1 / 11

Planning a Problem-Based Lesson

Planning a Problem-Based Lesson. John Van de Walle, offers a nine step procedure to help you plan a problem-based activity or lesson. Please refer to Van de Walle, pp. 81 – 83 for the specific descriptions of each step. Planning a Problem-Based Lesson. Begin with the Math!

topper
Download Presentation

Planning a Problem-Based Lesson

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Planning a Problem-Based Lesson • John Van de Walle, offers a nine step procedure to help you plan a problem-based activity or lesson. Please refer to Van de Walle, pp. 81 – 83 for the specific descriptions of each step. Jamar Pickreign, Ph.D. 2005

  2. Planning a Problem-Based Lesson • Begin with the Math! • This might be what Wiggins and McTighe (2005) refer to as desired results • Much of this will be based on what you know about the learners (appropriate assessments) and what you know they are expected to learn (curriculum, standards), so… Jamar Pickreign, Ph.D. 2005

  3. Planning a Problem-Based Lesson • Think about your students • Wiggins and McTighe might recognize this in their idea of Tailoringto student needs, interests, and styles Jamar Pickreign, Ph.D. 2005

  4. Planning a Problem-Based Lesson • Decide on a Task • This is related to Wiggins' and McTighe's Stage 2 in which we are encouraged to think about what evidence for the desired result looks like, and what would be appropriate evidence for desired understandings • This decision will also be based on your knowledge of content and your "research based repertoire of learning and teaching strategies." Jamar Pickreign, Ph.D. 2005

  5. Planning a Problem-Based Lesson • Predict What Will Happen • This is where you get to "play it out in your head." Based on what you know about learners, teaching, and content, think about what learners might do with a task. • Think about what knowledge/skills/dispositions they must have to engage in the task. • Consider whether it is a Worthwhile Mathematical Task (NCTM 1991) Jamar Pickreign, Ph.D. 2005

  6. Planning a Problem-Based Lesson • Articulate Student Responsibilities • This is where you consider such things as some of Wiggins' and McTighe's WHERETO elements • Where is it going • Hook the students • Explore and equip • Rethink and revise • Exhibit and evaluate • Tailor to needs, interests, and style • Organize for maximum engagement and effectiveness Jamar Pickreign, Ph.D. 2005

  7. Planning a Problem-Based Lesson • Plan the BEFORE portion of the lesson • In Wiggins' and McTighe's WHERETO elements, this is • Where is it going • Hook the students • Explore and equip • Rethink and revise • Exhibit and evaluate • Tailor to needs, interests, and style • Organize for maximum engagement and effectiveness Jamar Pickreign, Ph.D. 2005

  8. Planning a Problem-Based Lesson • Think about the DURING portion of the lesson • In Wiggins' and McTighe's WHERETO elements, this is • Where is it going • Hook the students • Explore and equip • Rethink and revise • Exhibit and evaluate • Tailor to needs, interests, and style • Organize for maximum engagement and effectiveness Jamar Pickreign, Ph.D. 2005

  9. Planning a Problem-Based Lesson • Think about the AFTER portion of the lesson • In Wiggins' and McTighe's WHERETO elements, this is • Where is it going • Hook the students • Explore and equip • Rethink and revise • Exhibit and evaluate • Tailor to needs, interests, and style • Organize for maximum engagement and effectiveness Jamar Pickreign, Ph.D. 2005

  10. Planning a Problem-Based Lesson • Write your lesson plan • Find a format in which you can articulate the previous 8 steps. • One such example is in your field guide • Another example is from Wiggins' and McTighe's (2005) Understanding by Design • Still another is from your student teaching handbook Jamar Pickreign, Ph.D. 2005

  11. Planning a Problem-Based Lesson • The point is any format that allows articulation of these elements is a 'good' one • "To use an analogy with storytelling, a story needs a plot, characters, and a setting. Those are story elements, just as WHERETO [and the 8 steps here] summarizes the design elements. But how should those elements be fashioned into the most engaging and effective whole? There are many possible beginnings, middles, and ends. Just as a storyteller might begin with fragments of dialogue or a description of a character and work toward a plot (or vice versa), design work, too, can emerge over time, following many different paths and sequences" (Wiggins and McTighe, 2005, p. 198). Jamar Pickreign, Ph.D. 2005

More Related