Lesson Plan Protocol

Pre-Lesson Planning, Plan for Lesson Implementation, and Post-Lesson Implementation Reflection
May 2009

Project-based Learning (PBL)

Lesson Planning Information
Teacher Candidate Name: Clara Wright Date: December 18, 2010 Week 2 PBL Science

Mentor Teacher Name:

JIU Professor Name: Dr. Alana James JIU Course Name and Session:
EDU500 Educational Theory Into Practice
Grade: 6th

Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Science

Group Size: 20

Pre-Lesson Planning
ACEI
Standard
n/a State the objective for this lesson.

This Unit will introduce and teach students about Physical Properties of Matter, What Happens During a Chemical Change, What are
Mixtures and How Can They Be Changed, and a Review/Assessment. A power point presentation will also be used during
the 5-class periods of this unit. There will also be a whole-class and group investigations.

Lesson 1 Objectives:
Students completed the “What Do You Know?” worksheet (individual).
Worksheet consists of two questions:
(1) Have You Ever Seen a Physical Change, and
(2) Have you mixed 2 or more substances together?

This assignment will be used as a tool to access prior knowledge so teaching can build upon this
knowledge which is a major theme in the theoretical framework of Bruner (theorist).

A major theme in the theoretical framework of Bruner is that learning is an active process in
which learners construct new ideas or concepts based upon their current/past knowledge. The
learner selects and transforms information, constructs hypotheses, and makes decisions, relying
on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides
meaning and organization to experiences and allows the individual to "go beyond the
information given" (http://tip.psychology.org/bruner.html).

Lesson 2:
Students will demonstrate their knowledge of physical properties of matter and be able to classify as
observable or measurable physical properties by completing the lesson review with 80% accuracy.

Lesson 3:
1. Students will demonstrate their knowledge of chemical properties, chemical change, and signs of
chemical changes of matter by correctly filling in nine of the eleven areas on the Graphic Organizer,
Lesson 2.

2. Students will be able to classify changes as physical or chemical on the final exam with 80%
accuracy. These changes will be review during lessons 2 through 5.

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 The objectives of Lesson 2 - 5 (as above) are in line with the GLE of: recognize and classify changes in
matter as chemical and/or physical (Strand 1: G, a.). Before the changes can be classify as chemical
and/or physical it is important to note that knowledge of physical and chemical properties should be
attained.

3. Students will conduct an experiment and document on the Observations/Investigations Sheet their
findings including: development a hypothesis, make observations, collect data from their
observations, draw conclusions including accepting or rejecting their hypothesis and finally complete
the Critical Thinking of Physical and Chemical Change with 80% accuracy. This will be completed as
group assignments of 4 students to a group.

Module 2, Theme 3
The key to project-based learning is the active participation of the learner in an authentic
experience — learning by doing. As Arends tells us, “The essence of PBL involves the
presentation of authentic and meaningful situations that serve as foundations for student
investigation and inquiry” (2009, p. 386).

One of theorist Vygotsky’s main ideas is that:

Learning is largely mediated by social interaction of students and "More Knowledgeable Others"
(e.g. teachers, parents, coaches, peers, experts, etc.)
http://www.simplypsychology.pwp.blueyonder.co.uk/Vygotsky.ppt

STAD (Student Teams Achievement Division)

Teams are made up of students with varying academic abilities, genders, and race. The entire
cycle of activities, from teacher presentation to team practice to quiz, usually takes three to five
class periods (Slavin, Robert E., Arends. p.385).

Lesson 4
Students will demonstrate their ability to classify the types of matter in an object as an element, a
compound, a mixture and/or a substance using their specific physical properties by accurately
completing the Rags to Riches Assessment with 80% accuracy.

Overall Scores:
Will include the individual scores as well as individual “improvement score”. Scores will be based not n absolute score
but instead on degree to which exceeds past score this concept was related by Arends, p. 387.

4.0a,b State how this lesson aligns with grade-level standards and/or prior assessment results.

