Attachment B
DIRECTIONS FOR SEQUENCE OF STEPS
PROBLEM-BASED LEARNING (PBL) ACTIVITY
West Virginia Institute for 21st Century Learning
Pre-Institute
Pre-Institute. - Receive Background Information on Assigned School to Review for Homework
When implementing 21st century components in a school, this implementation happens in an existing context. Thus, as part of the Problem Based Learning Activity, a fictitious West Virginia school has been created with issues and challenges common to West Virginia schools. To prepare for the PBL, you will need to read the School Scenario for your programmatic level (See Attachment A) and Appendices to become familiar with contextual issues that may affect your ability to develop a 21st century school.
Saturday – General Session
9:15 a.m. – Listen to Introduction on Problem-Based Learning Activity:
In general session, you will hear an overview of problem-based learning (PBL) as an instructional process. Next, you will receive general instructions on how an abbreviated version of the PBL process will be used as the instructional tool for applying (1) knowledge of first and second order change, (2) principles of transformational and distributive leadership, and (3) understanding of specific components of 21st century learning. To complete the PBL, you will be assigned to a PLC organized by programmatic level. Throughout the PBL, you will be learning and applying new content but also experiencing a 21st century instructional process.
Saturday – Programmatic Session
Using Attachment B for Directions, Begin Step 1 of the PBL Process:
9:30 a.m. - Step 1: Organize into a Work Team to Complete the PBL Experience
Much work in the 21st century will require teamwork and group problem-solving. Thus, you will need to organize yourself as a functioning team. Attachment C has identified some key roles that may be necessary to complete your work. These roles need to be assigned and the responsibilities reviewed so that each member is clear about what is expected. In order to set the stage for group productivity, group members should review the Group Process Rubric in Attachment D. This Rubric outlines specific behaviors that will contribute to team effectiveness. As a team, your goal is to be “High Performing.” Please note that this rubric will be used in Step 8 of the PBL as the group reflects on its ability to complete the various PBL tasks.
9:40 a.m. – Step 2: Clarify the Problem and the Process
A Problem-Based Learning experience is designed to solve a specific problem using a sequential process. Thus, the Facilitator should read the problem statement described in Attachment D and assure that all members of the team understand the problem to be solved. Next, members should review the sequence of activities that will be used to reach consensus on how to address the problem (See Attachment F).
9:50 a.m. – Step 3: Brainstorm School Assets and Challenges
Every school has characteristics that can enhance or impede 21st century learning. The team must be knowledgeable of these before school improvement efforts are identified. Thus, the Facilitator will lead the group in a brainstorming session on the assets and challenges (See Attachment G) in the school. Using a data projector and laptop, the Recorder will list group comments on the form provided. Group members should specifically focus on those things that may positively or negatively affect the principal’s ability to create and sustain a 21st century school.
10:05 a.m. – Step 4: Determine Root Causes
Once the brainstorming is complete and the group has exhausted its ideas about school assets and challenges, the group will begin the process of determining the “Root Causes” of why the school is not adequately preparing students for the 21st century. This is an important step for the team to complete. In school improvement, leaders sometimes make the mistake of working on symptoms (e.g., superficial or minor challenges) instead of “getting at the root of the problem.” If the team is unclear about the characteristics of “root cause,” members should examine the following websites:
After the team fully understands “root cause,” members should examine the challenges list from Attachment G and reach consensus on the root causes affecting the school’s ability to prepare students for the 21st century. The Recorder should list these for the team to view using the form provided or electronically.
10:30a.m. – Step 5: Determine Key Findings from Research on Distributive Leadership, Transformational Leadership and/or Change That Can Be Generally Applied to the Challenges/Root Causes in the School
An important part of the learning process in a PBL is acquiring and applying new information. In this PBL, the team will use the new information gained from the General Session on Change and the Break-Out Sessions on Transformational and Distributive Leadership. To review this information, the team members will complete a two-step process. First, using the notes and/or graphic organizers from the previous sessions as a resource, each member will complete Attachment H. In this attachment, you will record key understandings or concepts that you think can be generally applied to the challenges/root causes preventing the school from adequately preparing students for the 21st century (10-15 minutes). Once the individual reflection is complete, the Facilitator will lead the entire group in discussion reaching consensus on how the new understanding of change, distributive and transformation leadership can be generally applied to the school. The Recorder will document group comments using the form provided or electronically.
11:00a.m. – Step 6: Determine Specific Leadership Actions and Processes for Creating a 21st Century School (Based on Key Findings from Step 5)
Step 6 is the most important and most difficult step of the PBL process. In this step, combined PLC’s must pull together what they know about (1) the specific issues in the school (assets, challenges and root causes), (2) their knowledge about the change process, (3) understanding of distributive and transformational leadership and (4) understanding of the elements of a 21st century school. Just like the “real world” of a principal, you must turn knowledge into practice in a demanding and complex environment. Using Attachment I, theFacilitator/Leader will conduct a group discussion on the specific leadership actions/processes necessary to address each 21st century component. The secret to success in this step is thinking through the particular compelling needs of this school and being able to defend the suggested practice/process using the research on effective leadership/change. If time permits, the Facilitator may want to allow each team member some quiet time to reflect on Attachment H before the group begins its brainstorming. The Recorder should assist by documenting group conclusions on the form provided or electronically.
11:30 a.m.– Step 7:Prepare your Recommendations into a Presentation to the Superintendent and Board of Education of Big River County
An effective PBL experience should be evaluated through some form of 21st century authentic assessment. In this PBL, the culminating project/authentic assessment will be a mock presentation to the Superintendent and the Board of Education of _____ County. A rubric for the presentation is included in Attachment J. Before the group adjourns for the day, it must determine which of the group members will be the “principal” for the presentation and how the presentation can be made most effective. The presenter “principal” will be excused from tech time and may use the advice and/or support of the critical friends and programmatic leaders to prepare the presentation. In a real PBL activity there would probably be both an individual and a group grade given to the team members.
2:00 p.m. Step 8: Principal Presents to the Superintendent/Board of Education
Within programmatic groups, each principal will present their “vision for leadership” to a “mock” Board of Education and the Superintendent of ______County Schools. These individuals may ask questions to clarify their understanding of the principal’s proposal. Others “in the audience” will use the rubric provided in Attachment J to provide feedback to the team members.
2:45 p.m.– Step 9:Reflect on Ability to Function as a Team to Solve a Problem
Since PBL’s are designed to develop proficiency in 21st century skills as well as deepen understanding of knowledge, an important aspect of the PBL work is evaluating member’s ability to function as a team. Using the Group Process Rubric (Attachment D reviewed in Step 1), the facilitator will lead a discussion on the team’s performance and reach consensus on a rating for each category of Broad Skills addressed in the rubric. Once the rating is complete, the Facilitator should average the Broad Skill Category ratings to derive an overall team score. The discussion of the rubric should culminate in a discussion of how to improve team performance in the future.