! 4. When you have all the answers to your questions,
write a story about your mammal, starting with "My name is
_______." (make it a cool name!) Your story should be at least 3
good paragraphs long, so use a lot of description and explanation,
but don't make it too easy! And you should end the story with
asking the question, " WHO AM I?" 5. Give your teacher your team's
typed story and a PowerPoint slide with the photograph of your
mammal. Your teacher will make enough copies of your story for each
team to have one. One of your team members will read your story
aloud while the rest of the class follows along, making sure they
mark important words. At the end of the stories, your teacher will
tell you how much time you have to solve all the puzzles and how
she wants you to give her your solutions. The team with the most
correct answers at the end of the game wins! 5. Finally, your
teacher will choose a team of judges to decide whose mammal story
is the best, and it will be sent to us to become part of the game
for the entire state! Make sure everyone on your team works hard,
and good luck! Third Grade Interdisciplinary Problem
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MATH 7 Problem: How many marbles are in the container? Sitting
on a math teachers desk is an oddly-shaped container filled with
common cats-eye marbles filled all the way to the top. Students can
see the marbles at the top but the sides are opaque. The shape and
dimensions of the container are shown below. The glass walls of the
container are 2 mm thick. The inside of the container has only
marbles and porosity. The teacher wants each team to CALCULATE the
number of marbles in the container. The winner is the team that
gets the closest to the actual number PLUS a mathematical working
formula that shows the class how they came up with their answer.
You will have 5 class days to solve the problem. Your solution will
be an attractive 8.5x11 inch poster of the container, dimensions, a
formula, data, and answer. Good Luck! 6.2 cm 50.2 cm 35.4 cm 35.4
cm (GPS: MCC7.RP.1, RP.2, RP.3, NS.3, EE.3, EE.4, G.1, G.6)
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CHEMISTRY Problem 4: An Environmental Disaster Your chemical
environmental engineering team has been asked by AJAX Mining
Company to help them analyze a formidable problem that has
developed over the last 40 years in a mountain valley near
Yellowstone National Park. There is some concern that this problem
could affect the wilderness areas in and near the park. The valley
has a rich ore body of iron pyrite, other metals, and GOLD. The
valley has high yearly rainfall. Fish kills in the streams are now
common here in the valley and downstream toward the park. Your team
collected data in the valley. You found large slag piles of iron
pyrite in the mining area. The pH of the streams was between 2 and
3.5. Dead trout were found and very few marine micro-invertebrates.
Rocks in the streams were stained reddish- yellow. Chemical
analysis of this material indicates iron III hydroxide. Shrubs and
trees in the valley are beginning to look yellow and diseased. What
is going on? AJAX needs for you to present your data, your chemical
analysis of your data, and a solution to help turn around this
environmental damage that may soon affect a larger area, including
Yellowstone National Park. They need your written report and
presentation _____________. Good luck.
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Now its your turn! Be prepared to present your problem at
_______.
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DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers
Academy July 6-7, 2015
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Lets share some of our problems!
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Designing a rubric for summative assessment of student
solutions Solution Rubric Content 60-70% Process 30-40% Select
qualitative properties and apply a numeric value Table form easy to
score When and how should we use rubrics?
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DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers
Academy July 6-7, 2015
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What do students and parents think about PBL? What factors are
critical to PBL success?
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What are the crucial elements for the successful implementation
of PBL? 1.Create an environment where students feel empowered and
then let go! Have no fear and dont underestimate the ability of
your students. Give them a chance to grow and develop into this new
responsibility and control. Your role becomes one of guide,
resource, and occasional team member. Use formative assessments
every day. 2.Create good teams working at tables. 3.Use intrinsic
motivation primarily. Peak their curiosity daily. 4.Open up all
technology to them. Let them teach you how to use it. Create a set
of safety and proper use rules with your students and post them.
5.Encourage your students to develop a full set of essential
questions and use them as a research guide.
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6.Use scaffolding as necessary, especially in the first problem
or two, but reduce dependency with time. Eliminate the need for
worksheets. 7.Have students use a journal notebook for all of their
work. 8.Let students grade their own inquiry reports and notebooks
and then justify their grades in person with you. 9.Emphasize the
importance of problem solutions in your grading system. 10. Keep
administrators and parents informed and on board with your
methodology. Send home a letter to parents explaining the
methodology, signed by you and your principal.
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Final Thoughts or Questions?
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Simply giving employees (students) a sense of agency- a feeling
that they are in control, that they have genuine decision-making
authority - can radically increase how much energy and focus they
bring to their jobs. The Power of Habit by Charles Duhigg Do you
agree that PBL instruction has the potential to help students be
more successful in their futures? Then what would keep you from
using it very soon?
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DR. MIMI DYER AND MR. JOHN SCHAFER STEM Georgia Teachers
Academy July 6-7, 2015