Podcasts about problem based learning

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Curious about how to set failure as an expectation? WHAT?! Taylor Merrick (Arizona ag teacher) and Amber Rice (Iowa State University) have the inside scoop on problem-based learning to help teachers work their students through the process of problem solving, the nature of conflict, and the environment you create in the process. Journal Article: https://jae-online.org/index.php/jae/article/view/103

Mrs. Erin Knight & South Forsyth Middle School 6th grade students, Henry, Camp & Nicholas This episode, students share their recent Problem Based Learning project and the collective impact made through their direct efforts. What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a […]

EDU Central REDUX – Revisiting Problem Based Learning and Team Based Learning – Your New Educational Super Strategy (EP:41) With Diana Dolmans, PhD. This month, we are revisiting a classic episode from 2020.  With the continued evolution of emerging technology and the power that AI to help invigorate frameworks like problem based learning, we need to be ready to leverage insights from educational science in ways that can be collaborative and transformative. From workplace training to higher education settings, team based small group activities around problems are a staple. However, when we talk about the models of Team Based Learning vs Problem based Learning, how these interact, differ, where they come from, as well as how to implement them meaningfully, we can sometimes get lost. This can get especially complex when we move these strategies to a virtual environment. In this episode, Stacy Craft talks with esteemed Professor and researcher in the field of innovative learning arrangements Dr. Diana Dolmans from Maastricht University, the Netherlands to shed light on these complex topics as well as help us navigate new spaces that re-envision how we use these principles and translate them into practice. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources Seven principles of effective case design for a problem-based curriculum Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study Problem Based Learning Stanford Commons

In dieser Folge starten wir eine spannende Serie zu innovativen Lehr- und Lernformaten an der Universität Passau. Den Anfang macht das "Problem Based Learning" (PBL), eine Methode, die Studierende dazu befähigt, durch das Lösen realer Probleme aktiv zu lernen. Sophie Ringler und Tim Emmel, wissenschaftliche Mitarbeiter am Lehrstuhl BWL mit Schwerpunkt Governance von Prof. Dr. Carola Jungwirth, sprechen darüber wie PBL funktioniert, was es von traditionellen Lehrmethoden unterscheidet und welche Kurse an der Fakultät dieses Format nutzen. Die Episode bietet wertvolle Informationen für alle, die sich für moderne Lehrmethoden interessieren. Erwähnte Literatur: Hmelo-Silver, C.E. Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review 16, 235–266 (2004). https://doi.org/10.1023/B:EDPR.0000034022.16470.f3   Priem, R. L. (2018). Toward Becoming A Complete Teacher Of Strategic Management. Academy of Management Learning & Education, 17(3): 374-388. https://www.jstor.org/stable/26528588  Zum Compliance Kurs im WiSe 2024/25: https://www.wiwi.uni-passau.de/governance/studium/lehrveranstaltungen/veranstaltungsdetails?config_id=232ee5ad516ac92bf590f99ac8c2baa8&module=TemplateLecturedetails&range_id=fbb9fbc51b9f579bed441707174fde4c&seminar_id=f919ad3c9ea6aff4fcc644f9c1e10589&target=49636&cHash=408c8a74f0647415afc74fa8e00f1985 Überblick der Lehrkonzepts des Lehrstuhl Governance: https://www.wiwi.uni-passau.de/fileadmin/dokumente/fakultaeten/wiwi/lehrstuehle/jungwirth/Module/Lehrkonzept_LS_Governance_Master.pdf

The evolving landscape of law enforcement recruitment and training brings both significant challenges and promising opportunities. As police departments strive to attract and retain new talent, some agencies are shifting away from traditional training models toward approaches that resonate better with Gen Z recruits. In this episode of the Policing Matters podcast, host Jim Dudley speaks with Hank Prim, Supervisory Special Agent and State Law Enforcement Standards and Training Administrator in South Dakota, about South Dakota's approach to law enforcement training, particularly the shift from high-stress, military-style academies to a more collegial and problem-based learning environment. Prim discusses the unique challenges faced by rural law enforcement agencies in recruitment and retention and underscores the importance of building trust within the community by training officers to interact with empathy and professionalism. Prim also shares his views on integrating technology, such as virtual reality, into training to enhance scenario-based learning and better prepare officers for real-world situations. About our sponsor This episode of the Policing Matters podcast is sponsored by Skydio. Learn more about how Skydio enhances public safety and operational efficiency by visiting Skydio.com.