Missouri Show-Me State Standards (http://dese.mo.gov/standards/science.html)

In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. properties and principles of matter and energy

7. processes of scientific inquiry (such as formulating and testing hypotheses)

Missouri Grade Level Expectations: (Grade 6)

Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter

A. Objects, and the materials they are made of, have properties that can be used to describe and classify them
Scope and Sequence – Properties of and Changes in Matter
d. Classify the types of matter in an object into pure substances or mixtures using their specific physical properties
(Lesson 4-5).

G. Properties of objects and states of matter can change chemically and/or physically
Scope and Sequence – Properties of and Changes in Matter
a. Recognize and classify changes in matter as chemical and/or physical (Lesson 3-5)

Strand 7: Scientific Inquiry

1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific
investigation, reasoning, and critical thinking

A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select
appropriate investigative methods in order to obtain evidence relevant to the explanation
Scope and Sequence - All Units; Formulate testable questions and hypotheses (Lesson 1-4)

E. The nature of science relies upon communication of results and justification of explanations

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 Scope and Sequence - All Units;
Communicate the procedures and results of investigations and explanations through: Writings (Lesson 1-5).

3.2c State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional
needs.

Teacher will follow IEP guidelines as well as any additional accommodations/modifications needed.

In regards to the slideshow presentation for the visually impaired students: the default font settings on the screen were change to
largest for easier viewing. Additionally handouts with notes and highlights may be given to students as needed.

The following accommodations/modifications will be made, if needed.

• Make sure the appropriate books and materials are open to the correct pages
• Provide an overview of the lesson before beginning
• Establish relevancy and purpose for learning by relating to previous experiences
• Always demonstrate how new material relates to previously learned information
• Familiarize student(s) with any new vocabulary before beginning the lesson
• Provide consistent review of any lesson before introducing new information
• Highlight important concepts to be learned in text material
• Use manipulative, hands-on activities whenever possible
• Alternate quiet and active tasks
• Use cooperative learning strategies when appropriate
• Set time limits for specific task completion
• Cue student by calling his/her name before asking questions
• Require verbal responses to indicate comprehension
• Provide immediate reinforcers and feedback
• Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback for correct
answers
• Use praise generously
• Use physical proximity and touch to help student(s) focus
• Ignore attention-getting behavior for a short time

The exceptional students will be assigned as leaders of each group activity.

Accommodations/Differentiation/Modifications will be included for special needs students with Individualized Education Plans.
Struggling learners may have assignments shortened (as determine by their IEP class modifications), power point handouts, pictures,
highlighted notes, and as needed a Think/Pair/Share type of activity with a study buddy. If needed the matrix may be partially
prepared and given as a handout.

3.1b List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based
3.5b technologies, etc.) that will be used in this lesson. Include those that you will have to create.
Technology: Smartboard, PowerPoint Presentation, Video clips, and pictures

Use the power point presentation for teaching and explaining the unit.
Issues will be addressed as the slide is presented during each lesson.
Students will be called upon to read a slide, and then teacher will lead open-ended questions to review the slide.
There will be a stopping point on the presentation for each lesson. It is noted that due to the time frames and student’s
discussion/participation the presentation may not end in the planned stopping slide. If this occurs then the presentation will
continue with the next lesson.)

The Internet was used to locate specific pictures for the presentation and additional information for the Unit.

Websites will be distributed to students so they may view during computer time and/or at home.
Relate that if possible they may want to visit these sites to learn more either in the computer lab or at home i.e.
Kid’s Corner: http://scorescience.humboldt.k12.ca.us/fast/kids.htm
Chem4Kids: http://www.chem4kids.com/

3.4b List strategies that foster student engagement in learning and self-motivation.

Discuss Fast Facts that are listed on the slide show presentation.
Tell the students that this lesson combines an engaging teacher demonstration with a hands-on student lab experience.
Inform students that we will continue thrilling discovery of physical and chemical changes with the discovery of mixtures and

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 substances. Continue with telling the class that this lesson will include an engaging teacher demonstration with a hands-on student
lab experience using cereal. And that they will be playing “Name That Change Game.” And when finished may eat their cereal.

