Review the slides prepared on Problem-Based Learning (Mendez). Tell us about some problem-based learning
(PBL) experience you had either through your formal education or in a
life-lesson. What are some of the
elements of that PBL experience that you can specifically point to as Marzano 9
strategies?
In undergrad sometimes I had to depend on the effort put forth by my team. Sometimes others waited until last minute to finalize and submit. In essence its "peer teaching" therefore I will learn what my peers are teaching and vice versa. I remembering some students stating that they learn more from the student presentation than the actual lecture itself. A goal that I am certain the professor had in mind.
ReplyDeleteThe Marzano strategy would be reinforcing effort and providing recognition, cooperative learning, homework and practice and identifying similarities and differences.
DeleteA PBL experience for me would have to be learning to live and travel in England when I studied abroad. I was having to learn about a different culture from mine and how to adapt to it. Also, travel was totally different from everything I had ever done. I had never been on a tube before. One Marzano strategy that I had would be identifying similarities and differences between the U.S. and England. The second strategy would be homework and practice. I did this while learning to navigate the tube.
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ReplyDeleteI had a business class at NMSU that the instructor would bring in items from the dollar store or other discount retailer and we would have to evaluate the product and discuss in groups why they product failed in the traditional retail setting. We would look at different elements of the product and compare them to the competitors to determine what our theory was. The reality is many of these products fail for many reasons or just one, but the activity gave us the opportunity to look at the marketing and business world through our eyes. The Marzano 9 strategies used where: Identifying similarities and differences through a group setting. Reinforcing effort and providing recognition as we reported our findings to the class. Homework and practice would be sending us to the retailers ourselves and doing our own research. Cooperative learning in the group setting as well as the field experience. Generating and testing the hypotheses with the other groups involved.
ReplyDeleteI have seen the power base learning in you tube videos. Normally, a teacher gave a subject then the students will formulate the questions and students will give their opinion and other comment on that. They have to wait their to ask and give comments. The teacher just help give direction and intervene and redirect student; teacher never makes comments or formulate questions.This connects to cooperative learning in the Marzano. The students learn by hearing and expand their thinking when listening to their peers. Just as we do in this blog or in class when we discuss the question given by Dr. Coulter. If student are not going the desired direction. I do not I have encountered it much in formal education than in this class. In life, every time something goes wrong, or not getting the desired outcomes; you have take a step back and analyze the situation; ask questions.Then educating yourself by sometimes asking someone more wiser than you or read books that will give you insight on a situation. Then, make changes and make new decisions. Another, Mazaano strategy that PBL covers is setting objectives and providing feed back the feedback out be the discussion or even being redirected by the teacher. Also question , cue and advance organizers are encountered in PBL. Question formulated by students, cues are either given by other students or teacher, and they have to follow certain rules.
ReplyDeleteThe best example I could think of was back in high school I was enrolled in a modern dance class. One of the assignments we were given was to break up into groups of two or three. The groups had to choreograph and perform a short dance piece for the class and the teacher. Each group was responsible for choosing their music, counting the beats of the music, and choreographing the dance steps to fit with the music. As it was performed the teacher graded each student in the group individually and then graded the group as a whole. This was grading was fair but the students were responsible for not only their individual grade but also the group grade. I think that the Marzano 9 elements that fit are reinforcing effort and providing recognition - the grading process that was chosen showed effort and did not penalize the entire group for a few. Homework and practice - we did have to practice outside of class to make sure we had the piece down. Cooperative learning - the group had to create the piece. Finally, setting objectives and feedback - the teacher set the objects for creating the dance piece and she gave feedback by the grades given and explaining why she chose a particular grade.
ReplyDeleteAs a graduate student in a Texas History class, we were examining all of the incidences between the Anglos and the Indians. We were all tasked with trying to come up to a solution that would satisfy both parties that was contextually accurate and that had not been tried. Wow. It was quite a challenge.
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