How do you design learning in your classroom/school?  Imagine inviting student input on everything from the way the timetable is organized, to the design of learning experiences, even to how they are assessed and evaluated.  That's the kind of voice and choice The Green School Bali provides its learners. And their learners are empowered as a result.  In this illuminating podcast episode, Head of the Upper School/Learning Dialogist/Writer/Podcaster Dr. Benjamin Freud and I unpack: Practical methods for inviting student voice/choice into the design of learning How to include more community voices, including parents, local community stakeholders and the bio-collective  How to organize curriculum around students' interests, sustainability, and other topics and projects they hope to explore    The kind of mindset required to welcome continual feedback, iteration, and collective co-design and ways to adopt it    Connect with Dr. Benjamin Freud: LinkedIN, Twitter/X Learn more about Coconut Thinking (Ben's Podcast): https://coconut-thinking.com/benjamin-freud/  Learn more about the Green School, Bali: https://www.greenschool.org/ Take the Free 12 Shifts for Student-Centered Environments Scorecard: www.transformschool.com/12shiftsscorecard  Pre-Order the 12 Shifts Book (coming in August): www.transformschool.com/whereistheteacher  Dr. Benjamin Freud's Bio: Dr. Benjamin Freud is an educator, learning dialogist, writer, and podcaster. He is the co-founder of Coconut Thinking, an advisory that helps and supports educators nurture learning ecosystems grounded in relationships that contribute to the thriving of the bio-collective—any living thing that has an interest in the healthfulness of the planet. He designs learning experiences that de-center the human, moving us toward a more ecological civilization. He is also the Head of Upper School at The Green School Bali.  Before Green School, Benjamin was the Whole School Director of Learning at Prem Tinsulanonda International School in Chiang Mai, Thailand. He focused on the “lived” curriculum. He considered ways to develop a culture of active learning, where disciplinary boundaries start to disappear, and learners engage in meaningful projects that have an impact on themselves, others, and the world…all of this preferably taking place outside. He was responsible for teacher professional development, introducing innovative pedagogical practices, and taught classes from G4 to G12. Before Prem, Benjamin was at Misk Schools, the most prestigious and high profile school in Saudi Arabia. Along with being responsible for all day-to-day operations and leadership in the Boys' School, Benjamin developed a unique curriculum to nurture and develop creativity, competencies, and entrepreneurial spirit in learners. He was responsible for designing authentic and Problem-Based Learning experiences across the school and for developing and implementing Personal Learning Pathways for each learner, to understand their academic and personal needs so that they can best thrive.  

„Motywacja” to słowo klucz każdego procesu nauczania bez względu na jego poziom. Efektywna nauka jest przecież celem wszystkich nauczycieli, począwszy od tych z podstawówki, a skończywszy na wykładowcach akademickich. Ale w tym obszarze bez otwartości na innowacje i zmiany ani rusz. dr Kinga Kurowska-Wilczyńska – menedżerka i ekspertka ds. zarządzania, naukowo zajmuje się zarządzaniem szkolnictwem wyższym i jakością kształcenia. Jest entuzjastką innowacyjnych metod nauczania, a także inicjatorką systemowych zmian w kształceniu na uczelniach wyższych. I właśnie ta przestrzeń była przedmiotem rozmowy dr Kurowskiej-Wilczyńskiej z psycholożką i specjalistką ds. zarządzania dr Agnieszką Golińską. W ramach podcastu zorganizowanego przez Strefę Zarządzania Uniwersytetu SWPS, dr Wilczyńska opowiedziała o swojej pracy projektowej w ramach zajęć akademickich. Odpowiedziała m.in. na pytania: Na czym polega projekt Problem Based Learning i czym różni od „tradycyjnych” zajęć? Jakie wiążą się z tym wyzwania? Jakie korzyści daje PBL studentkom i studentom, a jakie – organizacjom partnerskim? Strefa Zarządzania Uniwersytetu SWPS to projekt popularyzujący wiedzę z zakresu zarządzania. W jego ramach eksperci przybliżają takie zagadnienia, jak: zarządzanie i przywództwo w czasach zmian, tworzenie innowacji w biznesie, budowa gospodarki relacyjnej zamiast transakcyjnej, tworzenie efektywnej komunikacji wewnętrznej. Założeniem projektu jest udostępnienie rzetelnej wiedzy wszystkim zainteresowanym tą tematyką – niezależnie od czasu i miejsca, w jakim się znajdują. Więcej informacji o projekcie: www.zarzadzanie.swps.pl

On this week's show, Kara & Caryn are joined by math teacher Joshua Amstutz and science teacher Brad Ciminowasielewski as they delve into how they approach problem-based learning in their classrooms with technology.

Active and fun are rarely the first words associated with medical education, but today's Raise the Line guest, Dr. Amin Azzam, contends learners get the most value when they can engage with their education rather than passively receive knowledge. As Azzam relates to host Hillary Acer, the vice president of Strategic Operations at Osmosis, he remembers first seeing the power of active learning while observing a class of med students as a psychiatry resident. “I sat behind a one-way mirror and watched these students leading their own small-group learning and it was just palpably infectious how excited they were to learn medicine.” In the ensuing years, Azzam has happily been utilizing and developing active learning strategies as a professor at three Bay Area universities and in his role as Faculty Engagement Coordinator at Osmosis, one of many key roles he has played as a longtime team member. One of his most impactful creative strokes was creating the first medical school course dedicated to improving the quality of health information on Wikipedia, both providing a unique learning experience and improving health content that has been viewed 88 million times by people around the world. Speaking of global impact, he's also been instrumental in Osmosis initiatives to facilitate learning by medical students in war-torn Syria and refugees seeking medical care. Check out this lively and fascinating look at learner-centric education and the power of providing opportunities for students to do social good while learning. Mentioned in this episode:Osmosis OMEF-ONSA ProgramWikipedia Education Foundation