3.4b,c List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning
environment.
STAD
Zone of Proximal Development (ZPD)
Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal
development" (ZPD): a level of development attained when children engage in social behavior.
http://tip.psychology.org/vygotsky.html

A specific goal, such as a grade or a certificate of recognition, is identified for the group to attain. Students are told
that they will have to support one another because the group goal can be achieved only if each member learns the
material being taught (in the case of a task that culminates in an exam) or makes a specific contribution to the
group's effort (in the case of a task that culminates in a presentation or a project).
http://college.cengage.com/education/pbl/tc/coop.html

Students are shown how to help each other overcome problems and complete whatever task has been assigned.
3.5c State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas, and/or
drawing connections).
Group monitoring, self-assessment, questioning strategies.

n/a State possible challenges that might arise when implementing this lesson and state how you might handle them.

First of all need to ensure safety is followed during all experiments.

I agree with the
Top Ten Concerns of Science Teachers listed below. I would have to deal with each issue as it occurs
but always maintain safety.
http://712educators.about.com/od/science/tp/science_concerns.htm
1. Safety
2. Dealing with Controversial Topics
3. Knowledge vs. Understanding
4. Time Consuming Planning Requirements
5. In Class Time Constraints
6. Cost Limitations
7. Facilities Limitations
8. Prerequisite Information
9. Collaboration vs. Individual Grades
10. Missed Lab Work

Reading State how you will help students learn strategies for monitoring their comprehension and learning new vocabulary words.
Lessons
Only
2.1c

Science State how you will design and implement age-appropriate inquiry lessons to (1) teach science within a context of understanding real-
Lessons world applications, and (2) engage students through study and action.
Only
2.2d
First all lessons will be based upon Missouri Department of Elementary and Secondary Education Show Me State Standards and
Grade Level Expectations as well as National Educational Guidelines.

If it is determined that the inquiry lesson does not meet the student(s) need then modifications will be made, i.e. such as changing
worksheet or experiment. At the same time examples of real-world will apply i.e. ice melts to water.

Science State how you will integrate into the science lesson the relationship between the nature and/or history of scientific concepts and the
Lessons lives, needs, and interests of students.
Only
2.2e
Guided Learning of Science Ideas includes the following:

Graphic Organizer for Lesson(s) Concepts. (Informal, On-going, Self-Assessment, Summative/Formal Assessment
Pass out organizer. Explain what a Graphic Organizer is and give directions to complete first column.

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 Discuss that the Organizer is used to first determine what they have learned both individually and in a group and after completion may
be used as a study/re-teaching tool.
• Allow time to complete first column.
• Teacher will go around the room and assist where needed.
• After completed, answers will be discussed in class by teacher and students.
• Ask students to turn in Graphic Organizer (to be used in other lessons).

PowerPoint Presentation with Handouts - PBL

• Help students focus on supporting facts and details that includes:
Mixtures are combinations of two or more substances that don’t combine chemically
• When a s substance is made by combining two other substances that contain new compounds are NOT a MIXTURE. Can
anyone tell me why it is not a mixture?
Answer: New compounds aren’t formed in a mixture because the substances don’t combine chemically.
• Vocabulary – via slideshow presentation with students reading (Exceptional Student(s) to lead)
Social State how this lesson will help students learn about and/or integrate the major concepts from the social studies (i.e., history,
Studies geography, psychology, government, economics, cultural diversity, religious studies, technology, etc.).
Lessons
Only
2.4b

Social State how this lesson will incorporate learning experiences in which students are challenged to research, analyze, and evaluate real-
Studies world situations.
Lessons
Only
2.4b

Plan for Lesson Implementation - PBL

ACEI
Standard
3.5d Describe how you will communicate the lesson objective through oral and/or written discourse.

