Which 21st Century Skills
do you think are naturally addressed within a quality PBL experience? All the skills that have been identified as 2st century skills are part of the problem-solving experience. The core part is the 4Cs: Critical thinking Communication Collaboration Creativity |
NOTICE the CONNECTION???? (hint.... 4Cs)
Evaluating a PBL Experience
Climate change PBL by Jennifer Ayers
I chose a PBL from PBLworks on Climate Change. In Earth Science, we cover the atmosphere and then learn about weather and the overall climate system. It is a project that I will actually try to use this semester as I have been assessing how to get my students thinking about climate. The presentation above showcases the main goals of the project, the linkage of the project goals to Virginia SOLs on climate change and the atmosphere, and a rubric from the Buck Institute which can be used to determine the quality of the project description, goals, and desired outcomes.
As a published project from PBLworks, I was not surprised to determine that the project matched the qualities of a well-designed learning exercise following the rubric. It is student-centered as the first set of questions in the project directions are concerning the students involved. It indicated linakge to common core and other standard lists. The project relies on students using the 4Cs. I really didn't see any areas for improvement in the project.
As a published project from PBLworks, I was not surprised to determine that the project matched the qualities of a well-designed learning exercise following the rubric. It is student-centered as the first set of questions in the project directions are concerning the students involved. It indicated linakge to common core and other standard lists. The project relies on students using the 4Cs. I really didn't see any areas for improvement in the project.
Creating a PBL Plan
In Earth Science, the study of plate tectonics is an important topic that helps explain many of Earth’s natural phenomena. The concept relies on piecing various pieces of data together to form a cohesive understanding of the Theory of Plate Tectonics. I use a mix of digital and non-digital components in the lessons. We use videos to bring plate tectonic history to life so that students can visualize the configuration in which plates have been in the past leading up to present day. In order to link plate tectonic boundaries to natural hazards like volcanoes and earthquakes, I use a worksheet that asks the students to plot latitude and longitude on a global map. The students then have to research online to compare plate boundaries, their motions, and plot on the maps the direction of plate movement. The final piece of the assignments requires students to link the location of the earthquakes and volcanoes through their online research to each plate boundary and not discrepancies.
The topic requires thoughtful building and scaffolding of concepts. I use animation videos as my technology in the early/ introductory parts of the lesson. One portion uses an interactive simulator that shows the position and movement of plates through time so we can go back and forth in geologic time to see where tectonic plates were located. In the middle of the lesson which takes several days to move through, the students are required to plot the locations of earthquakes and volcanoes by hand on paper maps. This portion gives tactile learners the ability to physically connect with the maps and also forces students who need reinforcement in reading/ plotting latitude and longitude on map additional time to strengthen their skills.
My goals for redesigning this lesson are to include some higher level analytical methods to the assignment. I feel that the later portions of the assignment could benefit from being able to "play" with the data through integrative map layers. Critical thinking and PBL 4C skills that require higher level cognitive exercise to stretch the students. I will try to think about how I can take existing concepts and create a PBL framework for this unit.
The topic requires thoughtful building and scaffolding of concepts. I use animation videos as my technology in the early/ introductory parts of the lesson. One portion uses an interactive simulator that shows the position and movement of plates through time so we can go back and forth in geologic time to see where tectonic plates were located. In the middle of the lesson which takes several days to move through, the students are required to plot the locations of earthquakes and volcanoes by hand on paper maps. This portion gives tactile learners the ability to physically connect with the maps and also forces students who need reinforcement in reading/ plotting latitude and longitude on map additional time to strengthen their skills.
My goals for redesigning this lesson are to include some higher level analytical methods to the assignment. I feel that the later portions of the assignment could benefit from being able to "play" with the data through integrative map layers. Critical thinking and PBL 4C skills that require higher level cognitive exercise to stretch the students. I will try to think about how I can take existing concepts and create a PBL framework for this unit.
pblworks_project_planner_plate_tectonics.docx |
Reflection (Part 1)
1. How might the PBL experience be more effective than the existing lesson/unit approach described in Step One?
The PBL experience will allow the students to "experience" each major time period as a place with it's own mountains, oceans, and variations of organisms that are vastly different than our modern Earth. A time-traveling PBL will provide the students a chance to research a time period in depth and then see how much ghange has occure.
2. What challenges do you anticipate facing if you do decide to develop PBL approaches to instruction?
The biggest issue that I will face is the amount of time it will take to develop lessons into projects. the students may also puch back because it is more work than just sitting and staring off into space. I also have some students who despise group projects so I will have to convince them that this will be "different" than a normal group project.
3. What roles do technology play in your proposed PBL plan?
I plan to use Canvas as the LMS. WIthin Canvas I will provide all the project information and a repository for the projects. I can assign groups in it as well. I will also be using reconstruction videos that they watch back and forth to see how changes in shapes, sizes, and locations plates occured.
4. What other skills are likely practiced in the PBL experience, beyond the targeted outcomes? Be specific.
There are a myriad of types of research and analyses that go into finding the required information and deciding what to include in the project. The students will be given general guidance but they get to be creative in the choices on their graphics and visuals. The will find all types of unusual organisms to spark their imagination.
Reflection (Part 2)
See the Context Project Reflection page.