PBL

The driving force is the problem given and the success is the solution of it, and quality of the thinking process. ||
 * || ** Student thinking ** || ** Student actions **  || ** Support/instruction needed from the teacher **  || ** Examples **  || ** Technology Support ** ||
 * ** Problem-based learning ** Uses an inquiry model

Students are engaged in authentic experiences that enhance problem-solving skills and disciplinary knowledge simultaneously. These "big-idea" questions create experiences for children that are inherently social and collaborative. ||

Students participate in problem-solving activities and discussions. Problems are typical of problems encountered outside of the classroom as they are meant to reflect real situations students could encounter. Students start with a given problem, make a plan for gathering information, pose new questions, and summarize their conclusions. || 

Facilitator guides the students, helps with discussions and generating problem-solving skills, explains the 'ideal' solution after the students have all presented and students are encouraged to raise their opinions. Assessment is measured by efficiency of group work, development and creativity. ||

Overarching, "big-idea" essential questions to guide a unit of study

PSAs (videos) produced to publicize and offer solutions to problem that exists (for example, bullying in a school).

[|Science Seekers] || * Virtual world
 * Internet-peer collaboration
 * E-pals
 * Video games
 * Video equipment, computers and editing software ||

is the end-product, but the key to success is the skills acquired during it’s production, along with reflection on the trial & error building process. ||
 * ** Project-based learning **  Focuses mostly on a production model. The driving force

Students work in groups, or individually, to problem solve. Students investigate the solution to a problem and find a real-world application.

Projects with predetermined goals and action steps that promote collaboration outside the school. || 

Students organize their own work and manage their own time to create a final product. When working within groups students must collaboratively organize and delegate work as well as manage group and individual time. || 

Teachers pose an open-ended question or issue that is real and relevant to the students’ lives, teacher acts as a facilitator. Teacher develops the question /issue giving guidelines to direct the students’ learning toward content-based materials. It is important for teachers not to provide the students with answers so that students participate in the learning and investigating process. When students have completed the project, the instructor provides the students with feedback. The curriculum in several subject areas can be explored within one long-range project. As a result of the problem-solving, students have created artifacts to represent their understanding of the real-world application. Students are assessed on the final product. || Daffodil and Tulips PBL

[|"Tune In" to Weather]

[|iEarns Projects]

[|Journey North]

[|Bridge Building]

[|PBS Nature Videos] || * Forums to share ideas, post challenges and get help.
 * Wikis
 * Discussion Boards
 * Blogs
 * Interactive websites such as “Discovery kids” and "Whyville"
 * Multi-media reports/artifacts
 * Photostory
 * Mini-films
 * Photo slideshows ||

learning** Instruction by the use of stories about individuals or businesses facing decisions or dilemmas , with the real-world historical events and outcomes organizing the presentation (e.g., this happened... what would you do?... they did this and this happened next.. what would you do... etc.) || -Students engage in discussion of specific situations. -Groups build knowledge and work in groups to examine a given case together.] - Group needs to make decisions or judgments based on facts and logical connections
 * **Case-based

Students: - Are engaged with the characters and circumstances of the story - Connect and relate the meaning of the story to their own lives - Bring their own background knowledge and principles || -Students strive to resolve questions that do not have a "right" answer. (quick question - isn't this representative of PBL, PBjL and CB?) - Students need to come to class FULLY prepared to talk about the case Students: - Identify problems as they perceive them - Raise points and questions, and defend their positions - Formulate strategies to analyze the data and generate possible solutions - Discuss and reflect on possible decisions/ strategies - May not agree and have to compromise || Teacher acts as facilitator & needs to ask carefully designed questions. - Must provide direction and feedback - Encourages a collaborative learning environment -Encourages exploration of the case and consideration of the characters' actions in light of their own decisions - Encourages discussions and reflections || [|Investigative Case Based Learning]

[|LifeLines Online] || * Virtual Field Trips ||