Concept Map of Course Content

Below is a concept map of the content we've covered in TIE 512.

http://www.mywebspiration.com/view/448372a29d5

This course covered a large amount of content, thus an explanation of the concept map is as follows.

We've covered Problem-Based Learning primarily by discussing concepts in-class and in reading the text, "Problem-Based Learning" by John Barell. The concept map of the course is broken into those two parts.

In-Class

Curriculum Applications

In the classroom, Problem-Based Learning can be included in the use of productivity tools, software, classroom computers/computer labs, computer literacy, and modification and integration of curricular plans.

Teaching Problem Solving

Teaching Problem Solving is a task in and of itself! Some frameworks that can help your student “wrap their heads around” the ideas include the SCANS test, PBL framework, the NET-S standards, the 21st Century Learning framework. By no means are they the only ways to teach problem solving, but the provide solid guidelines.

Problem Solving Frameworks

Problem-Based Learning is a relatively new educational theory and a variety of educational philosophers and theorists have added to the discussion. These theorists include, but are not limed to the following: Polya, Gardner, Bloom and Piaget.

Complex Thinking Processes

The major component of Problem-Based Learning is Complex Thinking Processes. These include, but are not limited to: Problem Solving, Decision Making, Systems Thinking, Critical Thinking, Creative Thinking, Question-posing, Model of Metacognitive Thinking Skills, Selecting and Understanding Strategies, Monitoring Task Performance. The additional key to this is Systems Thinking, which includes modeling. A few specific models that are exceptionally helpful in the classroom include, but are not limited to the following: concept maps, flow charts, and spreadsheets.

Barell

Barell's text highlights the following two key factors: Preparation for use of Problem-Based Learning and Application of Problem-Based Learning:

Preparation

Preparation includes two major areas: Strategies and Experiences. Strategies for Preparation of using Problem-Based Learning include KWHLAQ and O-T-Q.

KWHLAQ

KWHLAQ is a way of information gathering for students and stands for

K What do we think we Know about the subject?

W What do we Want/Need to find out about it?

H How will we go about finding it out?

L What do we expect to Learn?

A How will we Apply what we have learned?

Q What new Questions do we have following our inquiry?

O-T-Q

O-T-Q is a way of information gathering for students and stands for

O Observe

T Think

Q Question

In addition to these strategies, Barell reminds us, that each PBL experience should be rooted in the fact that each problem is Complex, Fascinating, Meaningful, and Authentic.

Application of PBL can occur in five ways: Teacher-Directed Inquiry, Teacher-Student Shared Inquiry, Student-Directed Inquiry, Multidisciplinary Approaches, and through Assessment Application and Reflection.

In looking at Teacher-Directed Inquiry, it is important to keep Unit Plans and the introduction of Problematic Situations in mind. Proposing Problematic situations should be complex, robust, fascinating, researchable, significant to current concerns, boundaryless, transferable.

When participating in Teacher-Student Shared Inquiry, some ways to guide student inquiry include KWHLAQ charts, O-T-Q charts, sharing Metacognitive Awareness including ways to Plan, Monitor, and Evaluate, use of Modeling, use of Graphic Organizers, Small Group Inquiry/Research, Reflective Journals, Presentations, and Reflection.

Additionally, PBL lends itself well to utilizing Multidisciplinary Approaches. Planning entire units that cover multiple areas of study, concepts and content is possible, due to the fact that inquiry is so vital.

Another application is Student-Directed Inquiry. In this application students guide their own learning, keeping in mind that they must plan, monitor, and evaluate their learning.

Finally, Assessment, Application and Reflection are key to concluding any PBL experiences. Assessment of PBL does not have to formal pen-to-paper, rather, assessments are PBL are often Alternative, Authentic and/or Performance-based.

Bottom line: Student learning via the model of Problem-Based Learning is in-and-of itself an unique and intricate process. However, when approached thoughtfully and carefully, students can learn not only content, but how to acquire content via inquiry and investigation.

Further Resources to Ideas Related to Course Content are listed below.

1) The Partnership for 21st Century Learning Skills
http://www.p21.org/

2) Jonassen's Model of Meaningful Learning
http://www.designingforlearning.info/services/writing/bits.htm

3) The University of Deleware's Problem Based Learning Website
http://www.udel.edu/pbl/

4) Illinois Math and Science Academy's Problem Based Learning Network Website
http://pbln.imsa.edu/

5) The Problem Based Learning Faculty Institute Website, from the University of California, Irvine
http://www.pbl.uci.edu/whatispbl.html

Gardner's Multiple Intelligences

My first year teaching, during the 2006-2007 school year, I taught in a self- contained Kindergarten-3rd grade classroom at public school for students with Emotional Disorders. I had 6 male students, all of whom had an Emotional Disorder as their primary diagnosis, but also who had challenges such as Oppositional Defiant Disorder (ODD), Intermittent Explosive Disorder (IED), Specific Learning Disabilities (LD), and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).

The challenges that each student faced were numerous and few of them had ever flourished as learners prior. It was an on-going and daunting task for many of them to make it through a class period without some sort of crisis, let alone be actively engaged in learning. My task for the year, my complex problem so-to speak, was to help them become engaged and active learners.

