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Copy of A Map of Problem-Based Class Designs

Page history last edited by jkeeney@... 7 years, 4 months ago

Follow-up disucssion:

 

 

 

The TMC13 session:

We started off reading the six cases in ProblemBasedCourseBackground.pdf.

 

We then filled out this grid: ProblemBasedCourseBlank.pdfThe idea was to look at how 6 teachers set up their courses and to decide what values those choices reflected from our point of view. To fill it out, read over the six cases and think about some decisions that all six teachers had to make. Those go in column 1. The specific choices each teacher made go in columns 2-7. Finally, choices you might make go in column 8. 

 

I don't have participants' grids but here is how I filled it out. (We didn't discuss my choices during the session; these aren't the "right" way to do it, just A way to do it. I'm sharing it just 'cause I have it. It would be cool if other participants want to post pictures of their grids here too.)

I'm linking three different forms--

 

After about 30 minutes of working on the grids we had a discussion about which decisions people were most interested in and what value trade-offs accompanied those decisions. The resulting list was photographed by the ever-helpful @j_lanier: BQIY83zCEAMdUBN.jpg-large

 

PS Several of the courses we looked at place a lot of importance on writing and use a rubric.

The rubric used by Likis and Goldner is here: paper + presentation rubrics_feedback.doc

Likis has younger kids and offers them an organizer to help them write to the rubric, especially at the start of the year.

The organizer is here: write up GO v2.doc

 

At the end, we took a few minutes to debrief in small groups where we'd gotten to during the hour; what insights or questions we had, what we learned or realized etc. And in the last couple minutes, people composed 140-character summaries of where they got to during the hour. Optionally people tweeted those summaries to #PMCmap (problem-based-course map). Since twitter searches seem to expire after a while, here's a record of what had been tweeted as of 2 hours after the end of the session: 

 

   Justin Lanier ‏@j_lanier1h

Decisions and values in a PBL course, as analyzed/brainstormed by our session. #TMC13 #PBCmap pic.twitter.com/AWZHPviZJk

  View photo

  1. CheesemonkeySF ‏@cheesemonkeysf1h

    @dangoldner totally rocked my thinking about values and problem-based course design. #pbcmap #TMC13

    Expand
  2. Chris Robinson ‏@absvalteaching1h

    Every decision must be carefully thought out. They say a lot about your values as a T, & what you think re: your Ss values. #TMC13 #PBCmap

    Expand
  3. Jennifer Silverman ‏@jensilvermath1h

    #PBCmap #TMC13 My values shape my choices. I want my kids to feel like they can "catch the bus."

    Expand
  4. pam wilson ‏@pamjwilson1h

    Do my structures and decisions truly reflect my values, keeping student-learning my focus? #tmc13 #PBCmap

    Expand
  5. CheesemonkeySF ‏@cheesemonkeysf1h

    #PBCmap I’m now going to consider how my #curriculardesign reflects the #values I want my classroom to embody. #TMC13

    Expand
  6. Megan Hayes-Golding ‏@mgolding1h

    A Map of Problem Based Class Designs by @dangoldner forced me to examine how my decisions express my values. #PBCmap #TMC13

    Expand
  7. David Price ‏@compactspaces1h

    What problems I give show my idea of math and how I give them shows my idea of doing math #tmc13 #PBCmap

      Retweeted 2 timesExpand
  8. Jenn Crase ‏@crasejd1h

    Rethinking every aspect of my grading system/classroom structure and making sure it matches my values as a teacher. #PBCmap #TMC13

    Expand
  9. Elaine Watson ‏@ekw321h

    @TmathC #PBCmap This session gave me a better insight into what a PB classroom looks like & how the set-up reflects my values.

    Expand
  10. Glenn Waddell, Jr. ‏@gwaddellnvhs1h

    #pbcmap #tmc13 What does my syllabus say about the values I hold in my classroom? Are they aligned? Is my struggle bcs of lack of alignment?

    Expand
  11. Heather Kohn ‏@heather_kohn1h

    #PBCmap with @dangoldner has made me want to write down & evaluate my big class decisions and make sure they are aligned w/ my values #TMC13

    Expand
  12. Marsha Foshee ‏@MarshaFoshee2h

    #tmc13 #PBCmap What do I value? How can I structure my course to reflect those values & my school's expectations?

    Expand
  13. David Wees ‏@davidwees2h

    We need to be thoughtful about what values are represented by the classroom structures we choose for our students. #tmc13 #PBCmap

    Expand
  14. Glenn Waddell, Jr. ‏@gwaddellnvhs2h

    @dangoldner How the decisions we make in the syllabus are actually values we have for our classes. #pbcmap #tmc13

    Expand
  15. Justin Lanier ‏@j_lanier2h

    This is serious and fantastic. Ready to dig in! With @dangoldner #TMC13 #PBCmap pic.twitter.com/LtUPKZ4AMG

      View photo
  16. Justin Lanier ‏@j_lanier2h

    Here we go with @dangoldner and designing problem-based classes! #tmc13 #PBCmap pic.twitter.com/kEO2f5dPRm

      View photo

 

22 July:

Food for thought: ProblemBasedCourseBackground.pdf

 

19 July:

It would be good to decide what we mean by a "problem-based course" before we arrive. Since

all math courses contain a lot of math problems, what makes a problem-based course problem-based?

If you have an off-the-top response to this question, don't wait: right now, click on over to the blog at

http://wp.me/pXvhL-je and pop your answer in a comment. 

 

Otherwise you'll just have to live with my definition!

 

 

From the TMC13 Program:  

 Ok, so you want your students to spend a lot of time solving problems, and you have a 

bunch of candidate problems. How do you organize this? Do all kids solve the same 

problems? How much choice do they get? What are they doing in class? Out of class? 

How much time do you spend puzzling vs. writing vs. presenting? Do you permit solving 

in pairs or groups or not? How does assessment work? When and how do they get 

feedback? How does grading work? How you do respond to kids that don't engage? 

How do you make sure kids do enough to prepare for the next course? The premise of 

this session is that there are many valid answers to each of the questions above, but 

that different combinations of choices will lead to different behaviors in different 

circumstances. If the answer is, "It depends on the kids", how exactly? Let's map the 

feasible and infeasible regions of this choice space. Join the conversation, already in 

progress, at http://wp.me/pXvhL-iM. Then join us at TMC to continue the conversation 

and draw our map!

 

 

 

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