Problem Based Learning Exemplars (EDIM502INB_201030B u01a1)

Upon reading three Edutopia articles and viewing videos that address best practices in Problem Based Learning, I had the pleasure of catching a birdseye glimpse of multiple experiences that involved three different educational institutions.   All three urban academic institutions had some commonalities that made teaching exciting and learning systemic and engaging.  From exploring the underground world or worms, to designing a school of tomorrow, to following the flight of the butterfly, one could definitely see that all educators involved  "worked hard to create a program that meets students' academic, emotional, and creative needs".  Teachers worked arduously behind the scenes preplanning and crafting the PBL to ensure that students truly constructed their own learning.

Under the circumstances of each PBL scenario, inquiry led to exploration.  Students, who are naturally inquisitive, were given opportunities to construct and frame what they wanted to learn.  In Newport News, Virginia. circumstances that were a part of their lives (i.e., World Wrestling Federation, pets, and a classmate with Cystic Fibrosis), gave the students a plethora of subjects to immerse themselves in  a sojourn of study and exploration. In Seattle, creating an ideal environment conducive to learning in an aesthetic environment, led the students on a journey where they applied their knowledge of geometry to architecture and design.

"Real World Application" was also a common thread prevelent in all three articles.  In Bowie, Maryland, students were exploring the migration of monarch butterflies in real time, communicating and exchanging thoughts with others beyond the confines of the classroom and sharing data internationally.  Students created tulip gardens to attract the butterflies for authentic observation.  In both Seattle, Washington and Newport News, Virginia, students had the opportunity to work with "real world" experts (i.e., architects, nurses) and were the recipients of real expert support and feedback.

At the culmination of each project throughout all of the exemplary PBL examples, students had to present and communicate their findings to an audience beyond their classmates (i.e., parents, community stakeholders, experts).  Technology integration was seamlessly and appropriately applied to all of the projects (i.e., PowerPoint, AutoCAD, digital graphic organizers).  Schools were able to document exponential growth in meeting the proficiencies addressed in their high stakes testing and rigorous state standards. One teacher expressed that in order to effectively implement PBL, one must "...know our curriculum. We've got to know the standards inside and out,".  All of these projects utilized a detailed rubric that emphasized, technology use, teamwork dynamics, creativity, collaboration, and content.

Most importantly, student enthusiasm for learning, was clearly articulated by the students in all three exemplary schools.  "If you find it yourself, it stays in your brain," one student expressed.  The students retained what they learned and found that learning beyond the textbook was far more exciting. "This project has been my salvation," as stated by one student is evidence that students who experience quality, authentic PBL are involved in dynamic, flexible, multi-faceted learning they will never forget.

References

Armstrong, S. (2002) "Geometry students angle into architecture through project learning." Retrieved October 21, 2010, from http://www.edutopia.org/geometry-real-world-students-architects

Curtis, D. (2001) "More fun than a barrel of . . . worms?!" Retrieved October 21, 2010, from http://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002) "March of the monarchs: students follow the butterflies' migration." Retrieved October 21, 2010, from http://www.edutopia.org/march-monarchs

Make a Digital Wish!

Digital Wish is a non-profit website that places technology tools and opportunities into the hands of innovative teachers who  propel equipped 21st century  scholars into the future.  Similiar to Donors Choose, teachers can register for the website, submit grant applications, find lesson plans and tools for instruction on this website.  Flip Video, Olympus, School Tube and the NEA are proud partners of this website. Once you log in for yourself, you will see why.

http://www.digitalwish.com/

Artsonia- The World's Largest Kids' Art Museum

Are you or your art teachers looking for a place to publish and share your students' artistic creations?  Look no further.  Artsonia, a partner with the National Art Education Association,  is a great place to showcase student work, find art lesson plan starters, and purchase memorabilia like mugs, t-shirts, or tote bags featuring student work.  Parents can take a virtual tour of their child's artwork and purchase items.  15% of the sales proceeds  will go to the school.  Isn't that great!  Creating an account with Artsonia is free.  Thank you Ronda Wright for sharing this resource.

http://www.artsonia.com/

Cybersafety... Tools you can use with your students to promote awareness

The Newark Public Schools created a Cybersafety eBoard to promote the safe and responsible use of technology. This site provides a myriad of resources that will help parents, students, and teachers understand the importance of using the internet with wisdom and caution.  Using this tool will provide  the user with videos, interactives, and websites that will show the end user how to be cyber safe.

