An Overview of Problem Solving
Most of my classroom evaluation comments in the last couple of years have been to incorporate Bloom’s taxonomy in my lesson plan. For a long while I was unsure how to effectively use it since staff developments did not address it and supervisors were vague when I asked them to model a lesson using higher order thinking. I feel that I understand the concepts a little better now and diligently try to include it in my lesson plan. However, I must admit that my biggest challenge is effectively using higher order thinking with my learning challenged students. It can be frustrating and to add insult to injury my supervisors make unrealistic suggestions to address this problem.
I have discovered that when students have ownership of a task or project, it motivates them even more. I concur with Moursund that “ownership can crease the intrinsic motivation of students” (107). A good example of this involves my students credit card PBL based project. Using bloom’s taxonomy as a guideline, the task of each group was to research and synthesize a credit topic and create a lesson using technology to teach it to the class. They had to create a rubric and questions for evaluation based on the topic. Since this is my most challenging class, I was unsure of the outcome. I am happy to report that two of the groups took ownership of their task and did a great lesson. I experienced a lot of challenges with the other two groups. It was a definitely a positive learning experience for both the students and myself.
I believe that students are treated to a grave injustice with state tests and to an extent in classroom tests. The tests are structured to elicit responses from memory and do not leave room from creativity and higher order thinking. In the last three years in my school, emphasis has been placed on helping our students address the open ended component of the HSPA examinations. As business teachers, we have to try and structure our lessons in our academic discipline to include open ended questions to help the students practice. Therein lies the problem. A lot of teachers in non language disciplines are challenged since we must ensure that we are aware of the state requirements on grading open ended questions. I find that new teachers are cognizant of this fact only about 3-4 weeks before the state exam when stressed administrators relay their expectations for teachers.
The six strategies for problem solving by Moursund 109-110) is a great bit of information to post in the classroom for students and teachers alike and would address all genres. I feel that these ideas can be applied to PBL lessons and would have a greater impact on student learning and also provide authentic evaluation. I find myself preparing lesson and activities that allow students ownership of the lesson which in turn stimulates and encourages higher order thinking, writing skills, technology integration, and creativity and public speaking skills. My last few assessments have started to be more centered on project based evaluations. I am confident that I can incorporate this type of evaluation since I am responsible for creating the examinations for all my business classes. In my staff meeting at the end of March, we have to share effective learning strategies with our colleagues. I plan to introduce PBL lessons with samples of lessons and projects that I have implemented in my classroom. This is one way for me to introduce PBL learning in my school. I am very excited……..!
Chandrowtie Sue Fermin
Project Based Learning
Journal Entries Appendix B
Dr. Skeele/EDST 6306
No comments:
Post a Comment