Teacher will discuss the learning objectives for the class and each individual student. A blank matrix design will be presented at the
beginning of the lesson with heading to demonstrate how they will meet their objectivities. A handout of a completed matrix for a
different topic may also be used.
3.1d Describe how you will relate the lesson to prior student learning/experience.

Lesson(s) prior to the study of Matter. Physical Properties of Matter, Chemical Change and Mixtures should be about Atoms.
Therefore, teacher will re-teach concepts of Atoms/Molecules and basic matter to include Classification of Matter into Solids, Liquids,
and Gases.

For example teacher will remind students that Gas is everywhere. That there is something called the atmosphere which is vapor or
gas. Remind students that water is a liquid. An example of a sold would be a block of wood. That a solid has a certain size and
shape.

n/a State how you will present this lesson content and briefly describe each stage of the lesson delivery, including how much time you
estimate each stage will take.
Syntax for Lesson 1: What Do We Know About Matter?
Problem-Based Lesson 2: What Are Some Physical Properties of Matter?
Learning Lesson 3: What Happens During a Chemical Change?
(Arends, p. Lesson 4: What Are Mixtures and How Can They Be Changed?
401) Lesson 5: Assessment – What We Now Know/Reteach
Phase 1: Teacher goes over the objectives of the lesson, describes important logistical
Orient requirements, and motivates students to engage in problem-solving activity
Students to (10 minutes)
the Problem
Explain the Lessons above with the objectives/goals for student(s) and teacher. This
Teacher will be done with a positive attitude toward the lesson/unit.

Discuss Fast Facts that are listed on the slide show presentation.
Tell the students that this lesson combines an engaging teacher demonstration with a hands-on student
lab experience.
Inform students that we will continue thrilling discovery of physical and chemical changes with the
discovery of mixtures and substances. Continue with telling the class that this lesson will include an
engaging teacher demonstration with a hands-on student lab experience using cereal. And that they will
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 be playing “Name That Change Game.” And when finished may eat their cereal.

Students will demonstrate their knowledge of physical properties of matter and be able to classify as
observable or measurable physical properties by completing the lesson review with 80% accuracy.

The keys (as related by Arends, p. 402)

Key 1: Not to learn large amount of information but rather to investigate the important
problems and to become independent learners—figure out things on your own.

Phase 2: Teacher helps students define and organize study tasks related to the problem.
Organize (5 minutes)
Students for
study Key 2: Teams are made up of students with varying academic abilities, genders, and
race.

Class will be divided into 5 groups of 4 each.

Each group will consist of at least one person
STAD (Student Teams Achievement Division)
Teams are made up of students with varying academic abilities, genders, and race. The
entire cycle of activities, from teacher presentation to team practice to quiz, usually takes
three to five class periods (Slavin, Robert E., Arends. p.385).

Phase 3: Teacher encourages students to gather appropriate information, conduct experiments,

Assist and search for explanations and solutions.
independent (20 minutes)
and group Teaching Procedures: Plan and Discuss:
investigation
1. This lesson will be given via slideshow software (Power Point).

2. Handout Unit Preassessment: What Do You Know

Inform students:
 Do not worry if you cannot answer all of the questions correctly!
 This is to see what you do know to help me to teach the lesson.
 You will need to know for the unit test.
 Take 5 minutes to read and answer.

3. Explain that lesson will be given via slideshow and each issue will be addressed as the
slide is presented. Tell students that you wish them to assist with this lesson by reading
a slide and participating in the class discussion.
Students will be called upon to read a slide, then teacher will lead open-ended
questions to review the slide.

4. Teacher and students will conduct a quick review of the previous lessons/knowledge
about Matter.
Matter is Made of Atoms (Students will be called upon).

5. Explain lesson developed from textbook and from students worksheet, What Do You
Know.
(Teacher will tell students that appreciation is expressed for them completing the
worksheet.)

6. Preview the chapter:

Have the students scan the chapter to find lesson titles and major headings.
(Students will be given 3-5 minutes to scan the chapter.)

