Transcript Problem Based Learning

By
Donna Duraj
Grades 2 & 3
St. Zachary School
Des Plaines, IL

Students will gather information by
collecting and analyzing data.

Students will show an understanding of
how the American chosen has made a
difference.

Students will communicate their findings
to others through a display and a
presentation.

Language Arts

Technology/Computers
Language Arts Skills
Students will use various sources for
research.
 Students will evaluate these sources
and make decisions as to what is
valid.
 Students will synthesize their
research findings into a presentation.

Technology Skills
Students will use computers to
access the internet to research
information & use the word
processing program to take notes.
 Students will use clip art and digital
cameras to add visuals to their
presentations.


Technology hardware/software

Trade books and texts

Internet

Other research sources
Who were the Americans that made
a difference in the 20th century?
 Teacher
assessment of process along
the way through the use of a checklist.
 Teacher assessment of the display
through the use of a rubric.
 Teacher assessment of the presentation
through the use of a rubric.
Presentation Rubric
Writing Rubric
 April/May
implementation
 4 week PBL Unit
 Week
1 - pick American
- teach research skills
- students research
 Week 2 - teach taking/using
notes
- gather/organize notes
- create/find graphics
3 – create display board
 Week 4 – develop/practice
presentation
 Two Days - Presentations
 Week
What are some techniques/teaching
strategies I can use to meet the
diverse needs and interests of all
the students?
As the facilitator becomes
more familiar with different
learning styles and multiple
intelligences, the efficiency of their
teaching will meet the diverse
needs and interests of all students.
Differentiated Instruction

Instruction should be differentiated as the
facilitator sees fit based on the needs of
the students in the classroom.
– Use of visuals, such as charts, graphs,
checklists will help to keep students on task.
– Facilitator should use class discussion and
debriefing sessions to support the students
through the PBL process.
– Facilitator should use follow-up assessments
as a way of ensuring that students are keeping
up-to-date with the project.