Problem-based inquiry is an effort to challenge students to address real world problems and resolve realistic dilemmas (Orey, 2001). An instructional strategy described in the resources was to how to use data collection tools to enhance learning and allow students to see the bigger picture while recognizing patterns. This strategy was detailed in a scenario where a teacher presented a problem to the students in science class which was a rumor that their community was getting acid rainfall. Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings (Orey, 2001). The students researched what “acid rain” is and then what constitutes “clean” rain. Based on the facts they came up with, the students decided to find out if their rain is more acidic than normal and focus on what this might mean for their local environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students make predictions, use digital data probes to check various water sources, and then collect data. The fantastic part of the lesson is when the students use a data collection tool to rapidly gather and graph their data. The data collection tool allows Mrs. Schwartz’s class to gather and graph data quickly and accurately, leaving more time for analysis and inquiry (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
A site called By Kids for Kids is a website that suggest wonderful ideas on inventing and creating projects. This site offers multiples choices of projects and tips on what format students may use to present their projects. This site really encourages project-based learning where projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2001). This type of learning gives students the chance to engage in self-directed learning. It also helps learners to connect with what they are learning and make it their own. Invention Web Resources is another useful site. This site is a vast collection of invention resources including WebQuests and various historical links about inventions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This site offers various projects for student to get involved with, but also looks at the aspects of projects serving as inventions. The site provides a surplus of information on various inventors and inventions. This type of source can serve as motivation for student to embark on the project-based learning journey! Once they get started, there is great motivation from engaging with project-based learning. Learners build their projects to suit their own interests and abilities. These kinds of activities are highly motivating for learners (Orey, 2001).
Works Cited
Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).
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Love the origami flower!
ReplyDeleteThanks for the resources. The theme for our gifted program this year was inventions. They spent the whole year studying inventors, solving problems, and designing their own inventions. The year-long effort culminated in the county wide Invention Convention. Students set up tables displaying their prototypes, sharing data they collected, and promoting their products. It was an excellent learning experience. I just wish that this type of learning could happen in other classroom as well,not just the gifted. Yes, I realize that these students need the extra challenge, but I believe a struggling student could benefit from a problem-based lesson as well. I think the key is that the problem is meaningful and real-life, just like you pointed out. If teachers would loosen their grip on some of these kids I think they would be amazed at what they could do especially using technology to help them. Even if a child does not know their math facts they can still interpret the numbers in data and recognize patterns to draw a conclusion. Isn't that the direction most state standardized tests are heading anyway?
Karen, you bring up an interesting point in that a great deal of project based learning is only done as a challnge activtiy for gifted students. It would make more since to provide the opportunity to all students especially those struggling students. I think all too often the struggling students get stuck continually reviewing concepts instead of being offered an alternative lesson that may be a bit more exciting, innovative, and creative like a problem based learning lesson. Like you, I see the reason why we offer additional activities that are problem based to gifted students as a challenge. Yet, why in the world are these activities just limited to students who are gifted? Great point, Karen!
ReplyDeleteThanks for the web site suggestions. I really enjoyed looking around the By Kids for Kids web site. The article on telling stories digitally through comic book form caught my interest. My students practically devour books because I use the Reading Counts motivational program. I think they would really get excited about making comic books based on their favorite novels. I like the web site's format where the students give step by step instructions. I am anxious to explore more projects!
ReplyDeleteDonnel, thanks for your input. It always helps to have another pair of eyes to check out a website of interest. I cruised right by the comic book idea. Let me know if you try it out in the classroom :)
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