Preparing Students for Real-Life Problems: Multimedia PBL Technology for Future Teachers

1. Preparing Students for Real-Life Problems: Multimedia PBL Technology for Future Teachers Theresa A. Ochoa, Special Education Feng-Ru Sheu, Instructional Support Systems

2. Presentation Outline • Introduction (Ochoa) • PBL Assumptions & Goals (Ochoa) • Description and Application of MUSE Problem (Ochoa) • Purpose of MUSE Case • Participants, Procedures, & Student Activities • Results • Interactive Description of D&SD Problem (Ochoa) • Development Process & Challenges of D&SD Problem (10 minutes Sheu) • Implications across disciplines (Ochoa) • Qs & As (Ochoa & Sheu)

3. Our Charge and Challenge • Professional preparation schools are charged with the preparation of future practitioners • Law schools prepare lawyers • Medical schools prepare physicians • Schools of education prepare teachers. • The problem is that there is a noticeable disconnect between preparation activities and actual practice • Did they forget the content? • Did they obtain the content? • Was the content meaningful?

4. PBL Assumptions • Learning involves both knowing and doing • Students bring knowledge to learning experiences • Knew knowledge is more likely to be learned when • Students’ prior knowledge is activated • Students are provided opportunities to apply knowledge • New knowledge is encoded in a context resembling the context in which it will subsequently will be used

5. Familiarize students with future problems Acquaint students with relevant knowledge Foster application skills of acquired knowledge Develop problem solving skills Develop skills in implementation of solutions Develop leadership skills Develop array of effective capacities Develop self-directed learning skills PBL Model Goals Bridges & Hallinger, 1995

6. PBL Instructional Approach • Provide messy, real-life problems • Students assume major responsibility for their learning (anchored constructivism) • Students are assigned to project teams responsible for framing the problem and deciding how to use knowledge obtained from readings and discussions • Classroom time structure changes to accomplish the project • Evaluation is shared (students, professor, practitioner)

7. Language or Disability? Multicultural Special Education Problem • Andres is a 1st grader with limited English skills and is experiencing academic difficulties. • What is the nature of Andres’ academic difficulties? Are they related to English language limitations or cognitive deficiencies? • Will you make a special education referral? Gerber, English, & Singer, 1999

8. Interactive View of MUSE Problem • Narrative • Background information search • Student Activity 1: Frame the Problem • Role Strands • Role Simulation & Information Search • Student Activity 2: Determine his needs and develop an IEP • Problem Resolution • Proposed Solution • Student Activity 3: Compare decision to experts’ Demonstrate Muse Phases.

9. Table 1: Description of Students Using the MUSE Problem Section 1 (n=36) Section 2 (n=33) Section 3 (n=34)Males 8 1 1 Females 28 32 33Class Standing Sophomore 15 23 17 Junior 21 10 14 Senior 0 0 3 IEP Teams 6 6 5

10. Results Table 2: Types of Problems Experienced by Simulated IEP Teams & Referral Decisions Section 1 Section 2 Section 3 Technical Scheduling Meeting Time Discussion Participation Difference of Opinion SPED Referral 6=yes 6=yes 3=yes 2=no

11. Sample Group Responses About Referral Group 1: Andres needs more attention beyond what the general educator can provide. Also, interventions have been tried in school and at home that have not been beneficial to Andres’ academic and social needs (such as reading interventions two times a week, an aide half an hour every day, a bilingual math peer tutor, and another bilingual helper for Spanish support in the reading program. Although these interventions can be helpful, they are not giving enough help to be beneficial for Andres. Group 2:Andres’ below average academic achievement and lacking communication skills has led us to the decision of referring him to special services. We further believe that Andres is in need of additional help because his current one-on-one work with specialists have failed to help him improve.

12. Instructor’s Experience • “…I was running into brick walls with some of the students… leaping over hurdles along withother students…” • “…I began to doubt the point of the MUSE Case. I was discouraged and felt unable able to get the students interested in learning about multicultural education, about students such as Andres and his family, and most importantly, I felt as if I would never be able to teach the students to apply what they had learned about the special education pre-referral and referral process. I began to question my abilities to teach something new, such as the MUSE case, and about my teaching skills in general…” Continued…

13. …Instructor’s Experience continued • My experiences in using the [MUSE Problem] are best explained as adventurous.Some of the high points found in using this CD-ROM was the…story of Andres…I was excited to use the MUSE to teach my students, particularly my junior and senior students who were intrigued with the case…and found that the discussions held in class revolving around the multi-cultural articles…were powerful and moving. The CD-ROM was easy to navigate. I would use the MUSE CD ROM again after changing the timeline.”

14. Suspension or Expulsion? Disabilities & School Discipline Problem • Sebastian is a student with disabilities who violated his school’s no-drug policy by bringing marijuana to school. • How is his misconduct related to his disability? Ochoa (in press)

15. Sheu’s Section

18. Teaching Implications Across Disciplines • Use of PBL multimedia technology is require up-front time commitments on the part of the professor to ensure hardware is functioning properly and reduce amount of time students spend waiting to view and hear video clips. • Video clips adds a real life-like component to learning but lengthy clips may result in viewing problems and result in long waiting periods. • Technological difficulties require instructors to serve as mediators between software and hardware to ensure that students spend time interacting with the educational problem instead of spending time learning to use the software.

19. Problem-based learning can heighten frustration levels in students accustomed to traditional text-book problems with a definite correct answer. • More classroom time may need to be allocated to complete group work in order to reduce attendance problems. • Instructors need group management skills in order to facilitate effective communication and cooperation among groups. • Despite challenges the PBL Interactive Multimedia MUSE Problem was well regarded by students and instructors for learning and teaching pre-service teachers about the referral to special education process

20. Qs & As