Talk:Kaitlyn's Portfolio Page

Revision as of 09:46, 25 March 2011 by Jz833665 (talk | contribs) (Instructor comment on your ICM -- ~~~~: new section)

Instructor comment on your instructional analysis -- Jz833665 14:03, 11 March 2011 (EST)

What a beautiful start of this project! Your project focus has been clearly defined to address a significant need, and your analysis of the learner and needs assessment are informative and appropriate. Great work!

A few suggestions for you to consider:

1) Your unit outline:

  1. The benefits of problem-based learning in the mathematics classroom
  2. An environment that supports problem-based instruction.
  3. Designing problematic tasks.
  4. Assessing and providing feedback for students.
  5. A problematic task in the Algebra classroom.
  6. A problematic task in the Geometry classroom.
  7. Wrapping it up. 

I'm sure you will re-visit and adapt this outline in the coming weeks through your task analysis. Just so you're aware of, instructional units are set up in a way to address progressive objectives, not based on content (e.g. subheadings in a paper) #5 and 6 might not be treated as units, but are additional resource/content to address #3.

Your project looks very rich now. Depending on your time and schedule, you may choose to focus on a few of these outcomes while addressing the rest by referring to existing mini-course or other resources (e.g. mini-courses related to authentic, formative assessment, look at Index by subject)

2) Say "participant" instead of "learner" to avoid possible confusion (teacher/student).

3) Your objectives:

       * Given a question, the learner will state the definition of problem-based learning, as it relates to the mathematics classroom, in his or her own words.

This objective targets verbal information about PBL in math. You may think about whether you want the learner to be able to "define" the concept or "describe the characteristics of PBL." The latter might be broader and more open-ended.

       * Given mathematical concepts, the learner will generate tasks that are problematic in nature, in written form.

My pass: Given core mathematical concepts to be taught, the learner will design tasks that are problematic in nature, in written form, to stimulate student inquiry.

       * Given a problematic task, the learner will identify  three ways to assess and give students feedback on their understanding, in writing.

Turn this into two objectives: assessing and providing feedback

       * Given different authentic problems/lesson plans, the learner will understand and adopt these techniques, putting them to use in their individual classrooms.

Change "adopt to "adapt."

       * When colleagues use traditional teaching methodologies in the math classroom, the learner will choose to use problem-based learning strategies. 

This is about attitude. You may think about whether it is a better demonstration to justify the value of PBL in math. Move this objective to the second place on your list.

Instructor comment on your ICM -- Jz833665 10:46, 25 March 2011 (EDT)


I'm so impressed by your careful and thoughtful analysis of the learning objectives and the ICMs you've created. Excellent work!

Two suggestions:

  • Would you agree that the participants need to learn/understand the design of PBL tasks before they look at the design of assessment and feedback, which can be so tightly tied to the nature of the tasks and inquiry activities enabled? Thinking about this issue will help you decide the order of unit 2 and 3.
  • I'd encourage you to implement PBL in your own mini-course: begin with a challenge (e.g. student failure in understanding/applying important math concepts-->new ways to teach), with PBL as a strategy, and create a PBL lesson design through the units...