shford 6: – Week 5 – Assignment
A Case for Problem-Based Learning
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level. You are having a discussion about an upcoming unit. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam over the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project. She is apprehensive because it sounds like a lot of work, but you assure her that you have the entire experience planned well.
In this assignment, you will apply principles of problem-based learning to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
Content Expectations Plan (9 points): Create a general plan for a problem-based and project-based learning (PBL2) experience that includes the following six components: Overview of the general problem you will establish related to the topic, including the following: A brief description of the grade, subject, and demographics of the class. An overview of how student groups will be assigned and monitored. A description of the project that will need to be developed by the group and presented to the class. Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance). A description of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project. A description of how culturally relevant strategies are included/applied within the project.
Written Communication Expectations Page Requirement (.25 points): Submit three to five pages, not including the title and reference pages. APA Formatting (.25 points): Format your paper according to APA style as outlined in the Ashford Writing Center. Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Source Requirement (.25 points): Reference at least two scholarly sources. All sources on the references page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.
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