Difference between revisions of "Kim Schildwaster"

From KNILT
Line 20: Line 20:
  
 
== '''Needs Assessment''' ==
 
== '''Needs Assessment''' ==
: Instructional Problem
+
: '''Instructional Problem'''
 
 
 
: Teachers fall into the trap of thinking that teaching always results in learning. They assign students the task of creating a poster at the end of a unit and presenting it to the class and believe this is project based learning. Without a definitive guideline, PBL covers a broad scope, it can be difficult to assess if you are designing your project to capture the critical thinking, collaboration, and communication you were aiming to achieve. There was a project, the students learned, or did they? What questions and strategies should teachers be using to ensure they are engaging their students in real-world problem solving? What roles should their students can take to solve the problem? If you do create an excellent activity, how do assess the students. A true PBL activity has many facets, can you use the same rubric or system to grade everyone?
 
: Teachers fall into the trap of thinking that teaching always results in learning. They assign students the task of creating a poster at the end of a unit and presenting it to the class and believe this is project based learning. Without a definitive guideline, PBL covers a broad scope, it can be difficult to assess if you are designing your project to capture the critical thinking, collaboration, and communication you were aiming to achieve. There was a project, the students learned, or did they? What questions and strategies should teachers be using to ensure they are engaging their students in real-world problem solving? What roles should their students can take to solve the problem? If you do create an excellent activity, how do assess the students. A true PBL activity has many facets, can you use the same rubric or system to grade everyone?
  
: What is to be Learned
+
: '''What is to be Learned'''
 
 
 
: This course will assist educators in organizing a PBL activity and give a basic understanding of what tools and strategies they can utilize to transform their instructional unit into a PBL activity. It will assist them in creating an assessment that provides meaningful information on what their students learned to further instructional practices.
 
: This course will assist educators in organizing a PBL activity and give a basic understanding of what tools and strategies they can utilize to transform their instructional unit into a PBL activity. It will assist them in creating an assessment that provides meaningful information on what their students learned to further instructional practices.
  
: The Learners
+
: '''The Learners'''
  
 
: The learners will include current FACS teachers in the 6-12 setting and those designing instruction for life long learners.
 
: The learners will include current FACS teachers in the 6-12 setting and those designing instruction for life long learners.
  
: Context for Instruction
+
: '''Context for Instruction'''
 
 
 
: This course will be delivered  through online instruction through this mini-course.
 
: This course will be delivered  through online instruction through this mini-course.
  

Revision as of 18:48, 6 November 2016

Return to: ETAP 623 Fall 2016 Taught by Byrne


About Me

Port picture.jpg

This is my 5th year teaching, 3rd year full-time. I am currently a Family and Consumer Sciences Teacher for Kenmore-Tonawanda USFD. This year I will be teaching 7th Grade Home and Careers, 9-12 Parenting, Foods I, and Introduction to FACS in the first semester. I hold a BS Family and Consumer Sciences from Buffalo State. I live with my husband and three children in Western NY.

Together we like riding our ATV's, boating, camping, and swimming. We love cooking and my husband and I are constantly trying new things and competing against each other with the dishes we make. We have raised pigs, chickens, goats, and a sheep. I garden and enjoy bringing fresh vegetables into my class for students to eat. I always say I have the best job in the school because I can pursue the things I love and "play" at work. We make everything from scratch including cheese, breads, yogurt, pasta, and sausage. In a few weeks we will be butchering half a pig and making sausage and bacon!

My Topic/Purpose

This course will examine the interconnected learning stories that are Project Based Learning. It will focus on the challenges of designing a project that promotes interaction, meaningful engagement, collaboration, and analysis to activate learning. Project Based Learning is a strategy for implementing knowledge and skills through questions, problems, and challenge based inquiry where students learn throughout, not just at the end. It is a complex process that requires a tremendous amount of planning and scaffolding of information, but pays off for student learning across multiple subjects and transferable skills.

Through this course students will examine when to use PBL and its benefits in the classroom setting. Students will examine planning, creating, implementing, assessing students, and analyzing the results of PBL on learning.

Needs Assessment

Instructional Problem
Teachers fall into the trap of thinking that teaching always results in learning. They assign students the task of creating a poster at the end of a unit and presenting it to the class and believe this is project based learning. Without a definitive guideline, PBL covers a broad scope, it can be difficult to assess if you are designing your project to capture the critical thinking, collaboration, and communication you were aiming to achieve. There was a project, the students learned, or did they? What questions and strategies should teachers be using to ensure they are engaging their students in real-world problem solving? What roles should their students can take to solve the problem? If you do create an excellent activity, how do assess the students. A true PBL activity has many facets, can you use the same rubric or system to grade everyone?
What is to be Learned
This course will assist educators in organizing a PBL activity and give a basic understanding of what tools and strategies they can utilize to transform their instructional unit into a PBL activity. It will assist them in creating an assessment that provides meaningful information on what their students learned to further instructional practices.
The Learners
The learners will include current FACS teachers in the 6-12 setting and those designing instruction for life long learners.
Context for Instruction
This course will be delivered through online instruction through this mini-course.

Analysis of the Learner and Context

Performance Objectives

This course will provide FACS teachers with the tools and strategies to utilize when creating engaging Project Based Learning Activities. Upon completion of the course, students will be able to:

  1. Define project based learning
  2. Describe how it is utilized in a classroom environment
  3. Examine areas where PBL would be enriching to your curriculum
  4. Evaluate materials and technology for use in PBL
  5. Create assessments for PBL
  6. Examine a variety of forms of PBL
  7. Explore trends in PBL
  8. Create a PBL activity for use in their classroom

Task Analysis

Curriculum Map

References and Resources