Focus on Teacher
Facilitation and Questioning Strategies:
The unit will open with an inquiry based approach. Most students have heard of climate change and human population overgrowth, but they probably have never thought about these as pressing issues, that have an association with global energy demands. Students will first distinguish between renewable and nonrenewable energy sources. The students will complete a Venn diagram to compare and contrast these resources. Students will then use whiteboarding to discuss the specific types of resources we use for energy. Students will look at the percentage of use for each source of energy, and pose questions as to why the nonrenewable sources are being used the most. After students gain an understanding of the types of available energy, we will use a video to make the content relevant. When students are presented with a video promoting the urgency to address the environmental energy crisis in the world, they will be able to form their opinions on the reality of these issues. The energy crisis video will be used as Socratic questioning. The video will pose questions, such as: How big of an issue is this worldwide?, Is it believable?, Should we be focusing on other things to better our world? Students will be able to express whether they support the video or not. The KWL opener will be used to facilitate a more directed discussion over biomass to biofuel, and serve as a formative assessment. The teacher will find out what students know about biofuels, and scaffold the students in the direction the project is meant to go. Students will then inquire on what they want to know about biofuels as a solution to the presented problem. After watching the second video, students will have a better understanding of biofuels. They will then discuss things they learned from the video. More Socratic questioning will then be used to discuss the pros and cons of biomass use as a major energy source.
The students are now ready for the "major" entry event. At this point the project will shift to a more theoretical model. Students will be presented with "A Carbon Carol". This will allow the more creative students to find meaning in the project, as well as take some of the pressure off of the project. After reading "A Carbon Carol" students will begin to see the purpose of the project.
To ensure student's are reflecting on their progress through the project timeline, they will be asked to assess themselves every other day. They will assess themselves on the following criteria:
1.Critical Thinking Skills-- How did you help your group solve a problem today? What skills were practiced in solving or answering this question?
2. Communication-- Give an example of how you communicated with a classmate inside your group and outside your group today?
Students should answer these questioning using the Bloom's taxonomy diagram below. Their answers should provide explanations.
More on questioning:
To be successful, teachers must facilitate student learning with the appropriate questions, at the right times. Using Bloom's taxonomy to construct your questions is a way to ensure your questions have depth, and accurately portray a student's knowledge of the material. Below you will find check point questions for students to use to make sure they are meeting project requirements.
The unit will open with an inquiry based approach. Most students have heard of climate change and human population overgrowth, but they probably have never thought about these as pressing issues, that have an association with global energy demands. Students will first distinguish between renewable and nonrenewable energy sources. The students will complete a Venn diagram to compare and contrast these resources. Students will then use whiteboarding to discuss the specific types of resources we use for energy. Students will look at the percentage of use for each source of energy, and pose questions as to why the nonrenewable sources are being used the most. After students gain an understanding of the types of available energy, we will use a video to make the content relevant. When students are presented with a video promoting the urgency to address the environmental energy crisis in the world, they will be able to form their opinions on the reality of these issues. The energy crisis video will be used as Socratic questioning. The video will pose questions, such as: How big of an issue is this worldwide?, Is it believable?, Should we be focusing on other things to better our world? Students will be able to express whether they support the video or not. The KWL opener will be used to facilitate a more directed discussion over biomass to biofuel, and serve as a formative assessment. The teacher will find out what students know about biofuels, and scaffold the students in the direction the project is meant to go. Students will then inquire on what they want to know about biofuels as a solution to the presented problem. After watching the second video, students will have a better understanding of biofuels. They will then discuss things they learned from the video. More Socratic questioning will then be used to discuss the pros and cons of biomass use as a major energy source.
The students are now ready for the "major" entry event. At this point the project will shift to a more theoretical model. Students will be presented with "A Carbon Carol". This will allow the more creative students to find meaning in the project, as well as take some of the pressure off of the project. After reading "A Carbon Carol" students will begin to see the purpose of the project.
To ensure student's are reflecting on their progress through the project timeline, they will be asked to assess themselves every other day. They will assess themselves on the following criteria:
1.Critical Thinking Skills-- How did you help your group solve a problem today? What skills were practiced in solving or answering this question?
2. Communication-- Give an example of how you communicated with a classmate inside your group and outside your group today?
Students should answer these questioning using the Bloom's taxonomy diagram below. Their answers should provide explanations.
More on questioning:
To be successful, teachers must facilitate student learning with the appropriate questions, at the right times. Using Bloom's taxonomy to construct your questions is a way to ensure your questions have depth, and accurately portray a student's knowledge of the material. Below you will find check point questions for students to use to make sure they are meeting project requirements.
source: http://blog.learningtoday.com/blog/bid/23376/Blooming-Orange-Bloom-s-Taxonomy-Helpful-Verbs-Poster
Can you?
