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Background
In
problem-based learning the student assumes the role of an active
problem solver and decision maker. Through inquiry and investigation
the student develops possible solutions to a relevant problem. The
teacher becomes a facilitator of learning—a cognitive coach
rather than an imparter of knowledge.
Background:
First
grade students are rich absorbers of folk tales in our culture.
As children learn to decode written language, expression of communication
skills is essential to developing deep comprehension. All forms
of communication including nonverbal, oral, and
written language are integrated in the synthesis of academic experience
to build literacy.
The use of fantasy and folk tales is extremely appropriate for
young learners because it allows for them to step "outside
the box".
Student
Relevance:
Acquisition
of language is the critical characteristic of the lifelong learner,
and immersion in all forms of language is the process by which
this knowledge is embedded.
Scenario
Problem-based
learning begins with the introduction of an ill-structured problem.
This scenario is based on desired curriculum outcomes, learner characteristics,
and a compelling, problematic situation that mirrors a real-world
case. The problem, on which all learning centers, is complex and
requires inquiry, information gathering, and reflection. It has
no fixed solution.
The
Scenario: You are (choose a storybook character) and you have just encountered
your classmate who is also a storybook character, in fact you may
be meeting up with many friends who have stepped into the pages
of a storybook. Create a way to share your “in the book”
experience with others.
Standards
National
Content Standards:
English
Language Arts Standards
- Students
apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their
interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence,
sentence structure, context, and graphics).
West
Virginia Content Standards and Objectives:
Standard
3: Technology Productivity Tools (TEC.S.3)
Students will:
-
use technology tools to enhance learning, increase productivity,
and promote creativity; and
-
use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and producing
other creative works.
National
Educational Technology Standards
- Technology
productivity tools
-
Students
use technology tools to enhance learning, increase productivity,
and promote creativity.
-
Students
use productivity tools to collaborate in constructing technology-enhanced
models, prepare publications, and produce other creative works.
Problem-Based
Learning Model
-
What is problem-based learning?
Problem-based
learning uses problems as a starting point for acquiring new knowledge.
- What does problem-based learning do?
It
promotes the development of problem-solving strategies, disciplinary
knowledge, and critical thinking skills.
-
Why does problem-based learning work?
It
requires students to become inquiring, active learners who seek
out information that will support their possible solutions. The
learning is relevant, embedded rather than dependent upon recall,
and applicable to new situations.
-
How does problem-based learning work?
The
problem-based learning process consists of steps that may be conducted
concurrently or be repeated. Here’s a simplified model:
-
Read
and analyze the scenario.
-
List
what is known.
-
Develop
a problem statement.
-
List what new knowledge is needed.
-
Develop
a plan for acquiring the needed knowledge.
-
Gather
and analyze information.
-
Develop
and analyze possible recommendations, solutions, or hypotheses.
-
Present
and support the findings.
Additional
information about problem-based learning is available at the following
web sites:
Access additional information via either the Problem-Based Learning
icon or the Facilitating, Planning, and Assessing icon.
Implementation
Plan
Estimated
time for completion of this design is 10 25-minute class periods.
(Teachers regularly adjust some sessions based on student engagement
and check listed observation of student assimilation of concepts.)
Approximately 5-6 class periods will be setting the stage and developing
the prior knowledge needed for the actual Problem Based Learning
experience. Each class period is referred to as a session.
Prior
to implementation:
-
read orally from many genres of literature
-
preset websites for 'Ask Jeeves'
-
students should have previous experience with story dramatization,
desktop publishing, puppetry, and digital photography responses
Session
1: Whole group
Brainstorm list of familiar storybook characters on chart paper.
Facilitate discussion to build a character web that connects characters
from a variety of stories based on the literature that has been
shared.
Session
2: Small group
Engage students in creation of Kidspiration® word webs to connect
the characters that populate the storybook neighborhood. These may
be conducted as several small group sessions occurring at varied
times rather than simultaneous sessions enabling the teacher to
aid students’ attempts to elaborate personality dimensions
of individual storybook characters.
Session 3:
Mixed small groups
Students will explore the character webs created during session
2 and compare and contrast their ideas in dialogue with other groups.
This exploration and expansion of descriptive terms is designed
to enhance vocabulary development while stimulating early childhood
learners to expand perspective in developing the play acting/writing
scenario.
Session
4: Independent
Student explores alternate personality by stepping into a
character role and creating a self portrait. Furthermore, the
student will create a fictitious journal entry from within the
character’s body explaining reactions to and minor events in the
character’s experience for a portion of one day.