7. K-W-L Chart (Pass out Chart)

Explain to students that they will be completing a K-W-L Chart.
Review the Chart with the power point slide.
Direct students to complete the first two columns of the Chart.
Teacher will assist as needed.
Then the teacher will call upon a student(s) to reply what they wrote in column I or II.

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 Students will complete the third column as they read the chapter
At the end of the class ask students to turn-in Chart (to be used with other lessons).

8. Explain the objectives of each lesson(s) (5 lessons) and the unit.

9. Guided Learning of Science Ideas includes the following:

(As a class discussion using the handouts and power point presentation.)

 Help students focus on supporting facts and details that includes:

All matter has certain physical properties.
When a substance undergoes a physical change, it remains the same substance
though one or more properties may change.

 Help students focus on supporting facts and details that includes:

When a substance undergoes a chemical change, new substances form and
energy is released or absorbed.

 People use energy released during chemical changes. Examples include

substances such as wood, oil, coal, and natural gas can be burned to produce energy for
heat, electricity, and transportation fuel.
 Vocabulary – for unit and broken down into lesson(s): (Completed as a class
discussion with slide show Physical Properties: texture, ductility, density, and buoyancy.)

• Experiments will be conducted via class and group.

• Depending upon time frame Science games will be played (on-line) in relation to
Physical and Chemical Changes.

• Class workstations will be assigned to specific online site for each lesson as an
extension and a re-teaching method.

Phase 4: Teacher assists students in planning and preparing appropriate artifacts such as
Develop and reports, videos, and models, and help them share their work with others.
present (20 minutes)
artifacts and
Key 4: Students will be encouraged to ask questions and to seek information during
exhibits the investigations.

Teacher will lead open-ended questions by beginning an observation i.e. about the cereal
experiment and then asking students what do they think will happen with baking soda and
vinegar when mixed.

Phase 5: Teacher helps students to reflect on their investigations and the processes they used.
Analyze and (15 minutes)
evaluate the
problem- Students will be encouraged to express their ideas openly and freely. No idea will be
ridiculed by the teacher or by classmates. All students will be given an opportunity to
solving contribute to the investigations and to express their ideas.
process
Student worksheet(s) to be completed either individual and/or group (Formative/Summative
Assessments)
What Do You Know (Unit Preassessment)
K-W-L Chart (Begin as Class Presentation)
Chapter Self Assessment (Complete in STAD groups)
Graphic Organizer for Chapter Concepts
(For each lesson as Self Assessment and Informal, On-going, Assessment)
Review: What Are Some Physical Properties of Matter (Formative Assessment)

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 Physical or Chemical Changes: Observation/Investigation Sheet
Separating Mixture, Compound, or Solution: Observation/Investigation Sheet
Rags to Riches Worksheet (Pre & Post)
Lesson Review Worksheet(s) one for each lesson
Graphic Organizer for Chapter Concepts

Experiment: Physical or Chemical Change
(Teacher & Students)
Groups of 4 students each.
Next, tell the students that they are going to be
conducting an experiment and observing a
demonstration that involve physical or
chemical changes.
Students will need to make a prediction about what
change they think will occur before the
demonstration.
Explain that the teacher will demonstrate the
experiment first.
Tell students they will document on the
Observations/Investigations Sheet their
findings.
That they will development a hypothesis, make
observations
That during their own experiment, the students will
need to record all observations including
what they see, hear, smell, etc.
They will make observations, and collect data from
their observations.
They will draw conclusions including accepting or
rejecting their hypothesis
Finally they will complete the Critical Thinking of
Physical and Chemical Change
After the experiment they will need to determine if the
demonstration was a physical or chemical
change and support their answers.
Once they have written down their responses and
completed the Observation/Investigation
Sheet, the class will share and discuss each
outcome.
Experiment: Do You Know What is in Your Cereal?
(Teacher & Students)
.
Groups of 4 students each
Next, tell the students that they are going to be conducting an
experiment and observing a demonstration that involves
separating a mixture.
Students will need to make a prediction about how the separation will
be conducted and what the outcome will be. (This
discussion will be held prior to teacher demonstration or
their experiment.)
Explain that the teacher will demonstrate the experiment first.
Tell students they will document on the Investigator’s Log
That they will development a hypothesis, make observations
That during their own experiment, the students will need to record all
observations including what they see, hear, smell, etc.
They will make observations, and collect data from their
observations.
They will draw conclusions including accepting or rejecting their
hypothesis
Finally they will document their conclusions on the Investigator’s Log
After the experiment they will need to determine if this activity allow
the opportunity to acquire addition knowledge of mixtures
and substances.
Once they have written down their responses and completed the
Investigator’s Log; the class will share and discuss each
outcome and give examples of methods of physically
separating mixtures. Answers may include: distillation,
magnets, and sifting, heating liquids with different boiling
points

