9 application 4 (1)
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School
American College of Education *
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Course
5423
Subject
Arts Humanities
Date
Apr 3, 2024
Type
Pages
10
Uploaded by MasterAlpacaMaster1059
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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