http://www.cybersafety.newark.site.eboard.com/

All about SMARTboard Technology: SMART Exchange and SMART Notebook Express

Are you looking for a place to find interactive whiteboard lessons created for teachers by teachers?  Try the SMART Exchange.  This portal/database was designed to provide a virtual space where teachers can share lessons, find standards-aligned interactive lessons, and connect with colleagues from various places via forums.  One can even win a prize for sharing valuable resources with the SMART Exchange.

http://www.exchange.smarttech.com/index.html

If you do not have immediate access to the SMART Notebook software and need to use your interactive whiteboard, try SMART Notebook Express.  This web tool will allow you to use notebook files with your interactive whiteboard online without downloading the software.

http://express.smarttech.com/#

Click here to see the most recent SMART EDCompass Newsletter

Click here to view the SMART Notebook 10 Basics.

FYI: SMARTBoard Website got a facelift. Take a look.

http://www.smarttech.com/

Click here to find High School SMART Board Resources

Witchita Public Schools also has some great SMART Resouces.  Click here to check out their resources.

Creating eBooks Using PowerPoint

Using common technology tools like Microsoft PowerPoint, a digital camera and a microphone, teachers and students can easily create their own original talking electronic books. These books can be "played" on a computer. Another classroom application of the PowerPoint eBook is to use the same technology to create digital "Big Books" for class reading and other activities. Converting your eBook into a Big Book simply requires a projector connected to your computer and a screen.

Utilizing the highest level on Bloom's taxonomy, creating eBooks could satisfy the following New Jersey Core Curriculum Content Standards:

• 3.1 (Reading)
  
• 3.2 (Writing)
  
• 3.3 (Speaking)
  
• 3.4 (Listening)
  
• 3.5 (Viewing and Media Literacy)
  
  
• 8.1 (Technological Literacy)
  

Creating an eBook requires some very simple steps. We can follow these steps to create an eBook.

1. Create a story (Using construction paper and markers)
2. Digitally capture story pages (Using a digital camera or scanner).
3. 
   
   Create a PowerPoint Presentation
   1. Insert Slides (each slide if for a storybook page)
   2. Insert Digital Story Pages
   3. Narrate each story page
   4. 
      
      Insert Action Buttons (Arrows)
      1. Next Page
4. 
   
   Enhance Presentation
   1. Color Background
   2. Slide Transition (to simulate turning pages)
5. Save eBook and "Package for CD"

Click here to view a sample PowerPoint eBook.

EDIM 508- Developing the Respectful and Ethical mind via Google Earth

“Service is the rent we pay for living on this planet.” – Marion Wright Edelman

As global citizens, it is critical that our students develop ethical and respectful minds. Gardner states, "respect is equally important at the workplace and in civil society."(pg 116) With this in mind, this Google Earth Virtual Field trip seeks the whet the appetite for global stewardship in our middle school student.  Through a cross continental journey to countries that have needs and meeting real individuals who served to help their fellow global neighbors, this project hopes to have every middle school student impacted by this experience will develop a heightened sense of global empathy and improved global competency.  In short, on this journey, students will meet several Peace Corps volunteers, understand how each served in his assignment, and appreciate the value in the art of serving others.  

This project embodies the "Four  Ms"  mentioned by Gardner ("signposts toward the achievement of good work")  (Gardner pg. 148-149)
1. Mission- This project specifically tries to achieve the enduring understanding that within this world, there are places and people with great needs.  It would benefit all if we did our part to help others to improve their quality of life.

2. Models- Through this project, students are provided with models of service.  Multimedia was used to show them real people, positive individuals who "embodied good work" to serve others. 


3. Mirror test-individual version- Through the final assessment, an open ended question at the end of the journey, the student is asked if he can envision himself as a peace corps volunteer.  It also calls for further reflection, asking him where and how would he serve as a volunteer.


4. Mirror test-professional responsibility-This project seeks to call every student who participates into the spirit of collective global social responsibility to oneself and others.

http://tinyurl.com/klrpeace1

It is my hope that we can use this virtual field trip as a preliminary lesson prior to the launch of our district's Journeys in Film pilot project.  It would benefit our students greatly if they can witness first hand the lasting impact of global community service through web 2.0 and multimedia.


Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.