PBL and Standards: Like Peanut Butter and Jelly

PBL and Standards
A Natural Partnership...
Like Peanut Butter and Jelly
Dr. Shelagh Gallagher, Engaged Education sgallagher5@carolina.rr.com
Tuesday, September 23, 14

2
Slides
Royal Fireworks Press
http://www.rfwp.com

The Common Core

The Common Core
Reading
English/Langauge Arts Social Studies/Science
Speaking and Listening Writing

Reading: E/LA, Social Studies, Science
Integration of Knowledge
and Ideas
Craft and
Structure
+ + +
+ + +
Text Complexity
Key Ideas
and Details
Citation
Central Ideas
Idea Development
Presentation
Point of View
Meaning
Varied Information
Primary/Secondary
Fact/Opinion

Speaking and Listenting
Presentation
of
Knowledge and Ideas
Comprehension
and
Collaboration
Present Claims and Findings
Discussions
Interpret Information
Delineate Argument
+
Multimedia Formats
Adapt Speech to Task
+
+ +

Writing
Range
of
Writing
Research to Build
and
Present Knowledge
Production
and
Distribution
Text Type
and
Purposes
Short Research
Projects
+ + + +
Multiple Formats
Clear and
Coherent
Writing
Sequence
Technology
Arguments
that support
claims
Informative /
Explanatory
text
Narratives
Supporting
Evidence
Frequency
of Writing
Duration
of Writing
+
+
+ +

Short Research
Projects
Multiple Formats
Craft and
Structure
Present Claims and Findings
Clear and
Coherent
Writing
Sequence
Discussions
Arguments
that support
claims
Informative /
Explanatory
text
Interpret Information
Multimedia Formats
Text Complexity
Citation
Central Ideas
Idea Development
Point of View
Meaning
Varied Information
Primary/Secondary
Fact/Opinion
Delineate Argument
Adapt Speech to Task
Technology
Narratives
Supporting
Evidence
Frequency
of Writing
Duration of
Writing

This Seems Like A Lot
How to Integrate
Without
Naturally
AND
Differentiate
Awkward
School-y
Strategyizing

Problem-Based Learning

12
Department of the Interior
US Fish and Wildlife Service
To: All Team Members, Black-Footed Ferret Recovery Reintroduction Team (BFFRRT)
From: Mitchell Ladner, US Fish and Wildlife Service
Subject: Ft. Collins Project
Progress on the reintroduction of the black-footed ferret into natural habitats is not moving quickly enough. Already there is media coverage
suggesting attempts to save the black-footed ferret are too expensive and too labor intensive given our success so far. Just look at the recent
edition of the Fort Collins Coloradoan and you’ll see what I mean- the project was buried on page 4! Given the current strains on the
economy, we need to make sure our efforts show decisive results.
Clearly something has to change, and that is why you have been brought together as a team. In the past we have been reactive, that is, we
have responded to different problems as they have cropped up. I think it is important that we become proactive by anticipating potential
problems and by creating a model of a feasible, functioning habitat that’s suitable for the black-footed ferret and all other inhabitants.
We will use the Ft. Collins, Colorado region as the test site to develop our model habitat. Your job is to identify the different aspects of
successful black-footed ferret reintroduction, paying particular attention to these questions.
1. How suitable is the natural habitat for black-footed ferret preservation? What, if anything, needs to change before we begin
reintroduction?
2. What in particular needs to happen to the Ft. Collins habitat to account for any changes the black-footed ferrets might experience as a
result of the genetic bottleneck?
3. What is the nature of the “human climate” with regards to the black-footed ferret? Identify any necessary changes in that area and
provide ideas on how the changes can be made.
These questions should be enough to at least get you started but remember, this is our first attempt at a model so you may encounter other
unexpected factors along the way. Keep track of these and incorporate them into your model as appropriate. You will be presenting the
model and findings to members of the BFFRRT Project Oversight Committee at their meeting in about two weeks.
I realize this is a complex task, but I am confident that given the nature and diversity of the membership of this group, you will be
successful. With continued effort the black-footed ferret will be able to once again fill its niche in the prairie ecosystem.

Learning Issues Board
Hunches:
x
What do we know? What are our Learning Issues? What is our Action Plan?
Text Text Text

Hunches:

What is “Problem-Based
Learning”?
A form of inquiry-based education,
originally invented for medical school,
where learning is initiated with an ill-structured
problem and students
direct their own course of study.
learn to

16
An
Immersion
in
Appren<ceship
Significant
Content
through
an
Expert’s
Point
of
View

...standards are designed to be robust and relevant to
the real world, reflecting the knowledge and skills that
our young people need for success in college and careers.
17
What
is
An
Appren1ceship?
The purpose of an apprenticeship is to provide both
hands-on training and theoretical instruction
so that an interested person can learn
the full range of skills and information
behind a highly skilled occupation.
By participating in an apprenticeship,
Common Core
he can learn the
subtleties
of the craft from an expert and
can begin
his own practice
under close observation.

