3. Signature Assignment:InstructionalPlanandPresentation
Part II:
LearningObjectives:
1. Creatinga ProblemBasedLearningunitthatposesachallengingproblem orquestion,while
engagingthem.
2. Creatinga ProblemBasedLearningunitthattapsintostudents’keyknowledge,whilehelping
studentsunderstandthe informationpresented.
3. Improve studentlearneroutcomesbycreatingaProblemBasedLearningunitthat allowsfor
creativity,fromboththe teacherandstudents.
ChallengingReal World
Problem
Key Knowledge Creativity
Audience Teachers/
Administrators
Teachers/
Administrators
Teachers/
Administrators/Students
Behavior Will be able to
appropriately select a
challenging problem
for students, in order
to create a PBL.
Will be able toalignthe
challenging problem
withState Standards in
order to create a PBL.
Will be able to improve
the learners’ outcomes
by generatinga PBL that
allows for students to
complete task
creatively.
Condition By the end of the Fall
training teachers will
have created a PBL
with, that incorporates
a real world problem,
relative to their lives.
By the end of the Fall
training teachers will
have createda PBL that
incorporates Key
Knowledge, in order to
ensure students are in
compliance with the
State and District
standards.
By the end of the PBL
projected end date
(varies based on
conditions set forth by
teachers in the PBL)
teachers will have
allowed for students to
explore their creative
side.
Degree With 100 percent
accuracy.
With 100 percent
accuracy.
With a +20 percent gain
on State Testing.
Instructional StrategiesandActivities:
ProblemBasedLearningtrainingforteacherswillcontaininformationandhandsontrainingforteachers
indistrictsmovingforwardwiththe PBLformat.Teachersand administratorswillreceive training on
howto establishgoals,the stepstocreatingqualityandmeaningfulassignmentsfortheirPBL,howto
buildcommunity,becomingafacilitatorandlastlyteacherswill be giventhe opportunitytocreate
meaningful PBLs,withassistance,toensure theyunderstandthe expectations.Teacherswill be provided
withthe historyof PBL, allowedtoparticipate infinishedproductof aPBL, and givenmaterialstocreate
theirownPBL.
5. Signature Assignment:InstructionalPlanandPresentation
Part III:
Title: Problem Based Learning Training
Length of Course: PBL Training is a two day course. In compliance with the Districts Time Policy,
teachers are expected to be with us 7.5 hours.
Training Day Time Activity Uninstructional Time
One 8:00am-9:30am Intro to PBL 9:30am-9:45am
One 9:45am-11:30am PBL Engagement for
Teachers
11:30am-1:00pm
One 1:00pm-3:30pm Essential Project
Design Elements for
PBL
2:00pm-2:15pm
Two 8:00am-9:30am Selecting your
Challenge and Key
Knowledge for your
PBL
9:30am-9:45am
Two 9:45am-11:30am Reflections and
Revisions of PBL
11:30am-1:00pm
Two 1:00pm-3:30pm Review of PBL
Created
2:00pm-2:15pm
People Involved in Implementation:
The people involved in the training include two trainers and a maximum of 30 students. The 30
students will be teachers and this will be the first of the two sessions offered at the school. This
allows for grouping of grade levels.
Needed Resources:
Resources needed for this project includes a technology- laptop, Promethean board, internet
access and passwords, speakers, microphones and cellphones/tablets are optional. The trainers
would also like offer peppermints, as peppermint helps to stimulate the brain (Moss, Hewitt,
Moss, & Wesnes, 2008). Common teaching tools will also be needed, such as pens, paper,
markers, flipcharts, tape, pictures, folders and sticky notes. Printed materials for teachers will
include a copy of State Standards, copies of the Power Point, copies of articles on PBL, a PBL
planning guide and outline, the schedule for the day and sample PBLs. Teachers will also be
required to sign in for their Districts records. Trainers will also offer a QR code for students to
obtain their information, should they need anything after the course.
6. Signature Assignment:InstructionalPlanandPresentation
Implementation:
Teachers will be able to attend the course, if they have participated in an online Pre-
Registration, provided by their district and confirmed by the trainers. Teachers will receive a
confirmation, schedules, items needed for the course, and parking information. Once the class
is filled to capacity, a wait list will start. Those teachers that may need to cancel should do so at
least week before training, to allow for wait list teachers to prepare for the course. Instructors
will use a variety of method, such as active participation, exit tickets and dialogue. Teachers
will receive 6 PLU’s for this course.
Participants:
o Training is offered to Teachers, Academic Coaches and Administrators from the
perspective school.
o Training hold 30 slots and requires an advance sign up via the District Portal.
o It’s recommended that you attend with your Instructional Team to properly plan for
your PBL.
7. Signature Assignment:InstructionalPlanandPresentation
Part IV
Criteria to Assess Plan
The trainers of this course will use a number of methods to assess and determine the
effectiveness of this course by incorporating some assessment techniques the participants use
in their own classrooms. Sticky notes will be provided for “Parking Lot” questions and Exit
Tickets before breaks. At the end of each session the trainers will engage in a game of Kahoot,
an online game accessed through the participants phone, to access the knowledge recently
presented. The participants will also have a culminating PBL project that will be evaluated by
the trainers. Lastly the participants will complete an end of course survey from both the
trainers and their district.
Description of Evaluation Instruments
o Sticky notes for Parking Lot Questions will allow for participants to record questions
they may have, but may not want to ask out loud.
o Sticky Notes for Exit Tickets allow for students to express their takeaways, from the
presentations.
o Kahoot Game- Allows for the trainer to ask questions such as:
1. What does PBL Stand for?
2. What are the eight components of a PBL?
3. Name a Design Element of PBL?
o The PBL will need to include the eight components of a PBL.
o The End of Course Survey will follow the Kilpatrick Model, with a rubric that asses the
measure or degree of:
1. If the learning objectives were met
2. Was the course material appropriate
3. The trainer answered my questions in a complete manner
4. I was given the opportunity to use what I learned
5. The information presented gave me the tools to be successful in creating a
quality PBL
6. I feel confident about implementing my PBL
Future Decision Making
The data collected from the assessment tools used during the training will allow for the trainers
to adjust to better serve the participants, as they go through the training. The data from the
end of the course survey to improve the needs of future participants.
8. Signature Assignment:InstructionalPlanandPresentation
Reference
For Public Broadcasting, C. (2002). Defining Audience & Goals. Retrieved October 20, 2018,
from http://enhancinged.wgbh.org/process/goals.html
Hodell, C. (2016). ISD from the ground up: No-nonsense approach to instructional design (4th
ed.). Alexandria, VA: ATD Press.
Moss, M., Hewitt, S., Moss, L., & Wesnes, K. (2008). Modulation Of Cognitive Performance And
Mood By Aromas Of Peppermint And Ylang-Ylang. International Journal of Neuroscience,
118(1), 59-77. doi:10.1080/00207450601042094