Context is Everything: The Challenges of PBL Around the WorldThis episode explores the challenges of transplanting PBL outside of a Western culture. The authors use meta-ethnography to synthesize the literature.Episode host: Jonathan SherbinoEpisode Article: Chan, S. C. C., Gondhalekar, A. R., Choa, G., & Rashid, M. A. (2022). Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review. Teaching and Learning in Medicine, 0(0), 1–12. https://doi.org/10.1080/10401334.2022.2142795Episode webpageHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

In this fascinating episode, I have the absolute pleasure of sitting down with Dr. Joanna Berry, an esteemed professor at Durham University and a luminary in the field of entrepreneurship. Dr. Berry is not just an academic, but a seasoned entrepreneur who successfully transitioned from running her own business to developing the next generation of entrepreneurs.   We delve deeply into the fascinating world of entrepreneurial mindset - a subject often misunderstood and underestimated. Dr. Berry demystifies what it truly means to have an entrepreneurial mindset, going beyond the confines of business startups and corporate environments. She offers insights into why this mindset is not just a luxury for the business-oriented, but a valuable life skill that can unlock potential in various facets of our lives.   Dr. Berry generously shares her wealth of knowledge on how to cultivate this mindset. She provides practical tips and strategies that listeners can immediately apply, whether they're embarking on a start-up venture, climbing the corporate ladder, or simply navigating life's challenges.   What sets this episode apart is Dr. Berry's personal journey. Her story is a testament to the power of the entrepreneurial mindset. From starting her own business to becoming a distinguished Professor of Entrepreneurship, she illustrates the transformative power of applying entrepreneurial principles in real life.   One of my favorite takeaways from our conversation is a quote from Dr. Berry: "You can't climb a mountain by starting at the top." It's a powerful reminder that the journey to success is a process, and each step, no matter how small, brings us closer to our goals.   This episode is packed with insightful perspectives, practical advice, and inspiring anecdotes. If you're looking to understand the entrepreneurial mindset, learn practical strategies to cultivate it, or simply enjoy an engaging discussion with a leading figure in entrepreneurship, this episode is for you.   Dr. Joanna Berry and I would love to hear your thoughts on the episode. Did you have a favorite moment? What did you take away from our discussion? We welcome your feedback and encourage you to share your reflections. Enjoy the show!   Dr. Joanna Berry's biography As Associate Dean, External Engagement for the Faculty of Business Joanna works closely with regional, national and international industry partners, as well as the School Executive Education team. She undertakes a wide variety of public and media activities on behalf of the School and University.   Joanna is Associate Professor (Entrepreneurship) at the Business School, and Director (Business, Enterprise and Innovation) of Durham University's globally renowned Durham Energy Institute ("DEI"). She sits on the University COP Steering Group and is Co-Programme Director of the new MSc in Energy Engineering Management, a joint programme run with Durham's Engineering Department which launches in September 2023. She is Pathway Leader for the MBA Entrepreneurship Pathway, winning the 2020 Durham University Enhancing Learning and Teaching: Digital and Online Learning Award.   Joanna is a trustee and Board member of Acumen Community Buildings (where she focuses on community businesses and social enterprise). She was Regional Chair for the Chartered Institute of Marketing and Regional Vice-Chair for the Institute of Directors' Northeast branch. She is a Governor at Newcastle's Royal Grammar School where she sits on the Strategy and the EDI Committees, and she is an International Governor at Gifted Minds International School, Hoofddorp, Netherlands.   Joanna's professional experience runs from her Oxford University law degree in 1985 and encompasses not only law (mostly company and contract, practiced in South Africa from 1985 to 1987) but also science, creativity and technology. These interests are underpinned by significant and long-term exposure to new developments in media, marketing and advertising. Joanna's entrepreneurial spirit is underpinned by a deep and broad range of regional, national and international corporate and public sector contacts which she builds into her day-to-day activities. Her MBA dissertation focused on the impact of broadband connectivity on the TV industry, and her PhD took this one step further, looking into the impact of technology on the music industry's business models and value chains.   Her research and teaching interests encompass Problem Based Learning, energy and renewables, innovation, entrepreneurship, big data, ageing and health and the digital/creative industries. She has a particular emphasis on supporting women in business, and women in STEM in a variety of ways. She works closely with the Executive Education team and undertakes a wide variety of public and media activities on behalf of the School and University.   She is nominated as Mentor of the Year and Agent of Change in the 2023 Northern Power Women Awards, was delighted to achieve a position on the Northern Power Women Power List from 2020 and is a member of the NPW Newcastle and Teesside Power Circles.   Connect with Dr. Joanna Berry Email: joanna.berry@durham.ac.uk   Links Northern Power Women Social Enterprise Acumen Durham University Business School Durham Energy Institute   #innovation #entrepreneurship #growthmindset #entrepreneurialmindset #strategy