One of the biggest challenges to them learning, in any subject, was to try to understand the unique educational needs of each student and to build on their individual and group strengths.

One way that I worked to meet the needs of each individual, was utilizing Gardner’s Multiple Intelligences. Howard Gardner has identified 9 basic intelligences, Verbal-Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist, Existentialist. Gardner’s basic assertion is that every person has 1 or 2 intelligences that are most compatible to them, and that ALL students benefit from learning in a variety of ways.

Thinking back on it, I attempted a myriad of ways to incorporate Multiple Intelligences in that classroom, many on a 1:1 bases. Below is a list of each intelligence and an example of the use of each intelligence. In order to protect the confidentiality of each student, no names will be appear in the examples below.

Verbal-Linguistic: Truth be told, many of my students struggled with effective verbal communication. However, an activity that I found to be especially effective was to allow them to describe a sensory experience in words. For example, each week I would bring in a food they’d probably never eaten before, and would let them taste it. Each week, they would have to describe the food, in detail, taking turns sharing with the group their observations.

Logical/Mathematical: One of my most challenging students, a 2nd grade boy, was extremely logical, and extremely literal. It was a challenge throughout the year to in “stay in step” and then “one step ahead’ of his logic. An activity that took time to develop, but really resonated with him, was to allow him to map out his day, each day. Even though the structure of the school day rarely changed, it was important for him to start his day, thinking about what would happen next. Some days, he came to school “on board” and ready to learn. On other days, he would do anything and everything in his power, to derail the schedule. However, the opportunity was extended to him each day, in an appeal to his strong abilities in logic, to make a plan for each day and to follow through with it to the best of his ability.

Visual/Spatial: In order to keep things fair, and to appeal to the need of all of my students to be able to know what was happening when, the daily schedule was posted at the very front of the classroom, as well as the “line-up list”. (The “line-up list” was a rotating list, color-coded and rotated each day, in order to order in line when transitioning from place to place.) Each teacher, kept a copy of the schedule and each “line-up list” on an index card as well as a copy of each on a lanyard around their necks.

Bodily/Kinesthetic: With a classroom full of 6 boys, it seemed movement never stopped! As an assistive learning technique, the school employed the use of “Brain Gym”, which is a series of hands-on sensory activities used to help stimulate both sides of the brain. Using the simple moves learned in “Brain Gym”, we’d often review vocabulary or math facts.
Also, I allowed my students to move around as needed, as long as they were in control of their body and not harming themselves or others. This movement took many shapes and forms, but it allowed them to get some energy out throughout the day.

Musical/Rhythmic: Absolutely ANY time I could bring in music, make up a song, or put the radio on, my students were more engaged. We often created catchy, silly, rhythmic songs about math concepts or a new idea in science.

Intrapersonal: This was the area of intelligence that each of my students struggled with the most, as many times knowing themselves, meant understanding the anger and frustration that they often felt. An important component of any crisis situation, and there were many, was then discussing actions, reactions, and plans for the future. It was my on-going and most challenging task, to help students understand themselves and their actions and to challenge them to make positive, constructive decisions.

Interpersonal: This was the second-largest area of challenge for my students. Literally one-minute they could be friends with a classmate and then next they could be threatening physical harm. Numerous on-going conversations about actions and consequences of group dynamic were discussed, as well as a myriad of opportunities to work together, even if it was during free time, just to begin to establish healthy, positive friendships/relationships.

Naturalist: The school I taught at is located in a socio-economically depressed neighborhood and many students spent much of their life indoors. Thus, as many nice days as possible, we’d head out to the small side yard to investigate. Sometimes I would allow take a specific experiment or project outside to complete, other times, I simply wanted them to investigate and observe the world around them.

Existentialist: I had one extremely introspective and “deep thinking” student 3rd grade student, who would routinely engage with me in conversation about his actions and consequences, especially when he’d had a time of crisis. These conversations were always meaningful and provided a solid framework for “restarting” his day and getting “back on track”.

By no means, did each and every objective of Gardner’s Multiple Intelligences get met every day and/or in all situations, but remembering the different modalities in which my individual students learned and interacted, served as a positive reminder and model.

Links
In thinking about my experience using Gardner’s Multiple Intelligences, I found that an array of resources exist. Below are links to a series of options that merely “scratch the surface”.

1) Dr. Gardner’s Personal Website

http://www.howardgardner.com/

2) Gardner’s Multiple Intelligences Survey

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/what.cfm

This is an excellent, basic survey for students to complete in order to find the intelligences that are their strength.

(Also, as an aside, this main website, Birmingham Grid for Learning (www.bgfl.org), looks to be an excellent all-encompassing educational resource.)

3) Papers Published by Dr. Gardner

Frequently Asked Questions Article
Multiple Intelligences After 20 Years Article
Multimedia and Multiple Intelligences Article


4) New books
In recent years, Dr. Gardner has published new books, which I also think look fascinating.

