5. Set the stage - Anchor the activity
Trafficking in persons is a serious crime and a grave violation of
human rights. Every year, thousands of men, women and
children fall into the hands of traffickers, in their own countries
and abroad. Almost every country in the world is affected by
trafficking, whether as a country of origin, transit or destination for
victims.
Source: United Nations Office on Drugs and Crime at http://bit.ly/oRcZHL
Human Trafficking
6. Task or guiding question
Create a “artifact” to create awareness on the seriousness of
the human trafficking problem in the world in your community.
7. Process or investigation
• Search the library
• Search the Web
• Ask experts
• Analyze, evaluate, synthesize
Research, prediction, explanation, synthesis, evaluation
8. Discussion with peers and/or experts
Brainstorming, negotiating, collaborating, resolving conflicts, etc.
13. Students are presented with a problem
Source: http://www.cotf.edu/ete/modules/elnino/crsituation.html
14. Groups of 5-8 students reason
through a problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo
15. Generate hypotheses
• El Niño is (not) the cause of weather anomalies
• The anomalies do cause strange weather patterns
• The anomalies will have a negative effect on fishing
yields.
• Educating fishermen about it can help alleviate the
negative impacts in fishing
16. Identify what they know and what
they need to know
Source: http://www.youtube.com/watch?v=J63e_YSntuo
17. Search for the information needed (self-
directed study)
Source: http://www.youtube.com/watch?v=J63e_YSntuo
18. Share what they have learned with
the group
Source: http://www.youtube.com/watch?v=J63e_YSntuo
19. Assess their progress until they
resolve the problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo
25. Authenticity
• Resembles real-life problems or tasks
• Ill-structured versus well-structured
• Engages the student in the same thinking process
as experts and professionals
• Personally relevant and meaningful to the learner
• Multiple perspectives
• Multiple outcomes
• Social
26. Collaboration
• Group work
• Peer reviews
• Collaboration with experts
• Negotiations
• Conflict resolution
• Giving and receiving help
• Building communication and management skills
27. Reflection
• Journal
• Blog
• Debriefing
• Verbalize and articulate their thinking
• Assess their learning
• Identify mistakes and make corrections
29. Assessment
Project-based leaning
• Formative and
Summative
• Individual and group
• Multiple products
• Assess critical thinking,
planning, organizing
the activity, and artifact
Problem-based learning
• Formative and
Summative
• Individual and group
• Multiple forms
• Assessing the solution
and the analytic and
investigative process
31. Constructivism
Role of Students
• Construct their own
knowledge
• Self-directed
• Work on meaningful
tasks
• Actively think about their
learning
• Learn in a social setting
Role of Teacher
• Select authentic tasks
• Structure the lesson/activity
• Model
• Coach
• Scaffold
• Provide feedback
• Move learner from novice to
expert
32. Orchestration
Image courtesy of Iamnee at FreeDigitalPhotos.net Constructivis
m
Selection of
topic
Design
Assessment
Management
Collaboration
33. Planning
• Start with the end in mind: Learning Objectives
Evaluation
Synthesis
Analysis
Application
Knowledge
34. Planning
• Start with the end in mind
• Select the problem or task
• Select and design assessment (methods and
content)
• Plan the activity
• Set guidelines for students
• Provide resources for students
42. Main Course, Not Dessert
(Larmer & Mergendoller , 2010)
Project-based Learning Problem-based Learning
44. References
• Grant, M.M. (2002). Getting a grip on project-based learning: theory, cases, and recommendations. Meridian: A
Middle School Computer Technologies Journal, 5(1). Retrieved May 15, 2002 from
http://www.ncsu.edu.ezproxy.memphis.edu/meridian/win2002/514/2.html
• Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology
Review, 16(3), 235-266
• Hung, W., Jonassen, D. H., & Liu, R. (2007). Problem-based learning. In J.M. Spector, D. Merrill, J.V.
Merrienboer, & M.P. Driscoll (Eds). Handbook of research on educational communication and technology (3rd
ed.,pp. 485-506). New York: Taylor & Francis Group.
• Jonassen, D. H. (2011). Learning to solve problems: a handbook for designing problem-solving learning
environments. New York: Routledge.
• Kim, D., & Lee, S. (2002). Designing Collaborative Reflection Supporting Tools in e-Project –Based Learning
Environments. Journal of Interactive Learning Research, 13(4), 375-392.
• Larmer, J., & Mergendoller, J.R. (2010). The main course, not dessert: how are students reaching 21st century
goals? With 21st century project based learning. Retrieved from
http://www.bie.org/images/uploads/useful_stuff/Main_Course.pdf
• Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based
Learning. Interdisciplinary Journal of Problem-based Learning, 7(2). Available at: http://dx.doi.org/10.7771/1541-
5015.1323
Editor's Notes
physical model• theory• multimedia project• Web site• video or radio program• lesson for younger learners• computer program• robot• hypermediaThe artifact, then, is an observable and discussable object or process that reflects the knowledge and understanding the learner is designing.McGrath (2003). Learning and Leading with Technology 30(5)
Peers parents, panel of engineers9th grade physicsTesting wing structures wing design portfolioLearning that results in demonstration of performanceBe able to be functioning adultsLearn this when you need it Put the kids in a position where you’re going to use the knowledge that they get (Seymour Pappert)ExpertsLearning from errorsPresentation to experts
----- Meeting Notes (7/12/13 11:36) -----high school videowhat they know and what they don't knowSelf-guidedAuthenticApply learning to an actual case scenarioExploring areas of their own interestGo down avenues of their choiceExtend their knowledgeSelf-guidedHow they started and at the endEnlightened that they were able to make itMaking it realEmpowering
Modeling: providing examples, showing the reasoning process. (of an expert )Coaching: motivate, provide feedback, provoke reflectionScaffolding: adjust task difficulty to support learning, guide, facilitate, help them overcome obstacles ,help them build on prior knowledge, provide feedback through individual or group meetingsWebsitesBooks, book titlesList of experts or sources of experts