This is a special working episode. If you listened to episode 107 where I talked with Banff Academy, they asked me to answer a couple of "need to knows" that they have. This episode is the working session where we talked through their "need to know" questions.I'd also love your feedback on this episode. Would you like more of these working sessions? Go to WhatIsPBL.com and click on Ask Ryan and let me know! Today we talk about how to deliver PBL on a large scale with multiple teachers and more. Episode Highlights: [04:28] How to maintain consistency when one project is being delivered to multiple classes with a variety of teachers? Scaling PBL. [05:29] A community partner can present to everyone. Have a consistent message. Then teachers can dive in individually. [09:09] Community partners do like to get back to the community.[09:39] Prioritize what needs to be consistent and what doesn't.[10:47] How would you incorporate PBL into qualification level classes? [12:26] Ask the teachers what they want the learners to know by the time they leave school. Educators get fired up about the solution process. We can achieve these goals and meet standards. [18:14] Hannah and Nick want the learners to be asking for PBL by the time they become seniors.[19:02] Problem Based Learning can be 4 to 6 days or a smaller chunk than PBL. Resources & Links Related to this EpisodeWhat is PBL?Ask RyanPBL Simplified: 6 Steps to Move Project Based Learning from Idea to RealityMagnify Learning YouTubeProject Based Learning Stories and Structures: Wins, Fails, and Where to StartRyan Steuer Twitter @ryansteuerE107 - PBL Showcase - How to Start a PBL School - Banff Academy

Send us a textThis is a special working episode. If you listened to episode 107 where I talked with Banff Academy, they asked me to answer a couple of "need to knows" that they have. This episode is the working session where we talked through their "need to know" questions.I'd also love your feedback on this episode. Would you like more of these working sessions? Go to WhatIsPBL.com and click on Ask Ryan and let me know! Today we talk about how to deliver PBL on a large scale with multiple teachers and more. Episode Highlights: [04:28] How to maintain consistency when one project is being delivered to multiple classes with a variety of teachers? Scaling PBL. [05:29] A community partner can present to everyone. Have a consistent message. Then teachers can dive in individually. [09:09] Community partners do like to get back to the community.[09:39] Prioritize what needs to be consistent and what doesn't.[10:47] How would you incorporate PBL into qualification level classes? [12:26] Ask the teachers what they want the learners to know by the time they leave school. Educators get fired up about the solution process. We can achieve these goals and meet standards. [18:14] Hannah and Nick want the learners to be asking for PBL by the time they become seniors.[19:02] Problem Based Learning can be 4 to 6 days or a smaller chunk than PBL. Resources & Links Related to this EpisodeWhat is PBL?Ask RyanPBL Simplified: 6 Steps to Move Project Based Learning from Idea to RealityMagnify Learning YouTubeProject Based Learning Stories and Structures: Wins, Fails, and Where to StartRyan Steuer Twitter @ryansteuerE107 - PBL Showcase - How to Start a PBL School - Banff Academy

Professor Jon Erickson is an ecological economist and advisor to policymakers including Senator Bernie Sanders. In his new book The Progress Illusion, he criticizes what he calls “the fairytale of economics” and argues we are failing “to design an economy that is socially just and ecologically balanced.” Show host Gene Tunny discusses Prof. Erickson's new book with him in this episode of Economics Explored. Please get in touch with any questions, comments and suggestions by emailing us at contact@economicsexplored.com or sending a voice message via https://www.speakpipe.com/economicsexplored. About this episode's guest: Jon EricksonJon D. Erickson is the Blittersdorf Professor of Sustainability Science and Policy at the University of Vermont, faculty member of the Rubenstein School of Environment and Natural Resources, and Fellow of the Gund Institute for Environment. His previous co-authored and edited books include Sustainable Wellbeing Futures, The Great Experiment in Conservation, Ecological Economics of Sustainable Watershed Management, Frontiers in Ecological Economic Theory and Application, and Ecological Economics: a Workbook for Problem-Based Learning. He is also Adjunct Professor at the University of Iceland, and has been a Fulbright Scholar in Tanzania, Assistant Professor of Economics at Rensselaer Polytechnic Institute, and visiting professor in the Dominican Republic, Norway, Germany, and Slovakia. Outside of the university, he is an Emmy-award winning producer and director of documentary films, co-founder and board member of numerous non-profit organizations, past-President of the US Society for Ecological Economics, and advisor to state and national policymakers. Jon lives in Ferrisburgh, Vermont with his wife Pat, their occasionally visiting sons Louis and Jon, and a menagerie of dogs, cats, horses, chickens, and donkeys.Links relevant to the conversationYou can buy The Progress Illusion and if you listen to the episode Jon will reveal a discount code:https://islandpress.org/books/progress-illusionCreditsThanks to Josh Crotts for mixing the episode and to the show's sponsor, Gene's consultancy business www.adepteconomics.com.au. Please consider signing up to receive our email updates and to access our e-book Top Ten Insights from Economics at www.economicsexplored.com. Economics Explored is available via Apple Podcasts, Google Podcast, and other podcasting platforms.

