Creating an effective problem-based unit can be like fitting a triangle into a trapezoid hole; it may fit, but it may not look pretty. Creating a mini-unit for PBL was quite an adventure. My adventure did stem from the first fact that I didn’t quite grasp what all of this conceptual modeling was about. Then, I began to comprehend modeling on a higher level during my first unit attempt, Creating a Fire Safety Plan. I didn’t quite get the “conceptual” part of the modeling issue. I struggled with getting sixth graders to understand what a concept was- a model of a concept. I don’t teach concepts or systems very much in the technology lab, but I did solve my own problem: what topic and problem could I have them solve? Internet safety was the topic to the rescue. We do teach Internet Safety at least one week out of the year (and every day), and it is conceptual, or at least, can be introduced that way.
For the first unit attempt, I actually did do the lesson with my students. Here’s an example of one of the final products:
So, yes it’s not conceptual, but some of them did turn out nicely. And I learned that students can actually create some interesting looking things in Dabbleboard.com. For my new unit: What is Online Safety?, I give them a lot of freedom and choice: they are to model the “Road to Online Safety,” and I give them lots of choices for completing the task. They can create a flow chart or create a game. Since many of my kids know Scratch, the programming software, they could use that, or use a printable game board, or use Dabbleboard for the flow chart.
Practice First
I focus on the process of teaching 99% of the time in my position. I think that to implement a proper problem based learning unit, students do have to have some experience solving heuristic problems. If all they have done is algorithmic problems, the tougher, right-brained problem could stump them. It might do me good to give them some sample problems to solve, give them some practice before I throw this unit at them.
When I created this unit, I made sure to follow the criteria set forth by John Barell on page 60 of his book, Problem Based Learning. Online Safety is a complex problem, that is always growing organically. The methods by which children can bully grows every day. Bullying is a concept that is relatable to all students at this age, and it has a lot of dynamic elements. Is it fascinating? Well, if you ask a kid outright, they would say not, but when you introduce them to the Digizen video, and some of the online interactives that come with this lesson (I’ve done different Internet Safety lessons with my students), you see that they get fascinated as they analyze more. The video is powerful. It is absolutely significant, considering recent media stories. The skills they learn in this unit follow them to any other subject, especially when they use technology in other classes, as well as at home.
I focus on the process of teaching 99% of the time in my position. I think that to implement a proper problem based learning unit, students do have to have some experience solving heuristic problems. If all they have done is algorithmic problems, the tougher, right-brained problem could stump them. It might do me good to give them some sample problems to solve, give them some practice before I throw this unit at them.
When I created this unit, I made sure to follow the criteria set forth by John Barell on page 60 of his book, Problem Based Learning. Online Safety is a complex problem, that is always growing organically. The methods by which children can bully grows every day. Bullying is a concept that is relatable to all students at this age, and it has a lot of dynamic elements. Is it fascinating? Well, if you ask a kid outright, they would say not, but when you introduce them to the Digizen video, and some of the online interactives that come with this lesson (I’ve done different Internet Safety lessons with my students), you see that they get fascinated as they analyze more. The video is powerful. It is absolutely significant, considering recent media stories. The skills they learn in this unit follow them to any other subject, especially when they use technology in other classes, as well as at home.
Boundaries
Does it have too many boundaries? Well, I’ll bet that it might look that way in the beginning, but I’ve given them many different roads to complete the task. They have something like 6 different programs they could use to complete the task in so many considerations. I also give them a choice as to what they could create- a game or a flow chart. The game is extremely boundary-less. The flow chart is simply a “road” of the concept.
The lesson is effective because it’s aimed at all learning styles. There are multiple learning strategies, organizational charts, video, audio, and multiple choices of programs from the simple (MS Word) to the more complex (Scratch). There are no set guidelines as to what the game or chart should be other than to teach younger students what it’s like to be bullied, and what to do if it happens. Best of all, there is no set answer for how this problem should be solved, so students should come up with many different ideas and creative products.
Does it have too many boundaries? Well, I’ll bet that it might look that way in the beginning, but I’ve given them many different roads to complete the task. They have something like 6 different programs they could use to complete the task in so many considerations. I also give them a choice as to what they could create- a game or a flow chart. The game is extremely boundary-less. The flow chart is simply a “road” of the concept.
The lesson is effective because it’s aimed at all learning styles. There are multiple learning strategies, organizational charts, video, audio, and multiple choices of programs from the simple (MS Word) to the more complex (Scratch). There are no set guidelines as to what the game or chart should be other than to teach younger students what it’s like to be bullied, and what to do if it happens. Best of all, there is no set answer for how this problem should be solved, so students should come up with many different ideas and creative products.