Guided Learning of Science Ideas includes the following:

Graphic Organizer for Lesson(s) Concepts. (Informal, On-going, Self-Assessment, Summative/Formal Assessment
Pass out organizer. Explain what a Graphic Organizer is and give directions to complete first column.
Discuss that the Organizer is used to first determine what they have learned both individually and in a group and after completion may
be used as a study/re-teaching tool.
• Allow time to complete first column.
• Teacher will go around the room and assist where needed.
• After completed, answers will be discussed in class by teacher and students.
• Ask students to turn in Graphic Organizer (to be used in other lessons).

PowerPoint Presentation with Handouts

• Help students focus on supporting facts and details that includes:
Mixtures are combinations of two or more substances that don’t combine chemically
• When a s substance is made by combining two other substances that contain new compounds are NOT a MIXTURE. Can
anyone tell me why it is not a mixture?
Answer: New compounds aren’t formed in a mixture because the substances don’t combine chemically.
• Vocabulary – via slideshow presentation with students reading (Exceptional Student(s) to lead)

From a constructivist perspective Problem-based learning (PBL), the role of the instructor is to guide the learning process rather than
provide knowledge (Hmelo-Silver & Barrows, 2006). From this perspective, feedback and reflection on the learning process and group
dynamics are essential components of PBL. Students are considered to be active agents who engage in social knowledge
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 construction (http://en.wikipedia.org/wiki/Problem-based_learning).

Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct
explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their
assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their
understanding of science by combining scientific knowledge with reasoning and thinking skills. -- National Science Education
Standards

3.5d State how you will support classroom collaboration through oral and written discourse.

Descriptive paragraphs related to each lesson

Socratic dialogue (http://home.comcast.net/~whiteboardsusa/whiteboardsusa/socratic_dialogs.htm)

It should be noted that the Socratic method per se is discussion process whereby a facilitator
promotes independent, reflective, and critical thinking. The conversation that results from using
the Socratic method is known as Socratic dialogue. The general goals of a Socratic dialogue are
to hold students accountable for learning, make students’ conceptual understanding and
thinking processes clear to the teacher and other students, help all students understand how
knowledge is constructed from experience, and build autonomy and self-confidence in students’
own thinking in relation to a particular question that is undertaken in common. The teacher
never badgers a student, or criticizes answers. He or she merely asks students to explain their
reasoning which, if flawed, can be quickly corrected by questions seeking clarification.

Teachers should make clear to students that they might ask questions even if they know the
answer; that they might ask “why?” two or three times in a row, and that they might ask student
peers to explain and justify their conclusions on the basis of evidence. It is never wrong to seek
clarification or to ask questions that deal with extensions of the problem. Teachers must point
out that questioning an idea does not mean that it is wrong. Students need to understand that
their role is to speak up, confronting apparent fallacies and ask questions when they don’t
understand. They must see the educational process as the construction of knowledge in which
ideas are based on evidence, clearly stated, and clearly evaluated. They need to know that no
question is “stupid”, and that the only poor question is the question that is not asked. Students
must assume responsibility for constructing meaning from facts that they have gathered as part
of the learning process.