P1 Problem Based Learning

Tune in to the Management Insights podcast on Using Project-Based Learning Strategies to teach Entrepreneurship with today's guest, Chéri Phillips from Lipscomb University. Teaching Entrepreneurship doesn't have to be an uneventful exercise of theoretical aspirations.  In fact, it can be an attractive offering that leads students to major in business/ business management.  We discuss using project-based learning strategies to actively engage business majors and undecideds in the business department.

How much problem-based learning should we be doing with our students?This week we discuss ideas about problem-based and inquiry learning and look into the question: where do these ideas actually come from?We also chat about Sir Ken Robinson, Sugata Mitra and hear from teachers about their experiences using problem-based learning in the classroom.The Pedagogue-cast is a space to dive into all things weird and wonderful about classroom pedagogy. Please rate and subscribe so you're the first to know when our next episode drops.You can hear more of Staś over at his podcast, Education Bookcast or learn more here.The Pedagogue-cast is proudly powered by Maths PathwayShow notes:"Do Schools Kill Creativity?" - Sir Ken Robinson Ted Talk with 21 million views"A school in the cloud" - Kate Torgovnick May, Ted Blog“Hope in the Wall” - Payal Arora“Why minimal guidance during instruction does not work” - Paul A. Kirschner , John Sweller & Richard E. Clark“Rebranding of Discovery Learning” - Richard E. Mayer“The neuroscience of musical improvisation” - Roger E. Beaty

Du et al. reveal high variation in participants' perceptions of professional agency, indicating a need for establishing a common understanding of PBL facilitation in context. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14792

Nikki toužila po studiu v zahraničí od střední školy. Nakonec si ale musela počkat až na vysokou a rozhodla se pro Nizozemsko. Začátky v zahraničí podle ní prý byly těžké nejen proto, že se poprvé stěhovala úplně sama. Mluvily jsme o tom, jaké to je studovat Evropská studia, jak se liší výuka na Maastrichtské univerzitě od té na českých univerzitách a v čem spočívá metoda Problem Based Learning. Nikki popsala jaké má předměty i to, jaké bylo shánět si v nové zemi ubytování. Pokud vás zajímá, proč jsou zkoušky na univerzitě podobné těm v Bradavicích nebo se chcete dozvědět o tom, jaké to je učit se vyjednávat, užijte si dnešní epizodu. A pokud vás studium v zahraničí zajímá, podívejte se také na náš blog. Těším se příště u dalšího zajímavého příběhu.

“The Art of Medicine” is a brand-new educational podcast for healthcare professionals of all disciplines. Each week we will tackle a different topic with expert guests based primarily in the Irish healthcare system. This first instalment focuses on Problem Based Learning (PBL) and its use in healthcare education.

The Grand Junction Daily Sentinel's biggest headlines quickly dispensed.  The perfect OTC for people on the go! For the subscription-strength version, sign up for Your Daily Dose newsletter.   For more on these and other stories, visit our official website. TODAY'S TOP NEWS STORIES: WAIT A SECOND AFFORDING MORE OPPORTUNITY ENCAPSULATING HISTORY G WHIZ KIDS

