Group items tagged

Wettrick encourages teachers to make their good ideas public so that others in education can learn from their examples. "It's not bragging," he says. "It's sharing best practices."

The Buck Institute for Education has produced a feedback form (6) to help audience members think through their role.

What do you want students to gain from the audience interaction?

Who's the audience for the "real-world" version?

How can technology connect students with larger audiences?

problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common. Problem-based learning typically follow prescribed steps: Presentation of an "ill-structured" (open-ended, "messy") problem Problem definition or formulation (the problem statement) Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we need to know") Generation of possible solutions Formulation of learning issues for self-directed and coached learning Sharing of findings and solutions

By using problem-BL, these teachers feel they can design single-subject math projects -- aka "problems" -- that effectively teach more math content by being more limited in scope than many typical project-BL units.

Norms

sign a group contract

creating a classroom contract

roles must be both meaningful and interdependent.

ummarizer, questioner, and clarifier

randomizing teams

public sharing

Rich tasks: Making sure that a project is challenging and compelling is critical. A rich task is a problem that has multiple pathways to the solution and that one person would have difficulty solving on their own.

be mindful that introverted students often simply need time to recharge.

if you want to grade group work, he recommends making all academic assessments within group work individual assessments.