Scaffolding (http://www.teach-nology.com/currenttrends/constructivism/bruner/)
Bruner is poignant about language and how this affects cognition within this theory of learning
development. It is pertinent to any success of a child to identify the differences between adult
language and the language used by children. With the child being younger, they need time to
advance not only their conceptual learning but their language as well. Thus, teachers and
parents alike are encouraged to envelop the "scaffolding" method of communication which is a
strategy aimed to simplifying tasks within learning by making smaller steps, all leading to the
final outcome. This aids in maintaining any frustration while keeping in mind what is important
throughout the learning process.

3.1d List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world
3.3b issues.

Watch science video related to real-world issues in regards to Matter and other objectives of the unit.
Develop a graphic organizer for students to complete in the groups to practice the new skills and prior learning with
real-world science.
The two experiences designed for the unit will also enhance this standard.

3.3a List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem solve and
critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned.
Teacher will ensure enough time is given to allow students to think about an answer prior to requesting an answer.
Students will be asked to write down their answer prior to answering aloud and different students will be questioned.
Questions will be phrased differently for specific students thereby giving special needs students an opportunity to
answer. I wonder questioning strategy will be used to encourage students to think before they answer.

Post-Lesson Implementation Reflection - PBL

JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 ACEI
Standard
4.0a,b State how you assessed student learning and whether or not student learning occurred.

4.0b State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student
learning, or (2) indicate a need to provide challenge opportunities to extend student learning.

5.1e Describe an area of professional growth for you to target to improve student learning and/or student engagement.

5.2c Describe how you could use results from this experience to collaborate with colleagues to support student learning and well-being.

Notes - PBL
Key Points I take from this Module - PBL

What are a few phrases that I identify with the learning theory of this module?

Engagement, exploration, explanation, connection, and evaluation (either from teacher or student)

Active participation, learn by doing, additive + builds on previous knowledge, not one-shot’, not “one-size-fits-all”

What would be an example of when I would use this instructional method in the classroom?

Science Classes: Teachers should give science students the opportunity to experience and learn scientific concepts through an
inquiry model, such as problem-based learning. It improves understanding and motivation by allowing students to investigate
problem scenarios that interest them most. Effectiveness of Problem Based Learning Instruction in Science | eHow.com
http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1Bbh0XAOm

Problem-based learning allows students to become scientists, which makes problem-based learning particularly advantageous in
the science classroom (ehow).

What are the 3-5 key points I need to remember when using this instructional method?
Module 3>Theme 3
Considerations of PBL instruction: (Ref: Dr. James)

 new knowledge must be presented in such a way that is additive, presented in such a way that new knowledge is
constructed in a logical pattern of development that reflects how the brain learns.
 the student has to have the necessary prior knowledge before attempting to acquire new knowledge.
 lessons must be staged at the readiness level of the learner. Early-stage PBL lessons may be very simple, and include a
very singular and highly focused learning outcome. Later-stage PBL lessons may be very complex, and involve numerous
learning outcomes and higher-order thinking skills.
 lessons cannot be “one-shot” experiences, but must contain reinforcement and formative evaluation. Often, the culmination
of PBL exercise is an activity to “cement” the new knowledge in the memory of the learner.
 lessons must be constructed so as to accommodate the speed of acquisition of all learners.
 lessons require the active participation of the learner in acquiring new knowledge.

Constructivism
The brain builds upon prior knowledge to create new knowledge and understanding. New knowledge is constructed on the old.
Dewey: Theory of Experience - Continuity & Interaction
Bruner: Individuals readiness to learn
1) Attitude towards learning
2) Simplifying the information
3) Pattern of teaching
4) Rewards and punishments.