In dieser Folge gibt es eine Einführung in das Thema "Konsensuelle Nicht-Monogamien". Außerdem geben wir einen Einblick, wie wir den Podcast gestalten wollen und wer wir überhaupt sind. Hauptquellen: Barker, M., & Langdridge, D. (2010). Whatever happened to non-monogamies? Critical reflections on recent research and theory. Sexualities, 13(6), 748-772. Klesse, C. (2016). Contesting the culture of monogamy. In Fischer, N. L., Seidman, S. & Meeks, C. (eds.) Introducing the new sexuality studies: 3rd Edition, 325-336. Polyamorie und Sprache: Ritchie, A., & Barker, M. (2006). ‘There aren't words for what we do or how we feel so we have to make them up': Constructing polyamorous languages in a culture of compulsory monogamy. Sexualities, 9(5), 584-601. Rolle der Monogamie: Mosse, G. L. (1985). Nationalism and sexuality: Respectability and abnormal sexuality in modern Europe. Howard Fertig Pub. Lenz, K. (1998). Soziologie der Zweierbeziehung. Eine Einführung, 267-272. Wiesbaden Deutschland. Definitionen - Polyamorie: Haritaworn, J., Lin, C. J., & Klesse, C. (2006). Poly/logue: A critical introduction to polyamory. Sexualities, 9(5), 515-529. Shotwell, A. (2017). Ethical polyamory, responsibility, and significant otherness. In Foster, G. (ed.) Desire, Love, and Identity: A Textbook for the Philosophy of Sex and Love, 81-99, Toronto: Oxford University Press Canada. Baumgartner, R. (2020). Viele Lieben. Polyamorie als Identität und Praxis [Polyamory as identity and praxis]. In Böhm, M. & Timmermanns, S. (eds.) Interdisziplinäre Perspektiven auf sexuelle und geschlechtliche Vielfalt, 194-210. Oxford Learners Dictionaries (n.d.). Polyamory. In Oxford Learners Dictionaries. Retrieved November, 26, 2021, from https://www.oxfordlearnersdictionaries.com/definition/english/polyamory Definitionen - Swinging: De Visser, R., & McDonald, D. (2007). Swings and roundabouts: Management of jealousy in heterosexual ‘swinging'couples. British Journal of Social Psychology, 46(2), 459-476. Duden (n.d.). Swinging. In Duden online. Retrieved November, 26, 2021, from https://www.duden.de/rechtschreibung/Swinging Definitionen - Offene Beziehung: Matsick, J.L., Conley, T.D., Ziegler, A., Moors, A.C., & Rubin, J.D. (2014). Love and sex: polyamorous relationships are perceived more favourably than swinging and open relationships. Psychology & Sexuality, 5, 339 - 348. Definitionen - Übersichtskarte Non-Monogamy: Veaux, F. (2010). The Types of Non-Monogamy. Retrieved November, 26, 2021, from http://www.obsidianfields.com/lj/nonmonogamy3-large.png Zur Einordnung: Leontiades, L. (n.d.). polyamory's #metoo. Retrieved November, 26, 2021, from https://polyamory-metoo.com/ Problem Based Learning: Maastricht University (n.d.) Problem-Based Learning. Maastricht University. Retrieved November, 26, 2021, from https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning Literatur für Folge 2 “Gesellschaftliche Wahrnehmung und Mediale Repräsentation”: Ossmann, S. F. (2019). Polyamorie in der deutschsprachigen Presse 2007–2017: Eine medienanalytische Untersuchung zu einem sich etablierenden Beziehungsmodell. Österreichische Zeitschrift für Geschichtswissenschaften, 30(1), 181-191. Thompson, A. E., Moore, E. A., Haedtke, K., & Karst, A. T. (2020). Assessing implicit associations with consensual non-monogamy among US early emerging adults: An application of the Single-Target Implicit Association Test. Archives of sexual behavior, 49(8), 2813-2828. Hutzler, K. T., Giuliano, T. A., Herselman, J. R., & Johnson, S. M. (2016). Three's a crowd: Public awareness and (mis) perceptions of polyamory. Psychology & Sexuality, 7(2), 69-87.

Jared and Kate sit down with CTE teacher Amy Coray to talk about how she uses relevant projects and problems to guide her student's learning.

Send us a textWelcome to the PBL Playbook, brought to you by Magnify Learning – where we put teachers back in their sweet spot. Make sure you follow us on Twitter: @magnifylearning, @askgiebs, @MissB103, #PBLPlaybook.In this special episode of the PBL Blitz series, Andrea interviews a familiar voice: Josh is the special guest on this Blitz episode to discuss PBL vs. PrBL (Problem Based Learning) and the authentic application of learning on a smaller scale. Especially in the math classroom, PrBL gives teachers and students an opportunity to engage with standards in an authentic application that is not quite the extent of a full PBL. The need for this could be because of the way standards flow or fit together, or maybe it is a first step for a newer facilitator of classroom PBL to start to integrate the strategies of PBL into the classroom. No matter the purpose, PrBL is a great way to incorporate the “Spirit of PBL” into the classroom on a small scale for engaging and authentic learning opportunities. Enjoy this special PBL Blitz episode!Music from https://attaboyonline.com/home#music"Waking Up" by Attaboy (https://attaboyonline.com/home#music)

Welcome to the PBL Playbook, brought to you by Magnify Learning – where we put teachers back in their sweet spot. Make sure you follow us on Twitter: @magnifylearning, @askgiebs, @MissB103, #PBLPlaybook.In this special episode of the PBL Blitz series, Andrea interviews a familiar voice: Josh is the special guest on this Blitz episode to discuss PBL vs. PrBL (Problem Based Learning) and the authentic application of learning on a smaller scale. Especially in the math classroom, PrBL gives teachers and students an opportunity to engage with standards in an authentic application that is not quite the extent of a full PBL. The need for this could be because of the way standards flow or fit together, or maybe it is a first step for a newer facilitator of classroom PBL to start to integrate the strategies of PBL into the classroom. No matter the purpose, PrBL is a great way to incorporate the “Spirit of PBL” into the classroom on a small scale for engaging and authentic learning opportunities. Enjoy this special PBL Blitz episode!Music from https://attaboyonline.com/home#music"Waking Up" by Attaboy (https://attaboyonline.com/home#music)

Episode 48 – Conversation with Sue Baptiste In this episode, I am joined by Sue Baptiste who is a well-respected Occupational Therapist. She has contributed extensively to the profession through her work with the WFOT. She is recognised as one of the founding members of the Canadian Occupational Performance Measure. She has also contributed to Occupational Therapy literature with work in books and journal articles. In this episode, we have a conversation about different topics including her interest in Problem Based Learning, chronic pain, transitioning into retirement and also an upcoming publication about the global outlook for the profession. If you have any feedback on this episode or you would like to be a guest on a future episode, please drop an email to “otandchill@gmail.com” or DM via Twitter (@OT_Chill) or Instagram (otandchill). Please rate and review this podcast to help it get noticed by others. Also share it with colleagues and friends. --- Send in a voice message: https://anchor.fm/otandchill/message