18
Key Components of PBL
! Initiating Instruction with an Ill-Structured
Problem
! Student-as-Stakeholder
! Teacher as (Metacognitive) Coach

Educational Value of Ill-
Structured Problems
• Reveal
why
informa1on
is
necessary
• Allows
for
interconnec1ons
within
and
between
disciplines
• Provides
the
full
scope
of
a
field
(habits
of
mind,
values,
and
tacit
knowledge)
• Allows
student
ques1ons
to
drive
learning,
controlled
by
careful
problem
design
• Triggers
deep-‐level,
sophis1cated
reasoning
• Support
authen1c
use
of
conceptual
reasoning
19

20
Key Components of PBL
Ini1a1ng
Instruc1on
with
an
Ill-‐Structured
Problem
Student-‐as-‐Stakeholder
Teacher
as
(Metacogni1ve)
Coach

The Power of Suspending Disbelief
• Authen1city
of
Appren1ceship
• Ownership
• Empowerment
• Perspec1ve
• Self-‐Awareness
21

The PBL “Coach”
• Cruise Director
n Socrates

23
Peanut Butter
and
Jelly

Laying out the Plan...
The Flow
of the
Problem

Hunches:
Development
might
be
taking
over
THhere
MUST
be
a
reason
this
could
affect
others
There
is
a
way
to
bring
them
back
Problem
with
the
media...
The
gov’t
works
for
good
The
prairie
dogs
may
keep
the
ferrets
from
surviving
Whydo
weneed
to
save
the
ferret?
What’s
the
goal?
What
is
Their
habitat?
impact
of
reintroduc<on?
Why
is
the
ferret
important?
What
is
the
‘human
climate’?
Where
is
Ft.
Collins,
CO?
Why
is
there
a
BFF
Is
the
ferret
disrup@ng
farming,
ranching,
What’s
the
gene<c
boHleneck?
Rela@onship
to
pet
industry?
Quickly
enough
for
whom?
What
are
the
other
inhabitants
are
in
the
habitat
now?
How
much
money
has
been
spent?
Where
can
we
cut
corners?
Are
there
efforts
that
have
been
successful
What’s
the
process
right
now?
Who
says
it’s
too
expensive?
google
Newpaper
from
Ft.
Collins
Interviewing
biologists
farmers
local
university
Fish
and
Wildlife
Gen@cist
Search
of
people
doing
this
Survey
Maps,
ariel
phot
This
IS
a
reintroduc@on
We
are
a
gov’t
Our
job
is
to
bring
them
back
We
are
buried
on
page
4
of
media
Gene@c
boQleneck-‐
too
small
popula@on
Efforts
haven’t
shown
results
Not
moving
quickly
enough
Too
expensive
Too
labor
intensive
BFFRecovery
Reintorduc@on
team
We
have
been
reac@ve
in
the
past
We
have
to
create
a
model
in
two
weeks
Map
reading
skills
Interview
skills
Stats
Access
databases
Research
skills
Evalua@on
of
sources

Goals for Ferret it Out (CCSS in Purple)
PBL
Goal Applica-on
Content Habitats,
Food
Web,
Biomes,
Gene@c
DriX,
Human
Impact
Concept Systems
Speak
&
Listen Discussion,
Presenta-on
Research Note
Taking,
Cita-ons,
Primary
Resources
(mul-ple
formats),
Modeling
Phenomena
Wri-ng Short
Responses,
Memo,
Model
Descrip-on
Perspec-ve
Document
Analysis
Disposi@ons
Thinking
Skills
,
Cause-‐Effect,
Solu@on
Building
Ethics Compe@ng
Needs

Engagement
Inquiry and Investigation
Problem Definition
Problem Resolution
Problem Debriefing
The Flow
of
the
Problem
Common Core:
A Short Research
Project

Embedded
Instruction

Laying out the Plan...
Problem Engagement
1. The BFFRIT
Inquiry and Investigation
1 Ferret Facts (research)
2 Habitat Threats
3.
Systems and Risk
4. What’s the Source
5 Problem Definition
Resolution
1. The Model
2. Presentation
Debriefing
1. Review/Reflect/Extend
(Ferret
Math)
(Gene1c
BoWleneck)

