Getting started with PBL

Problem Based Learning is an authentic way to develop and use inquiry skills

Exploring PBL

• Watch the video to explore the concept - problem based learning
• Hope Floats
• How does the video reflect the elements of problem based learning?
• Use the Frayer Model to construct an understanding of problem based learning

Where are we now? Where do we want to go?

• Talk to your peers at the table about your class and goals. Participants identify their own learning goals on the  placemats.
• Discuss what inquiry looks like in your classroom? What would you like to see?
• Observe examples of inquiry

What do your colleagues say about PBL?

• Read some of the suggestions that teachers from past PBL modules have shared
• Access the file here

How will we get there?

• What are the elements or components  of inquiry?
• Consider how your strand or subject reflects opportunities for problem based learning.
  Explore your curriclulum to determine big questions that can become the problem focus for the investigation 
• For social studies refer to the inquiry expectations 

What are my next steps?

• Consider the skills that you need to teach your students? (collaboration skills, questioning, gathering and organizing resources, interpreting and analyzing, communicating)
• Prepare an action plan
• examine overall expectations, learning goals, assessment, resources, scaffolding approach

Consider the following:

Immerse your students in the issue - building background knowledge

Edugains has produced a document focusing on background knowledge.

Teachers play a key role in helping students build and use background knowledge.

When students are actively building their background knowledge, they are more

likely to experience success in academic achievement (Marzano, 2004).

Click here to see the article

See how one teacher begins his inquires be focusing on building knowledge

Developing the language of Inquiry

"Most students need some help to discover what dialogue is and to develop grand
conversation skills (Barnes, 2008)"
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Grand_Conversations_Junor.pdf

Provide opportunities for students to see and practice the talk and listening skills needed to stimulate higher order thinking. 

For example: listen and speak, build on others statements, explain how you arrived at a solution, draw conclusions about what might happen next

To explore this process more visit our page: Developing the Language of Inquiry  . 

Determine the prior knowledge that students have

Students come to many topics with an understanding from their own expeiences or background. It is useful for teachers to gather this information because it can guide the inquiry and it is a key element of the knowledge building process.

How can I find out what they know? (RAN Organizer)

1) Consider using the RAN teaching strategy (RAN Organizer). This is based on Tony Snead's adaptation of the KWL chart.
To access the file click here. (Word)

http://www.myteacherpages.com/webpages/mkiva/ran.cfm

See how one teacher has adapted the model

http://raine6.blogspot.ca/2013/03/using-ran-strategy-for-inquiry-based.html#.VFuyZfmjOm4

2) Another approach to determine what students know is to use an anticipation guide http://www.adlit.org/strategies/19712/. The guide will include misconceptions that surround particular concepts. Students will then explore some content related to the topic and reflect on their previous ideas.

3) See the attached page that contains a variety of strategies that teachers can use with students to determine prior knowledge and perspective.

Click here for the file. 

4) Building and Activating: This article discusses the kinds of background knowledge that students bring to a learning experience. It also emphasizes the kinds of experiences that lead to understanding rather than regurgitation.

5) Examples of PBL
Explore your curriculum to determine how Problem Based Learning approaches can become the focus of your SSHG program.

Take a look at the following suggestions to see problem based challenges in grades 1-6. 



Commercial Materials

Examine commercial resources that reflect challenges related to problem based learning

http://tinyurl.com/inquirypac

This series of resources from The Critical Thinking Consortium (TC2) supports the new Ontario social studies, history and geography curricula.

Inquiry-pacs are course-specific digital resource packages containing detailed lessons, ready-to-use student materials and activity sheets,

images and source documents, and interactive visual displays for use with slide presentation software.