We chat with Jordan Rappaport - a teacher from Toronto, Ontario. Jordan's journey stretches from traditional teacher to Make Math Moment Academy member to regional presenter and most recently, a new member of the Make Math Moments Curriculum Writing Team. In this episode Jordan shares his expertise on how to begin the transformation from an “I do, we do, you do” lesson structure to a problem based lesson format, where and how to get started with problem based lessons, and he shares a strategy you can use to ensure you meet the needs of all students in your classroom. You'll Learn: How to begin the transformation from an “I do, we do, you do” lesson structure to a problem based lesson format.Where to get started with problem based lessons?How to get excited about teaching mathematics every day.A strategy you can use to help meet the needs of all students in your classroom during a problem based lesson.Resources: Math Class Needs a Makeover5 Principles of Extraordinary Math Teaching - Dan Finkel [VIDEO]Donut Delight [Multiplication Problem Based Unit]R2D2 Sticky Notes [3 Act Math Task]Taco Cart | Desmos Taco Truck - Dan MeyerHow Much Does The Aluminum Foil Prank Cost? - Robert Kaplinsky TaskMake Math Moments 3-Part Framework GuidebookProblem Based Lessons & Units of StudyThe Make Math Moments AcademyReach out to Jordan:Twitter: @jrappaport27Email: jordanrappaport27@gmail.com

https://www.benjaminlstewart.org/ --- Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

 On this episode, I'll discuss some teaching lessons from the book Students Taking Charge-Inside the Learner Active Technology Infused Classroom. If you're struggling with students taking ownership of their learning, not sure how to implement problem based learning and battling with how to prepare students for an uncertain world then this episode is a must listen. Nancy Sulla's book gives you a pathway to address these enduring questions and practices. Show your support for the podcast by:1. Leaving a review on Itunes or Subscribe!2. Struggling with classroom management? Get the free Classroom Management Plan Template Letter here3.Signing up for our newsletter on the  Website4. Support by buying Teachers Impact a book5. Learning more about the new Micro Training on Classroom Management here6. Let's Talk here:    Email | Twitter |  Instagram Books that have helped me on my Teaching JourneyThe First Days of School, Harry WongThe Essential 55The Organized TeacherGrowth Mindset-New Psychology of Success Spaces and Places, Designing classrooms for literacy Making the Most of Small Groups Math Work Stations DISCLAIMER: The information contained on this Podcast and the resources available for download through this podcast are for educational and informational purposes only.AFFILIATE DISCLOSURE: Some of the links on this podcast are affiliate links, meaning, at no additional cost to you, I may earn a commission if you click through and make a purchase. However, this does not impact my personal opinion.

Meet Louise Keegan, Ph.D., an Associate Professor of Speech-Language Pathology at Moravian College who was instrumental in developing the Master of Science program at the Pennsylvania-based institution. Louise walks us through the problem-based learning structure her graduate program embraces, how her background led her to that approach, and what advice she’d give to students seeking out an accredited Master’s program. Visit FreshSLP.com/podcast for this episode's show notes, a full audio transcript and more great resources at the intersection of grad school and a successful SLP career. Not a substitute for a formal SLP education or medical advice for patients/caregivers. Fresh SLP is in no way affiliated with or representing any university.

Problem-based learning is where you deliberately choose a problem to solve, or a goal to achieve, which will necessitate the learning of a skill. In essence, instead of setting out to learn X, the idea is to set a goal of solving problem Y, and in the process, learn X. This will keep you engaged and motivated, and also drive deeper learning because you will take ownership of something and put all the pieces together yourself. For instance, you will need to identify what you know, what you don't know, identify solutions, and take action. Questions or comments regarding the podcast? Email the show at HollinsPodcast@NewtonMG.com or let us know what you think at http://bit.ly/hollinscomment Hear it here - https://bit.ly/learnlikeapolymath Show notes and/or episode transcripts are available at https://bit.ly/self-growth-home Peter Hollins is a bestselling author, human ps ychology researcher, and a dedicated student of the human condition. Visit https://bit.ly/peterhollins to pick up your FREE human nature cheat sheet: 7 surprising psychology studies that will change the way you think. For narration information visit Russell Newton at https://bit.ly/VoW-home For production information visit Newton Media Group LLC at https://bit.ly/newtonmg #Dewey #Education #JohnDewey #PBL #Problem-BasedLearning #RussellNewton #NewtonMG #PeterHollins #ArtandScienceofSelf-Growth Dewey,Education,John Dewey,PBL,Problem-Based Learning ,Russell Newton,NewtonMG,Peter Hollins,Art and Science of Self-Growth

