The document discusses shifting the locus of control in a problem-based learning (PBL) environment. It notes that initially no students asked questions during the first presentation, but later more students asked higher-order questions. It also describes the benefits of having students get started on their own once they understand the task, including that they ask more questions and help each other learn.

2. Shifting the locus of control in a PBL environment

3. Shifting the locus of control in a PBL environment How many wives did Henry VIII have?

4. SIX

5. Shifting the locus of control in a PBL environment

6. Shifting the locus of control in a PBL environment “ The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer.” ALICE WELLINGTON ROLLINS

7. Shifting the locus of control in a PBL environment “ When you get it, get up”

8. Shifting the locus of control in a PBL environment First Spiral – BIG PICTURE Brush-stroke, often diagrammatic. Will give a sketch/overview of process and content.

9. Shifting the locus of control in a PBL environment Second Spiral- LEARNING NARRATIVE Rationale for learning Will give details of process and content. Connects to previous learning. Offers insight into possible pathways for learning.

10. Shifting the locus of control in a PBL environment Third Spiral – THE “NITTY GRITTY” OR “NUTS & BOLTS” Gives examples. Suggest/models approaches. Deals with protocols & logistics in detail.

11. Shifting the locus of control in a PBL environment Information Thinking Tool Notes

12. QUESTIONS !?!

13. Shifting the locus of control in a PBL environment Number of students who got up during first spiral = 28 (The whole class) Number of questions asked by the students during the first spiral = 0

14. Shifting the locus of control in a PBL environment “ Students too often have conceptions of learning inbred by years of shallow, fact pushing, routine-ised teachers who pride themselves on presenting the very best content, teaching from the front, sitting tests, prodding students by external cues such as exams, and valuing themselves in terms of successful imparting knowledge usually via teaching models akin to drips into empty vessels. ” JOHN HATTIE Influences on student learning

15. Shifting the locus of control in a PBL environment Questions asked after everyone had got up: "Do we have to do it in our books Sir?" "Can I lend a pen Sir?" "Can I have one as well please?" "Can I borrow some paper please Sir?" "Can we work with anyone?" "Can I use a PC?" "Have you got my book Sir?" "Can I work with x please?” "Where do you get the thinking tools again?" "Can we go and use the training room?" "Have we got to write it down in our books?" "Where do I find the resources again Sir?" "What time is it Sir?" "Are we doing this all lesson?" "Can I go and get a drink of water?" "My PC is taking ages to do anything, can I work with x over there?" "What's the title Sir?" "Are we having circle time today?" "Sir, do we just do one thinking tool?" "How long have we got left to finish?” "Do we have to get these finished today like?" "Can I finish this for project Wednesday?"

16. Shifting the locus of control in a PBL environment “ HIGHER” ORDER Questions asked after everyone had got up: "Would you class the thinking hats as being a thinking tool Sir?" "How can you compare a fact? I want to use double bubble?" "Does it have to be a question?" "Can I use a different tool to my partner, I prefer comparison alley?" "Do we have to use those resources or can we find our own information?"

17. Shifting the locus of control in a PBL environment Number of questions asked by the students during first spiral= 0 Number of students who got up before or during first spiral = 28 (The whole class) Number of students that in the debrief identified independently that they had not “got it” before they get up = 18

19. Shifting the locus of control in a PBL environment

20. Shifting the locus of control in a PBL environment

21. Shifting the locus of control in a PBL environment

22. Shifting the locus of control in a PBL environment Some examples of the kind of higher order questions students ask in class now: “ But Sir is that image not stereotypical?" A student response to an editorial cartoon from the Guardian. "Something must have happened for him to think like that mustn't it?" A student response to George Michael's shoot the dog music video. "Was this song popular, like did many people agree with what he was saying?" A student response to George Michael's shoot the dog music video. "Are the most important facts not going to be the ones that change our opinion the most?" A student response when being asked to synthesise their group's findings to come to a final decision on “Are we America's lapdog?' "Surely though for any argument there is always going to be two sides so we can't just say 'Yes' or 'No' can we?" A student questioning the rest of his group when being asked to synthesise their group's findings.

25. Shifting the locus of control in a PBL environment

27. P.L.U.T.O Please let us take off! http:// www.twitter.com/saidthemac http:// teachingandlearningmusic.blogspot.com