9 application 4 (1)

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American College of Education *

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5423

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Arts Humanities

Date

Apr 3, 2024

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pdf

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10

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Problem-Based Learning Experience Bianca Silva American College of Education CI5423 - Community of Learners Therese Kanai February 4, 2023
Problem-Based Learning Experience Just as can be seen in the previous applications for this course, creating learner centered lesson plans are crucial in student success. This lesson will be centered around problem-based learning. The experience that students will be exposed to in this lesson is to engage them in inquiry-based learning and overall just creates stronger students through learning. This lesson will focus on both reading and writing. they will need to understand and analyze a text, but then also be able to create a fictional alternative to the story being read. Students will do this in groups and be able to challenge themselves with how to negotiate working with others, how to have their own creativity be heard, and how to work towards one goal as a set of people. Grade level: 7th grade Subject(s): Reading/Writing (block period) Standard(s): Content, Skill, Character, Arts (Standards integration across subjects is not required as it was in week two, but it is acceptable and often desirable or helpful.) CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-LITERACY.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. The content this lesson centers around will be based on Shirley Jackson's The Lottery. The skill that students will be producing in this lesson is both comprehension and reading and collaborative work in their writing. they will be demanded to be creative but also meaningful in their writing in connections. Objectives: (Include all objectives that will be assessed in this collaborative learning experience. Write objectives using Bloom’s Taxonomy verbs. (See Resources, Webliography.) Students will be able to analyze characters, setting, and the impact of conflict on the story. students will then be able to work collaboratively in order to create an alternative timeline story.
Grade level: 7th grade Summary of Problem-Based Learning Experience with emphasis on the problem selected and why it is suitable: A small summary of The problem-based Learning Experience students will have in this lesson is the idea of not only collaborative writing, but collaborative writing with an emphasis on real life problems. They will be reading Shirley Jackson's The Lottery, As an emphasis on societal structures and the way groups act with one another. students will have to create an alternative story to the one written based on current events that they feel they could replicate. What they're being asked for in this lesson is to create their own lottery, but focusing on making it modern rather than withdrawing a name and using stones.I believe why this is suitable is a problem-based learning experience is because students first are being asked to work with one another and utilize not only their own strengths but each others, but then they're also presented with a very real life problem to solve. They have a goal in mind, but know that it is difficult. They have to work together to see how they can transform something that already is written into something real life that they can pull off their own experiences from. Assessment: (How will student learning be assessed? What criteria or rubric will be used to evaluate the collaborative learning experience?) Students will be assessed through two major components. one of the assessment components will be the actual writing itself. Of course they will be graded on how well they have written something that is being asked of them, are they focusing on elements from the original text, did they truly turn it into a modern piece, does it flow well for a cohesive piece of writing, etc.Second major assessment of this lesson will be through what I am able to observe as they were collaboratively. It can be difficult to assess this, but it is a vital part of this lesson that needs to be assessed. Students must be working together collaboratively to solve the problem. Learning Environment: (Briefly describe The learning environment for this lesson will
Grade level: 7th grade where the learning will take place and how students will interact with others.) take place in a classroom with a block reading and writing. This means that there will be two 40 minutes. together. This is incredibly beneficial for this type of activity because it gives them enough time to read and analyze the story and also have the opportunity to work collaboratively on the writing portion within the same day. I believe keeping this project in the same day is what also makes this lesson a strong reflection of a problem-based learning experience. they will only be given a set amount of time to be able to create the desired outcome. students will be given instructions in front of the class, but then spend a majority of their time working collaboratively within their groups. Because of the demand for collaboration, there should be a lot of student interaction. They initially will need to read the text on their own in silence, but then discussion should happen very quickly after to both analyze and then begin the idea process of how to transform it into a modern day reflection. Student Materials: The main material needed in this lesson, and Main material needed within my district, is the student Chromebooks. students will be given a physical copy of the lottery each, so that they will be able to mark up and annotate it as they read. Students will also be given a scratch piece of paper or an opportunity to work on the whiteboards in order to come up with ideas as a group. And finally students will be given one shared doc between them to write their collaborative writing piece on. Time Frame: As mentioned previously, this lesson will take place in two 40 minute blocks that go back to back. This lesson could take place in alternative timelines. I believe working within the block is best for this lesson simply because students will be given ample time but also challenged within a certain confine of time. I feel that this is something that students
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