Inquiry and Investigation:
Gathering Information

Hunches:
Development
might
be
taking
over
THhere
MUST
be
a
reason
this
could
affect
others
There
is
a
way
to
bring
them
back
Problem
with
the
media...
The
gov’t
works
for
good
The
prairie
dogs
may
keep
the
ferrets
from
surviving
Whydo
weneed
to
save
the
ferret?
What’s
the
goal?
What
is
Their
habitat?
impact
of
reintroduc<on?
Why
is
the
ferret
important?
What
is
the
‘human
climate’?
Where
is
Ft.
Collins,
CO?
Why
is
there
a
BFF
Is
the
ferret
disrup@ng
farming,
ranching,
What’s
the
gene<c
boHleneck?
Rela@onship
to
pet
industry?
Wuickly
enough
for
whom?
What
are
the
other
inhabitants
are
in
the
habitat
now?
How
much
money
has
been
spent?
Where
can
we
cut
corners?
Are
there
efforts
that
have
been
successful
What’s
the
process
right
now?
Who
says
it’s
too
expensive?
google
Newpaper
from
Ft.
Collins
Interviewing
biologists
farmers
local
university
Fish
and
Wildlife
Gen@cist
Search
of
people
doing
this
Survey
Maps,
ariel
phot
This
IS
a
reintroduc@on
We
are
a
gov’t
Our
job
is
to
bring
them
back
We
are
buried
on
page
4
of
media
Gne@c
boQleneck-‐
too
small
pula@on
Efforts
haven’t
shown
results
Not
moving
quickly
enough
Too
expensive
Too
labor
intensive
BFFRecovery
Reintorduc@on
team
We
have
been
reac@ve
in
the
past
Two
WEEKS
We
have
to
create
a
model
in
two
weeks
Map
reading
skills
Interview
skills
Stats
Access
databases
Research
skills
Evalua@on
of
sources

33
Common Core: Multiple Information Formats
Videos of Ferret Recovery Process
Articles about Prairie Dogs
Interviews with biologists/zoologists
Maps of Ft. Collins Region

34
14#
Common Core: Research
Notes and Citations

16# 35
Biomes'

36
Short(er)
Research
Project

37
Common Core:
Discussion
Hunch
Know
Learning Issues Action

Thinking about Information

40
Critical
Thinking!

41
Socra<c
Seminar:
Comparing
Conflic1ng
Ideas
Determining
Author’s
Purpose
Fact,
Inferences,
and
Biases
Common Core:
Discussion
+
Integration of
Knowledge
and Ideas Perspec1ve

Documenting Research
and
Thinking

43
Assessment
The Problem Log Classroom Rubrics

Four
Components
of
the
Problem
Log
• Content
• Process
• Analysis
• Reflec1on

45
Common Core: Writing Variety of Formats

Common Core: Frequent Writing, Note taking,
Discriminating Fact from Opinion
Reflective Moment: Facts
List three new facts that changed the way you think about the
problem. How has your thinking changed?
A quality response: (1) addresses the question, (2) stays on topic, (3)
provides facts instead of speculation or opinion, and (4) gives
enough detail to make your ideas clear.

Common Core:
Structure of Writing
or
Comparing Information from Different Sources
Reflective Moment: Documents
Select one article and identify: (1) the main purpose, (2) three
key facts, and (3) an inference or speculation made by the
author(s). Then discuss: Is they author trying to be objective
or persuasive...
Compare information you gathered from a video and
information you gathered from a print source. Describe the
two sources, and then discuss: What is the value of each?
What are the limitations?

48
Common Core: Research

49
Common Core: Speaking and Listening

50
The
Danger
of
Too
Many
Rubrics
Be
Selec<ve
and
Inten<onal

51
Problem Resolution

52
32#
Criteria'Based+Decision+Making+

53
Present'their'Model'
Culminating'Activities'''
Newspaper'Editorial'

Value Added:
Room to Grow for Gifted Kids

Advanced
Content

Technical Reports
Research Studies
Newspaper Articles
Reliable Web Sites
Video
Information

Cheatgrass
Ferrets
Prairie Dogs Power Companies
Ranchers
Complexity
Sustainability
+
+
+
+
+

58
Critical
Thinking!

59
Math!

Rigorous Thinking/
Expertise

Content Imperatives
S. Kaplan
Elements of Reasoning

Conceptual Reasoning

Systems
Elements
of
a
system
must
all
func-on
correctly,
or
the
system
will
break
down
When
one
element
of
a
system
is
at
risk,
the
en-re
system
is
at
risk
Elements
of
a
system
must
all
operate
in
appropriate
balance
and
propor-on

Reflective Moment:
Thinking about Systems
• What are some negative consequences of an unbalanced
system? What are some possible consequences of having
the system go out of balance?

Make the Abstract Concrete
Individuals, Groups, and Institutions

Metacognition

Reflective Moment: Metacognition
• Scientists tend to be devoted to the areas they
study. Why would some degree of passion or
devotion be necessary to the recovery of the black-footed
ferret?...What happens when passion gets in
the way of seeing all perspectives on the problem?

