Station+1Practice+Fields

=Station 1 Practice Fields= Problem-based Learning, Project-Based Learning, Product-based Learning, Case-based Learning, and Group Work and Cooperative Learning Key characteristics: > Cases studies are based on placing students in problem solving situations centered on the theme of a story or situation. Students assess the problem, determine what is known, make charts, data tables, models, and determine other important or non important information in the story. (from > []) > || Basic learning approach: Basic lesson format:
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 * **Trait** || **Problem-based Learning** || **Project-based Learning** || **Product-Based Learning** || **Case-based Learning (CBL)** ||  ||
 * **General Notes** || * Student-centred
 * Authentic problems (applicable in real life)
 * Has multiple solutions
 * Learning objectives found within problem context
 * Learning through problem solving
 * Focuses on metacognition
 * Activities apply to a larger task/problem
 * Reveals misconceptions || * Begins with a problem, a dilemma, or a statement
 * Results in a project
 * Small projects can take 5 to 10 instructional hours to complete.
 * Large projects can take upwards of 20 instructional hours to complete
 * Is cross curricular
 * Projects are relevant to students, have a curricular focus, and mimic real life scenarios
 * Teaches critical thinking, communication, and collaboration ||  || * Complex case-studies used for real-life experience
 * Factually-based
 * Sustained learning as students build upon stages in the complex problem
 * No single right answer
 * The process is more important that the final answer or product
 * The case is presented before content; students uncover knowledge/content as they work through possible solutions to the case.
 * ===Case Studies for Developing Math Process Skills===
 * **Role of Student** || * Active participant
 * Constructs own knowledge (individual first, then group) to solve problem
 * Critically and creatively monitors one's own thinking (metacognition)
 * Challenges other's thinking
 * Gradually becomes self-directed (gains ownership of problem by learning the process used to develop solution)
 * Negotiates for meanings and facts
 * Performs peer and self assessments
 * Performs peer and self assessments
 * 1) Discuss problem (generate hypotheses, identify facts).
 * 2) Identify learning issues (topics for learning) relevant to the problem.
 * 3) Reflect on beliefs and take a position.
 * 4) Assume responsibility for select learning issue.
 * 5) Engage in self directed learning (gather information, seek consultation).
 * 6) Discuss findings (evaluate resources).
 * 7) Use new understanding to re-examine the problem. || * An active participant
 * Student-centred
 * Collaborative
 * Cooperative
 * Engaged
 * Students decide the nature of the project and how to present the findings ||  || * student-centered
 * discussions are central to problem-solving.
 * Students build upon their background knowledge
 * Collaborative (usually)
 * Student engagement due to real-life scenarios
 * Requires analysis of the problem by the students; they must plan the approach to solving the case
 * Must defend their positions
 * May require compromise ||  ||   ||   ||
 * **Role of Teacher** || * Facilitator
 * Designs authentic tasks
 * Plans for small group learning
 * Models higher order thinking (thinking, reasoning, and metacognitive skills)
 * Challenges rather than dictates thinking
 * Refrains from leading learners to the correct answer
 * Ensures equal contribution
 * 1) Divide students into groups
 * 2) Present the problem
 * 3) Present the task || * Facilitator
 * Plans the project
 * Launches the project with an **Entry Event**
 * Decides the **Driving Question**
 * Provides continual feedback ||  || * teacher as facilitator, not deliverer of content
 * designs & directs the cases
 * Selection of an appropriate case essential ||
 * **Purpose of Task** || * Knowledge domain or profession related problem solving ||  ||   || * Sustained dialogue, focused on series of real life problems
 * sustained problem solving focused on complex, multi-layered, real world issues ||
 * **Type of Task** ||  ||   ||   ||   ||
 * **Level of Interaction** || * Individual to small groups (3-4); small groups to all groups ||  ||   ||   ||
 * **Use of Technology** || * To support learner's inquiry or performance || * Projects are presented to a public audience.
 * Students might create: websites, posters, videos, models, etc. ||  || * Can be used to facilitate discussion
 * Can be used to present case scenario, other aspects of the case ||
 * **Tools Required** || * Information resources (all media types)
 * Instructional materials (all media types) || * Research tools (Internet and computers)
 * Specific to the project ||  || * Resources fo student investigation of aspects of the case
 * No other special tools required; would depend on case ||
 * **Recommended for which subject area** || * All high school subjects
 * Medical, business, & education schools
 * Architecture, Law, Engineering, & Social Work || * All subjects, cross curricular ||  || * Often used in business, law, medicine, urban planning
 * Also applicable to science & math ||
 * Examples ||  ||   ||   ||   ||
 * Math lesson on Probability? || BANK of AMERICA: DEBIT CARD FEES || * Project Based learning requires time to investigate, communicate, create and present - A teacher may be able to present a case in 45 minutes, the project would take much longer to complete. ||  || * Would be difficult to achieve in a 45 minute lesson; Cases should be complex scenarios that require students to continue building on knowledge as they work through the case. 45 minutes does not allow sufficient time for student discussion, collaboration, and learning the required skills/knowlege needed to find a solution to the case.. ||