Level One
Level Two Level Three Level Four Level Five Level Six |
-List renewable and nonrenewable resources.
-Name the three fossil fuels. -Define biomass. -Discuss carbon's path as it cycles through matter. -Predict what will happen to the carbon cycle if we use more biofuel. -Explain how biomass is converted to biofuel. -Use technology to classify, examine and share research data. -Illustrate how energy is transformed from one type to another. -Apply prior knowledge from unit activities to your research. -Compare economic, environmental and ethical concerns. -Investigate the effectiveness of using a particular biomass. -Examine the energy compositions of different types of biomass. -Justify using biomass as a viable energy source. -Evaluate the quality of other student's work. -Assess the quality of your group's work. -Create a presentation that promotes the use of a biomass. -Design a survey assessing biofuel perception in your community (optional activity). -Plan an investigation that measures biomass ethanol production. |
Student<->Teacher Collaboration:
The teacher will offer ongoing assistance to students throughout their progress in completing the unit. Appropriate questioning from the teacher will ensure students stay on track and display quality work. The questions that will be asked on a regular basis include the following:
1. What variables are you testing in your experimental research?
2. How are you making sure your experiments are controlled and valid?
3. Do you have enough information to justify the use of your biomass?
4. Are your survey questions clear, concise and valid?
5. Is your data valid? How do you know?
6. Have you incorporated economical, ethical, environmental, and other components into your project?
7. Does all of your information tie back to the driving question?
8. Could your data be analyze to a further degree?
9. Is your project unique? Have you included information that will make you different from other group presentations?
10. How do week #1 activities relate to your project?
To facilitate student self-questioning, students will be referred to the questions above. Students will also compare data with other student groups. This can be done by doing a Gallery Walk. Gallery walking is used as a peer review strategies. Students will walk around the room, and view other group results. They will use the Gallery Walk form to give feedback to the students. Students will also reflect each day by answering this question at the end of class as a quick debriefing:
WHAT IS ONE THING YOU WILL DO TO IMPROVE THE QUALITY OF YOUR PROJECT TOMORROW?
Student Grouping:
Students will be grouped according to which biomass they would like to research. This will add student choice to the project.
Roles will be assigned based on student performance on the pretest and the carbon cycle activity. Students that show the highest mastery from these two assessments will be the content expert. These seven team leaders will form SEVEN of the EIGHT groups (assuming their are 24 students in groups of three). Content Experts will have one day to research and choose a biomass for their group. Other students will be able to join a group that has a biomass they are willing to research. If none of the SEVEN content experts have chosen a biomass remaining students are interested in, they will become part of "free agent" group EIGHT. This group will have one day to decide which biomass they want to research.
Three students will be in each group. Students will be assigned roles using the following criteria:
Content Expert- the content expert is in charge of delegating tasks, and making executive decisions after group collaboration.
Consultant- this person will check in with other student groups on a daily basis and discuss their progress. Quality controller- this person will be in charge of completing a checklist each day, assessing the quality of their project additions. The person will also periodically assess the quality of other groups work as reported by the consultant. *By assigning group roles that promote collaboration-this 21st century skill will be enhanced. |
Assigned by pretest survey and carbon cycle activity performance. This role serves a the intra-collaboration expert.
Assigned by interest of student. This role serves as the inter-collaboration expert. Assigned by interest of student. This person serves as the intra/inter-reflection expert. |
Classroom Seating Arrangement
Classroom environment is a crucial component of successful PBL instruction. If it is possible in your classroom, you should arrange your desk in a way that is conducive to student collaboration. As soon as students are assigned their groups, they should be place in a group seating arrangement immediately. This helps to promote ownership in their project as well as a healthy working environment. The classroom seating arrangement shown below will be use in implementing this PBL lesson. The setup below allows students to work in close proximity, and utilize the teacher on an individual group basis.
Classroom environment is a crucial component of successful PBL instruction. If it is possible in your classroom, you should arrange your desk in a way that is conducive to student collaboration. As soon as students are assigned their groups, they should be place in a group seating arrangement immediately. This helps to promote ownership in their project as well as a healthy working environment. The classroom seating arrangement shown below will be use in implementing this PBL lesson. The setup below allows students to work in close proximity, and utilize the teacher on an individual group basis.
Setting and Agreeing on Goals
The rubric is designed to set goals high for students, and guide them towards mastery of their project. The rubrics will not include a D or F category. You may also want to eliminate a C category, because this is a mastery approach. Students will also set their own goals for their group. The goal-setting activity will be used as a teambuilding exercise. Students will simply make a list of goals, on their contracts, that they would like to achieve in completing their research project. They will then sign off on their goals. It will be important for the teacher to provide motivation to the students as students work on their project. This could be done by adding a friendly competition amongst groups. The teacher should also prep the students for their final audience, as it will make them excited to present their project. Providing encouragement and feedback throughout the unit will help motivate students as well.