Multiple Intelligences Around The World
http://www.pzpublications.com/413.html

Five Minds for the Future
http://www.howardgardner.com/books/books.html#FM

5) Additional Projects and Information

Project Zero http://pzweb.harvard.edu/index.cfm

Per its website, “Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.”

The Good Work Project http://www.goodworkproject.org/

Per its website, “The GoodWork® Project is a large scale effort to identify individuals and institutions that exemplify good work—work that is excellent in quality, socially responsible, and meaningful to its practitioners—and to determine how best to increase the incidence of good work in our society.”

Teachers Make A Difference

When I Become a Teacher




What Teachers Make

http://www.taylormali.com/

Houston, We Have A Problem...

Ok, so the complex problem I face might not be as complex as a broken-down spaceship, but for our small school it is pretty monumental.

The basic problem is this: Our present computer set-up is NOT working, literally and figuratively, and we’re not quite yet at a place to move forward. To put it idiomatically, it’s a fine line between “making due with what you’ve got”, “saving for a rainy day”, and “when the goin’ gets tough, the tough get goin’”.

Complex Problem
Using the Universal Elements of a Complex Problem, our situation plays-out something like this:

Situation
We are a school under the “umbrella” of a private University. We are one of items under said umbrella. At some point, I’m not sure when, aforementioned University became our external administrator of our server and all-things computer in our building. However, said University IT people are VERY busy, and in my understanding, have never been, nor are currently very attentive to us.

At present, they’re really growing to despise our network server and the actually desktop computers themselves. To their credit, I do sympathize a bit, because in short, our server is on its last leg. IT came and looked at it last year and stated they’d never seen such an old one running (unfortunately I wasn’t around when they visited in order to be part of this conversation). Additionally, a number of our desktop computers are old, and the IT-person assigned to our building continually is telling us that the University feels they’re too old to even work on, thus his hands are often tied. This situation needs to change, but we’re not quite ready to do so.

One thing that we have done, in order to create some change, is that we’ve purchased 20 Apple Laptop Computers. However, we have almost 60 students, thus, not enough laptops to go around.

Factors
At present, we’re stuck with a tricky situation, and additional factors include:
~ Accessibility to external (ie-Universtiyt) IT professional/ Computer Administrator
~ Accessibility to internal (ie-colleague,/very busy teacher) Computer Administrator
~ Computer Accessibility/Use Issues in every classroom.

The following issues are all limited and/or problematic on a regular basis:
~ Printer Use/Accessibility
~ Internet Accessibility
~ Software Installation
~ Student Log-Ins
~ Next Steps
~ Money and Time

Desired State of Affairs
At this point, I feel that our Desired State of Affairs could be found in the solutions provided below:

Solution A:
Work diligently with External IT to get things “up to code” and good to go again. This would include getting a full-fledge commitment to increased support from External IT and significant financial strain, as it would include purchase of new equipment.

Solution B:
Dissolve ties with External IT/University and “go it alone”. This would include a change in position for a current, or possibly new staff person, and a significant financial strain, as it would include purchase of new equipment.


Perceived Contradiction

~ Money
At present, to my knowledge, our budget doesn’t allow for purchase of new equipment. Needless to say, this is a major complication!

~ People
All present IT folks (external and internal) are not on the same page. Additionally, there is very limited support in place for all teachers. This would need to be remedied in order for further technology-use.

~ Commitment
On the whole, our school has so much that it already focuses on, that our overall commitment to technology and its integration in teaching and learning is still not clearly defined and integrated into our curriculum.


Modeling
In order to solve this problem, I think it’d be beneficial to model it, using a basic diagram, highlighting current concerns/state of technology. I’m currently playing with the idea of doing so, using Webspiration, as I’ve found it to be a helpful resource in the past.


Resources
The following are links to websites and articles that are applicable to this complex problem.

How To Bring Our Schools Out of the 20th Century

This is an excellent article from Time Magazine about the changing ways students learn in the 21st Century.

http://www.time.com/time/printout/0,8816,1568480,00.html
Truth be told, we’ve yet to really embrace this idea.

A systems-based approach to technology integration using mentoring and communities of practice

http://www.springerlink.com/content/l5q3523588741mw4/

This is a fantastic article from the Association for Educational Communications and Technology published in Educational Technology Research and Development about technology integration, mentoring and communities of practice. It’s a model, I’d not considered prior, but am now intrigued to learn more about.

Why Integrate Technology into the Curriculum?: The Reasons Are Many

http://www.edutopia.org/technology-integration-introduction

This is a basic introduction into why technology integration is critical. I appreciate the simplicity of this compelling article.


Apple in Education

http://www.apple.com/education/

We’d like to use Apple, and are slowly integrating laptops. However, the possibilities are ENDLESS and we’re just barely scratching the surface! Each time I look at the website I find another resource that I think would greatly benefit our program.


iPad

http://www.apple.com/ipad/

Speaking of new technology, I think iPad could be a great addition. I’d love to see what’s being done in education with iPads.

Up and Coming

The next series of posts will be for my TIE 512 course, Students Using Technology for Inquiry Learning & Problem Solving.





Enjoy!