Level up III - problem based learning

Sabreena Taylor
Add challenge and intrigue to lessons while teaching 21st C and higher order thinking skills such as problem solving, creativity and critical thinking.
Target Audience
Teachers K-10
4

Learning Areas

Teaching Standards

General Description

This course gives teachers the skills to develop differentiated learning and assessment through the discovery focussed strategies of problem based learning.

Audience

Teachers K-10

Available Delivery Formats

Format Description

A normal online course is delivered over 1-12 weeks and is worth from 3-12 PDhrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be advertised with course hours. Learn more HERE.

N/A


This course contributes to 6.0 professional development hours.

Occurrences

Start Date Location Availability Price    
25/05/2017 Online Places available $269 + GST Enrol Now
01/08/2017 Online Places available $269 + GST Enrol Now
17/10/2017 Online Places available $269 + GST Enrol Now

Sessions

Module 1: Problem based learning - Is/is not

1 hour

In this module we look at the features and benefits of, and differences between the various types of differentiated learning strategies:
- problem based learning
- enquiry based learning
- project based learning
- discovery learning
- experiential learning

Module 2: Programming and assessment for Problem based learning

1 hour

In this module we will look at choosing a suitable topic and the assessment – both process and product. Included are opportunities for emphasising higher order thinking and the importance of backward mapping.

Module 3: The problem solving process

1 hour

There are many different problem solving processes – from 3 to 15 steps. We’ll look at some of the examples and develop one which will suit our classes.

Module 4: Scaffolds for problem based learning

1 hour

In this module we’ll look at some of the many scaffolds and graphic organisers which can be used throughout the problem solving process.

Module 5: Developing the problem solving lesson sequence

1 hour

This module covers setting up the resources for the students and planning the sequence of lessons. We will look at some sample lessons for inspiration.

Module 6: Assessing problem solving - rubrics, reflection, evaluation

1 hour

There are a number of issues to investigate when assessing problem solving:
- Making the final presentation authentic
- The balance between process, product and presentation
- The balance between individual and group contributions
- Peer and self assessment
- Student reflection
- Developing rubrics

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About the team


Sabreena Taylor

Creator

Sabreena has been a successful consultant with TTA since 2008. Her current roles include providing tailored professional learning and consultancy services in Instructional Practices Inventories (IPI – student cognitive engagement and higher order thinking), strategic planning, school evaluation, change management, classroom practice, ICT and History. In 2015 Sabreena traveled to the United States to train with IPI developer, Professor Emeritus Dr Jerry Valentine of the University of Missouri, and is now the only certified teacher trainer for IPIs in the Asia-Pacific region.

Sabreena is the Professional Learning Consultant- History/Civics and Citizenship as part of the quality assurance team at TTA. Sabreena has presented at both State and National conferences on topics such as user engagement in workplace online learning, augmented reality and using data in schools including Instructional Practices Inventories.

Sabreena’s career in education has been varied, contributing at local, regional and State levels. In her 32 years in education Sabreena has been a head of History, regional Quality Teaching Consultant and Professional Learning and Leadership Coordinator with the Education Department of New South Wales.

Sabreena’s work has included developing online learning, the implementation of the Australian Curriculum and designing and delivering a wide range of courses registered with the NSW Institute of Teachers. Her most recent role was as School Planning and Performance Advisor in the Learning, High Performance and Accountability directorate developing online solutions for effective school planning, monitoring, evaluation and reporting.

Sabreena has been able to feed her passion for all things History through forming networks of History teachers, Ancient History HSC marking, developing ICT History resources and, of course, travel. Sabreena has also been Head judge during the standards setting process for the Ancient History HSC.