:
:
:
:
:
: that will get your students
to want to solve the problem? Is this a real problem
or simulated problem (real is better!)?
:
Write what you think the students will know about
the problem and what you think they need to know.
How will you decide what goes up as a “Know”
or “Need to Know?” Is there a difference
between what they know and think they know?
: Turn the real-life,
messy problem into a simple problem statement.
Use the “How can we…..So that….”
Format. Anticipate how the problem will be stated
yourself before getting the students to do it.
: Where do the students need
to go to get the richest information and data
they will need? How can you help them get the
information they will need?
: Describe
what you think the possible solutions are. Do
the solutions fit the criteria set up in the Problem
Definition?
: Brainstorm
what concepts and skills the students will learn
in solving the problem.
:
Organize the concepts and skills covered in this
unit into their curricular areas? Can other teachers
help teach some of the concepts and skills?
: What lectures,
experiments, activities, demonstrations, discussions,
readings, guest speakers, field trips, etc. are
necessary to give students the knowledge and skills
they need to solve the problem and achieve the
learning outcomes?
:
How can you access communally and/or individually
what was learned /not learned? Can you design
a performance assessment?
:
Will debriefing the process help assess learning
and improve the process in the future? What would
you and the students do differently in the future?
What collateral learning took place? Can this
problem be expanded? Help students see the whole
picture.
:
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designed by Facilitators, Lockias Chitanana (Zimbabwe),
Diane Midness (USA), Charles Brewster (Wales) and Kelly
Teamey (USA). (download a Word version of the "
Template was designed by Michael Pease.
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