68
Engaging for ALL
Peanut Butter
Differentiated for the
Gifted
Metacogni<ve
Reflec<on
Habitats
Advanced
Conceptual
Reasoning
and
Jelly
Long
Range
Thinking
Biomes
Endangered
Species
Intended
and
Unintended
Consequences
Interdisciplinary
Understanding
Research
Communica<on

69
I
Didn’t
NEED
the
Jelly
Avoid
Too
Much
Peanut
BuHer

70
Study Sample Sensing Intuition
Normative Group 9,320 68.1 31.9
Sak, 2004 5,834 28.4 71.7
Cross et al., 2007 931 gifted high school
students 31.1 68.9
Folger et al., 2003 96 college honors students 34.4 65.6
Lysy & Piechowski,
1983 44 graduate students 25 75
McCaulley, 1976 1001 National Merit Finalists 17.6 82.4
Ruf & Radosevich,
2009 124 gifted youth and adults 16.1 83.9
MacKinnon, 1978
120 (approx) creative
scientists, mathematicians,
architects, writers
4.0 96.0

71
Ill-‐Structured
Problems
are
the
Center
of
PBL
Curriculum
because
they
are
the
Center
of
Expert
Ac2vity

Efficacy
PubMed
Listed
425
ar+cles
on
PBL
73
in
2012
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
128
already
in
2013
RESEARCH
IN
PBL
1,942
ar<cles
from
2008-‐2012 13293
2a
a
raar<r<r<c<clcelcleleses
so
so
ononn
n
PC
CSauucrrrharriloiclceouulll
wluCumuimdr
erD
Ci
ciEoffunmelruripmceahn
cmM<<aeno<ngdotenl

Unearthing
Hidden
Diamonds
• 6th
Graders
in
Wilson
County
• PBL
to
everyone
• Successful
in
iden1fying
a
group
of
higher
achievers,
dis1nct
from
iden1fied
gi`ed
students
and
from
remaining
typically
developing
students
• Gallagher,
S.
A.
&
Gallagher,
J.
J.
(2013).
Using
PBL
to
Explore
Unseen
Academic
Poten@al.
Interdisciplinary
Journal
of
Problem-‐Based
Learning.
hQp://docs.lib.purdue.edu/ijpbl/
74

Students: Problem-Solving
• Helped me realize how we solve problems today/in the adult
world. I learned that not everything can be fixed with duct tape.
• It
actually
challenged
us
to
think
and
solve
problems.
75
Horak & Pryde-Haskins, 2012

Students Self-Directed Learning
• It was fun to be able to have control of a solution and think for
myself. Learning about the human side of it all helped me think
deeply.
• You
don’t
feel
like
you
are
learning
but
you
are,
you
also
remember
the
important
parts
better
than
by
just
studying.
We
didn’t
have
to
purposely
memorize
everything
we
learned
but
soaked up the information so
we
could
solve
the
problem.
76

Students: Comprehension
• It was deeper than just learning from the textbook. It helped me
understand interactions in ecosystems better. I also liked how the
problem led to learning about other things, like niches.
• We
were
learning two things without
knowing
it.
Everything
we
learned
was
connected
and
easy
to
understand.
• I
learned
how
there
are
many
different points of view,
it
got
me
to
think.
77

Students: Authentic Learning
• This was something real people are working on and some of us
got pretty passionate about it.
• Gave
us
a
modern,
real-‐life
topic,
allowed
us
to
find
realistic
solutions that
could
make a difference.
• It
was
an
actual problem to
solve.
You
couldn’t
just
turn
on
the
computer
and
find
the
answer.
78

79
...the use of our intelligence quite properly gives us
pleasure. In this respect the brain is like a muscle.
When we think well, we feel good.
Understanding is a kind of ecstasy.
—Carl Sagan

Teachers
• I can't even imagine doing this with out the training. I was scared to
death to do this and I had the training twice.
• I've
been
afraid
of
this
unit
for
a
long
1me,
once
I
did
it
and
saw
you
can tie in the content and
you
can
make
it
fit
because
you
don't need to spend that much time teaching.
• Overall,
we
were
pretty pleased with
how
the
unit
went,
I
think
even
more
so
a`er
we
read
our
students’
comments.
80

81
PBL Resources
http://www.rfwp.com!
See
the
You
Tube
Walk
Through
Videos:
A
Walk
Through
A
Final
Appeal
Excluded
Black
Death
Ferret
it
Out
Hull
House

Implementation+Student+82
Problem+Log+
++
Resource+Book+
Implementation+
Book+
Implementa<on
Guide
PBL Resources

BeAcllo itm Tainkegs tEo xbepceormte Rane qExupierret sis
10,000 Hours of
•Practice
•Practice
•Practice
10,000 hours

84
...the use of our intelligence
quite properly gives us pleasure.
In this respect the brain is like a
muscle. When we think well, we
feel good.
Understanding is a kind of
ecstasy.
—Carl Sagan

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PBL and Standards: Like Peanut Butter and Jelly