Group Accountability:
Below you will find files from the West Virginia Department of Education. These files will assist students in staying on task, and showing accountability. There are plenty of files that will likely meet the specific needs of you and your students. These files can be accessed via the former link.
The rubric is designed to set goals high for students, and guide them towards mastery of their project. The rubrics will not include a D or F category. You may also want to eliminate a C category, because this is a mastery approach. Students will also set their own goals for their group. The goal-setting activity will be used as a teambuilding exercise. Students will simply make a list of goals, on their contracts, that they would like to achieve in completing their research project. They will then sign off on their goals. It will be important for the teacher to provide motivation to the students as students work on their project. This could be done by adding a friendly competition amongst groups. The teacher should also prep the students for their final audience, as it will make them excited to present their project. Providing encouragement and feedback throughout the unit will help motivate students as well.
Group Accountability:
Below you will find files from the West Virginia Department of Education. These files will assist students in staying on task, and showing accountability. There are plenty of files that will likely meet the specific needs of you and your students. These files can be accessed via the former link.
teamcontract-primary.doc | |
File Size: | 25 kb |
File Type: | doc |
groupactivitylog.doc | |
File Size: | 48 kb |
File Type: | doc |
dailyworklog.doc | |
File Size: | 34 kb |
File Type: | doc |
The daily work log will provide an opportunity for students to track their progress on activities and tasks that will contribute to their final presentation. These logs will help to keep students engaged, on task, and focused on their research and progress.
Focus on Students
How inquiry will be promoted and student engagement and direction of conversation?
Students will be encouraged to investigate their own questions regarding their biomass. For example, when they perform the enzyme catalysis lab and fermentation lab the students will choose which biomass to test as well as performing their research for the final presentation.
What tools and techniques will you use to ensure student engagement?
Groups will be formed based on student interests in particular biomass. Because of this, students will be able to explore a biomass they feel strongly about which will be a motivating factor. The student’s will be encouraged to designate responsibilities in their groups. This will ensure that each student’s contribution is integral to the success of the group. Students are graded on their group and individual participation within each group. Student engagement will be ensured through the use of rubrics, peer, and self-evaluation forms.
When will debriefing and reflection activities occur? Will students reflect on their group processes? How you will help students develop and reflect on their skills as a team players and problem solvers?
Debriefing and reflection will occur throughout the class period on a daily basis. Many days, the students will be required to turn in an exit ticket before leaving. The exit tickets will not only cover content, but also group dynamics and progress on the project. The students will also complete peer and self-evaluation forms at the end of the PBL.
Their progress: Students will monitor their progress through daily exit tickets and debriefing sessions with their groups and the class as a whole. Exit tickets will ask students to reflect on specific questions related to the days activities.
Group process: Students may reflect on group processes during the exit tickets or during debriefing sessions. They will also be conducting peer evaluations based on a collaboration rubric.
Content learned: Students will reflect and monitor their progress on content used/learned through the exit tickets as well as in their final presentations.
How inquiry will be promoted and student engagement and direction of conversation?
Students will be encouraged to investigate their own questions regarding their biomass. For example, when they perform the enzyme catalysis lab and fermentation lab the students will choose which biomass to test as well as performing their research for the final presentation.
What tools and techniques will you use to ensure student engagement?
Groups will be formed based on student interests in particular biomass. Because of this, students will be able to explore a biomass they feel strongly about which will be a motivating factor. The student’s will be encouraged to designate responsibilities in their groups. This will ensure that each student’s contribution is integral to the success of the group. Students are graded on their group and individual participation within each group. Student engagement will be ensured through the use of rubrics, peer, and self-evaluation forms.
When will debriefing and reflection activities occur? Will students reflect on their group processes? How you will help students develop and reflect on their skills as a team players and problem solvers?
Debriefing and reflection will occur throughout the class period on a daily basis. Many days, the students will be required to turn in an exit ticket before leaving. The exit tickets will not only cover content, but also group dynamics and progress on the project. The students will also complete peer and self-evaluation forms at the end of the PBL.
Their progress: Students will monitor their progress through daily exit tickets and debriefing sessions with their groups and the class as a whole. Exit tickets will ask students to reflect on specific questions related to the days activities.
Group process: Students may reflect on group processes during the exit tickets or during debriefing sessions. They will also be conducting peer evaluations based on a collaboration rubric.
Content learned: Students will reflect and monitor their progress on content used/learned through the exit tickets as well as in their final presentations.
groupevaluationform.docx.doc | |
File Size: | 34 kb |
File Type: | doc |
self_reflection.pdf | |
File Size: | 169 kb |
File Type: |
collaboration_rubric.pdf | |
File Size: | 574 kb |
File Type: |