Rigorous Pbl By Design (three Shifts For Developing Confident And Competent Learners)

By (author) McDowell Michael
Short description/annotation
The author shows how Project or Problem-Based Learning can be designed differently in order to accomplish maximum student growth in learning.

Description

Project- and Problem-Based Learning is a very popular method of instruction, but PBL is often not designed thoughtfully to address surface, deep, and transfer learning outcomes. In this book, McDowell describes three key shifts that need to happen in PBL design to reach students′ learning goals, which are clarity, challenge and culture. When these shifts are implemented in PBL design, the result is learners who are both confident and competent. Confident learners have a growth mindset, are assessment capable, and collaborate. Competent learners have the right surface and deep knowledge, and can transfer it to new situations.

Table of contents
Foreword by John Hattie Introduction Chapter 1. Focusing on Confidence and Competence in Learning Confident and Competent Students at Work: Sir Francis Drake High School Confidence in Learning Attributes Competence in Learning Levels: Surface, Deep, and Transfer PBL as a Vehicle to Build Confidence and Competence in Learning Chapter 2. Designing PBL for Student Confidence and Competence Make PBL Effective Advancing PBL by Design Chapter 3. Design Shift I: Clarity—Understanding Expectations of Learning Upfront Clear Expectations Motivate Learning Where Am I Going in My Learning? Steps for Determining Clear Learning Intentions and Success Criteria in Project Design Chapter 4. Design Shift II: Challenge—Structuring and Sequencing Learning Through Projects Designing for Challenge and Intervention Step 1 (Plan A): Align Student Activities and Teaching Actions According to Surface, Deep, and Transfer Expectations Step 2 (Plan B): Structure Inquiry to Identify Student Performance and Provide Support That Aligns With the Learning Needs of Students Chapter 5. Design Shift III: Culture—Knowing and Acting on Impact Collectively Developing a Culture of Confidence Chapter 6. Reflections on PBL Practice Working Together for Impact Retooling PBL to Serve as a Vehicle for Confidence and Competence Afterword by Suzie Boss Appendices Appendix A. Project Design Template Appendix B. Sample Projects Appendix C. PBL Design Shift and Key Elements Checklist Appendix D. Recommended Texts for PBL Implementation Glossary References Index
Review quote
"An excellent tool for any educator, administrator, or professional development coach who wants to dive deep into designing an effective and rigorous PBL. This book provides excellent details for the reader and step by step instructions on designing as well as implementing a PBL to enhance student cognition."
Review quote
"If we believe that ALL students will succeed in school today, it will require all of us to let go some of the things that have been most essential to what we know about teaching and learning (our past practice and experience) and how we have let that define our profession. The level of engagement and connection to the world around them is the driver of learning for students today. PBL represents one of our best strategies to connect those essentials with the desired outcome of success for ALL. Our students need the tangible connection of "learning to life experience" as they have an increased access to the rote knowledge that drove education a generation ago. It is critical that educators further enhance the opportunities and experiences of students by enhancing their professional toolbox. PBL is an essential tool for all educators."
Review quote
"This book has the potential to truly improve PBLs impact on student learning."

Review quote
"I’ve always advocated and often practiced problem-based learning in classrooms, but r