Piaget: Genetic Epistemology - 4 primary cognitive structures

1) Sensorimotor (0-2)
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
2) Pre-operations (3-7)
3) Concrete Operations (8-11)
4) Formal Operations (12-15)

Criteria for PBL (Arends, 2009)

A good problem situation must meet at least five important criteria:
1. Authentic – problem should be anchored in students’ real-world experiences rather than in the principles of particular academic
disciplines.
2. Ill-defined – problem should be somewhat ill defined and pose a sense of mystery or puzzlement. Ill-defined problems resist
simple answers and required alternative solutions, each of which has strengths and weaknesses.
3. Meaningful – problem should be meaningful to students and appropriate for their level of intellectual development.
4. Broad – problem should be sufficiently broad to allow teachers to accomplish their instructional goals yet sufficiently confined to
make lessons feasible within time, space, and resource limitations.
5. Benefit – problem should benefit from group effort, not be hindered by it.
Continue PBL Notes

What are a few teacher and student behaviors that are essential for success when
implementing this instructional method?

Teachers
Teachers should specify how long projects will
continue, always allowing sufficient time for the
students to investigate their problems. Typically, a week
or two provides enough time (e-how).
Students
Students should complete problem-based learning projects in
groups of five to seven students (e-how).

Teachers of elementary-age students should probably Allowing students to work collaboratively improves teamwork
assign a problem, or let them choose from an approved strategies that will be needed in the workforce (e-how).
list of problems (e-how).

The Stanford PBL website asserts that during the PBL
process the teacher stays on the sidelines to provide
support and guidance, as needed. Problem-based
learning does not replace other types of teaching,
rather, it complements it (e-how).
Teacher will assess the work as well (e-how).
The Center for Educational Technology explains that a key
component to problem-based learning involves student
presentations that should be presented to the teacher and to the
class (e-how).
They will then assess their own work (e-how).

In the traditional classroom, the teacher decides what
will be taught and how it will be taught 100 percent of
the time. However, with problem-based learning, the
students decide on further study and how to study it in
order to solve a problem (e-how).
Younger students may be unable to generate their own.
Teachers who work with older children may want to use problem-
based learning as a way to finish a unit of study. In this case,
teachers can encourage students to list possible problems to
investigate, that relate to the unit of study (e-how).

Read more: Effectiveness of Problem Based Learning Instruction in Science | eHow.com

http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1BbhuopPk

Resources

Arends, Richard I. (2009). Learning To Teach (Eighth Edition, pp. 286-394). Boston: Mc Graw Hill Higher Education.
Smith, C. R. (2010). Module two: Problem (Project)-Based Learning (PBL) > Themes and Readings: John Dewey, Genetic
Epistemology, Constructivist Theory, Problem-based Learning, Model of Effective Instruction, PBL Unit Study, Constructivist
Theory and Brain Research. Retrieved December 15, 2010, from EDU 500: Education Theory Into Practice:
http://courses.jonesinternational.edu
Effectiveness of Problem Based Learning Instruction in Science | eHow.com. Retrieved December 15, 2010, from:
http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1BbjvpaKV
Maslow’s Hierarchy of Needs Theory/Abraham Maslow – Economics (2010). Retrieved December 21, 2010 from:
http://www.ict-learningnow.com/maslows-hierarchy-of-needs-theoryabraham-maslow-economics/

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
 Grade and Course-Level Expectations and Resources: Information and Communications Technology Literacy & Science,
and Show Me State Standards. Retrieved December 21, 2010, from Missouri Department of Elementary and
Secondary Education: http://dese.mo.gov/divimprove/curriculum/GLE/

Readings from Module Two

• Learning to Teach (8th ed.). Chapters 11
• John Dewey, the Modern Father of Experiential Education. Wilderdom. (Web)
• Genetic Epistemology (J. Piaget). TIP. (Web)
• Constructivist Theory (J. Bruner). TIP. (Web)
• Problem-based Learning. Study Guides and Strategies. (Web)
• Slavin, R. (1994). A Model of Effective Instruction. Success for All Foundation. (Web)
• A PBL Unit of Study. IAE-PEDIA. (Web)
• Gibson, S., & McKay, R. (2009). What Constructivist Theory and Brain Research May Offer Social Studies.
Quasar. (Web)

JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.