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Discovering Equality Via Problem-Based Learning Toneiya Donkor, Marcelle Giamona, and Jim Brown

Discovering Equality Via Problem-Based Learning Toneiya Donkor, Marcelle Giamona, and Jim Brown EDTE 226, Summer 2009. Big Ideas: People have historically used equality to organize, to balance, and to establish the value of goods and services. Life without equality would be chaotic.

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Discovering Equality Via Problem-Based Learning Toneiya Donkor, Marcelle Giamona, and Jim Brown

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  1. Discovering Equality Via Problem-Based Learning Toneiya Donkor, Marcelle Giamona, and Jim Brown EDTE 226, Summer 2009

  2. Big Ideas: People have historically used equality to organize, to balance, and to establish the value of goods and services. Life without equality would be chaotic. Enduring Outcomes: Analytical: * Brainstorm, discuss, and define how equality is an important part of our lives. * Evaluate and explain why equality is important in basic algebraic equations. Practical: *Determine the value of given objects and participate in a trade activity. Creative: * Students create posters to illustrate with drawings and words how equality is used in everyday life.

  3. Inquiry Instruction • Embedded into each lesson are the 5 E’s of inquiry instruction: engage, explore, explain, extend, and evaluate. • Inquiry instruction maintains student centered learning. • Inquiry instruction allows students to obtain their enduring outcomes.

  4. Problem-Based Learning Synopsis: • Groups of students are given a real-world problem. By using a combination of previous knowledge/skills and newly-gathered knowledge/skills, they arrive at possible solutions. • Instructor poses the problem, manages group dynamics, engages the students via asking questions that guide them and challenge their thinking. • Students discover possible solutions to the problem by breaking it down, making connections, and constructing meaning from the experience.

  5. Wiggins and McTigne (2001) introduced the GRASPS acronym. Let’s try a problem and apply GRASPS. • Problem: What could these letters mean? • Ch + X + M + Ch + H + Ch + X + F + F + M + F + H + O + F + O + X • Goal: Determine meaning in this group of letters. • Role: You and your team of hungry detectives must crack the code. • Audience: You and your team are doing something done every day, coast-to-coast, 24-7 • Situation: After a long field trip, you and your classmates have one more stop before going home. • Product: As class spokeperson, when you reach the head of the line, you will know exactly what to say in the most concise manner possible. • Standards: • 1.1 Write and solve one-step linear equations in one variable. • 1.2 Write and evaluate an algebraic expression for given situation, using up to three variables.

  6. Procedure: Groups discuss letters and try to find clues to their meaning, offering proposals or guesses. Ch + X + M + Ch + H + Ch + X + F + F + M + F + H + O + F + O + X Instructor guides thinking and records guesses on the board. Instructor provides a menu from a fast-food restaurant to provide clues.

  7. Welcome to the PBL Burger Hut! Sandwiches: Hamburger…………………………………………..3.00 Cheeseburger………………………………………...3.50 French Fries…………………………………………..1.50 Onion Rings………………………………………….1.75 Drinks: Small………………………………………………..1.00 Medium……………………………………………...1.25 Large…………………………………………………1.50 Extra Large…………………………………………..1.75

  8. Students determine meaning of each letter. Instructor challenges students to find a better, less confusing way to order their food. Reorder letters: Ch + Ch + Ch + H + H = 3Ch + 2H F + F + F + O + O = 3F +2O X + X + X + M + M = 3X + 2M Volunteers order food for the group, showing that it is much easier for both the person ordering food, and the person taking the order. Reality Check: Did we achieve GRASPS?

  9. Lesson: Fair TradeProblem Based Learning approach using GRASPGoal: Find the resources to have a day of fun with your friends at GolflandSunsplash and the Imax theater.Role: You have the task of finding the resources to hang out with your friends.Audience: Your friends have invited you to come and are awaiting your response.

  10. Situation: You want to go out with your friends, but you are low on money. You have not received an allowance in weeks because your father was laid off from his job and your mom has to furlough a couple of days a month. Product: Devise a plan to legally earn resources for your excursion with your friends. Develop a detailed advertisement using multiple mediums soliciting your skills, goods, or services. Include an expense and revenue worksheet. This sheet shows how much money you will earn and what you will spend.Standards: Your advertisement will be graded based on detail, publicity, and creativity.

  11. Staff Development Workshop • Brief overview of the Big ideas and Enduring Outcomes. • The unit’s triarchic and inquiry instruction. • Description of Problem-Based Learning Model. • Examples of Problem-Based Learning Model

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