Session5:
Whole group
Brainstorm and record resulting idea flow within a KWHL (What I
Know / What I Want to Know / How I Can Find Idea Sources / What
I Have Learned). The brainstorming theme revolves around creating
story time products for a final presentation that incorporates assumption
of character roles, storytelling elements and technology. These
products may be produced by paired students or groups of 3-5 students.
One outcome of this session enables student evaluation of available
tools as it precedes their exploration of choices for use. These
tools may include, but are not limited to, digital camera use, video
representation, desktop publishing, puppetry, student-made books,
and flannel stories.
Session
6: Whole group, then pairs and small groups
Present the scenario and review the various storytelling presentation
methods brainstormed from session 5. Students explore role playing
dialogue and engage in creating a setting for their story, which
will eventually become a product.
Session 7:
Pairs, small group
Students engage in writing dialogue with peers, taking turns as
recorders, and evaluating the works in progress in an ongoing manner.
The teacher continually enters discussion providing open ended prompts
as the learners elaborate to develop communication skills via story
dialogue.
Session 8:
Pairs, small group
Students share exploration of the writing process and evaluate their
own written dialogue in exchange with one other pair/group. Teacher
role is to ensure fair and positive critique via modeled behavior.
(Multiple repeats of this session may be necessary and are dependent
upon teacher discretion.) These literacy groups are the integral
piece to stimulate the brain growth because formal engagement is
promoted by written thought in sentence format as well as the collective
generation of shared ideas.
Session 9:
Pairs, small group
This
session may need to be repeated based on teacher discretion and
may or may not be concurrent depending on student product choices.
Products are finalized and rehearsal of presentation to the class
is organized. Evolution of a group leader may or may not be applicable.
If videotaping is utilized frequently, parent volunteers may be
necessary for facilitation of this session.
Session
10: Whole group
Student created products will be shared with the group and students
will complete Journal entries as a personal assessment tool.
Connections
to the Learning Cycle - the 5 E's.
Students Engage daily with authentic folk literature as they listen
and respond to traditional tales. These tales are the essence of
the human experience and many students bring prior experience with
oral storytelling to be expanded upon in the classroom.
Students Explore
by play acting the roles of various characters as they draw on their
personal interpretation of these same characters’ positive
traits and flaws in new or non-traditional roles and settings.
Explanation
of the word choices spoken or written as the child personifies the
fictional character is based on the child’s comprehension
and reflects the child’s ability to role play as a developmental
skill. The child will have multiple opportunities to adapt “in
character” behavior as responses will be conversational and
based on a loose script of events.
This loose
script creates the setting for Elaboration of skills as students
prepare written dialogue and adjust continually to other characters
as personified by their peers. As needed, the scenario will be recreated
through Elaboration via a natural process to suit the storyline
outcomes.
Students Evaluate
meta-cognitive skills via daily Journals and peer Evaluation is
on-going lesson by lesson due to its interactive nature.
Products
Student created products will be shared with the group and students
will complete Journal entries as a personal assessment tool.
Assessment
Problem-based
learning students gain information in ways similar to how they’ll
recall and apply it to future situations. Assessing learning involves
demonstrating understanding, not merely acquisition. (Glick and
Holyoak, 1983).
Plan
Learning
outcomes are assessed using Journal rubrics for content, construction,
and clarity.
Presentations are also monitored for assessments.
Tool
Resources
Sites:
Materials:
-
Microsoft® PowerPoint®
- Microsoft®
Word
- Kidspiration®
- Chart paper, writing paper, poster board
- Paint, markers, drawing materials
- Basic costume supplies and props
Trade books:
- Flor Ada, Alma. Dear Peter Rabbit. ( Greenwillow Press, 1996)
- Scieszka, John. The True Story of the Three Little Pigs by A.
Wolf. (Puffin, 1996)
- Ahlberg, Janet and Allen. The Jolly Postman. (Little Brown,1990)
Lesson
Source
Mary Lu Hutchins, First Grade Teacher
Steenrod Elementary School
100 Clark’s Lane
Wheeling, WV 26003
mlhutchins21@yahoo.com
References:
Finkle, S. L., & Torp, L. L. (1995). Introductory documents.
(Available from the Center for Problem-Based Learning, Illinois
Math and Science Academy, 1500 West Sullivan Road, Aurora, IL 600506-1000.)
Glick, M. L., & Holyoak, K. J. (1983). Schema induction and
analogical transfer. Cognitive Psychology, 15, 1-38.
Stepien, W. J., Gallagher, S. A., & Workman (1993). Problem-based
learning: As authentic as it gets. Educational Leadership, 50(7),
25-29.
Stepien, W. J., Gallagher, S. A., & Workman (1993). Problem-based
learning for traditional and interdisciplinary classrooms. Journal
for the Education of the Gifted, 16(4), 338-345.
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