Today, we’re continuing our series of interviews with first year homeschooling parents to discuss what went well, what didn’t, and what surprised them about this new journey in their family’s life. We sit down with Tresa Kaur, a nursing education professor and mother to a 6 year old daughter and 3 year old son. With COVID, they decided to start homeschooling and have fallen in love with this way of life. We talk about choosing curriculum, eclectic homeschooling, and finding joy in being flexible. Join us for this inspiring interview! Follow Tresa Kaur Instagram: https://www.instagram.com/officialboardgamequeen/ Website: http://www.boardgamequeen.com FREE Resource Guide Download our FREE North American Resources List to enhance your global studies with your learners! https://rebrand.ly/fstke Show Notes Ecelctic Homeshooling - https://howdoihomeschool.com/homeschooling-methods/relaxed-eclectic-homeschooling-method/ Montessori Method - https://en.wikipedia.org/wiki/Montessorieducation Torchlight pre-k/k - https://torchlightcurriculum.com/torchlight/torchlight-level-pre-k/ Problem Based Learning - https://en.wikipedia.org/wiki/Problem-basedlearning Narative Pedagogy - https://en.wikipedia.org/wiki/Narrative-basedlearning Learning Styles - https://en.wikipedia.org/wiki/Learningstyles Socratic Method - https://en.wikipedia.org/wiki/Socraticmethod Animal Crossing - https://animal-crossing.com/ All About Reading - https://www.allaboutlearningpress.com/all-about-reading-level-2/ Right Start Math - https://rightstartmath.com/ Heads Talk Tails Walk - https://amzn.to/3bfKLim Spelling You See - https://spellingyousee.com/ Ring Fit - https://ringfitadventure.nintendo.com/ Learn The Gurmukhi Language - https://www.sikhiwiki.org/index.php/LearnGurmukhi Connect with us Facebook: www.facebook.com/groups/homeschooltogetherpodcast/ Instagram: www.instagram.com/homeschooltogetherpodcast Website: https://homeschooltogether.fireside.fm/ Email: homeschooltogetherpodcast@gmail.com Youtube: https://www.youtube.com/channel/UC2LHBAmkwPj6N6OUnSmDZZQ

Welcome to the Fullstack Educator Podcast!As an expert in design thinking, problem-based learning, school innovation, and curriculum and instruction, Todd uses his skills to teach design thinking and PBL to novices learners while pushing the boundaries of what is possible in education. As a project manager, he uses his ethnographic, observation, research and empathetic skills to create opportunities for student success.Todd has seventeen years of independent school experience as a middle school teacher, department head, and coach. In his current role at TCS, Todd has helped to create the middle grades program, developed immersive project-based learning for the curriculum, created community partnerships, and the capstone for the eighth grade: social entrepreneurship. Todd has presented at regional, national, and international conferences on current trends in curriculum and instruction – design thinking, problem and project-based learning, and student-centered learning.Here are links to the resources mentioned in our conversation with Dr. Todd Wass about Problem Based Learning and Design Thinking.Connect with Todd on LinkedIn, Twitter, and through email at twassconsulting@gmail.com.Read: Todd’s research Student’s experiences of design thinking and distributed scaffolding in a middle school social studies classroom.Read: School Class and School Knowledge by Jean Anyon.Read: Aligning the Curriculum by Allan Glatthorn.Read: Stamped from the Beginning and Be Anti-Racist by Ibram X. Kendi.Read: NAIS Trendbook.Read: White Fragility by Robin DiAngelo.Website: d.School and d.School Teaching and Learning Yearbook 2019-2020.Read: HBR’s 10 Must Reads on Design Thinking.Read: The Interdisciplinary Journal of Problem-Based Learning.Listen: Planet Money PodcastYou can connect with Matt McGee and Michael Lomuscio on LinkedIn.You can follow Fullstack Educator on Instagram, LinkedIn, Twitter, and Facebook.If you enjoyed this podcast please subscribe, rate it, leave a review, and share it with a friend!Episodes of this podcast are released bi-weekly.

A discussion with Managing Director of Workforce and Economic Development for DriveOhio Rich Granger about “spatial mismatch,” DriveOhio Alliance and FlyOhio's cutting-edge project.

Problem-Based Learning - One of the strategies under the inquiry-based learning umbrella, problem-based learning seeks to make the learning authentic for students and to help them see the context of what it is they are learning. The students are the ones driving the learning and the teacher acts as a facilitator, helping them find resources and asking questions meant to get them thinking.

In this episode, Siam chats with Junaid and Robyn about the differences between studying Medicine with a "Traditional" course format and the "Problem-Based Learning" (PBL) format, at Oxford and Manchester universities. Listen for a breakdown of how the course structure, teaching and exams differ (Spoiler: the answer is a lot!) and to help you figure out what sort of learning style might suit you best!

In lieu of unrest in 2020, the death of George Floyd, other African Americans for decades and discussion of defunding police departments I wanted to ask Shannon "What is going on?".  And who better to answer that question than a 30 year veteran of the California Highway patrol. Combining her expertise in resilience-building and wellness, with 30 years of law enforcement work, she teaches others how to prepare for, manage, and work through adverse events. After recently recovering physically and emotionally from a life-threatening traumatic event, Shannon personally recognizes the importance of resilience preparation before trauma occurs to enable you to rise stronger.Former Lieutenant with the California Highway Patrol, Shannon initially discovered her passion for officer well-being as a peer support member and assisted in developing and delivering the Department's “Not One More” suicide prevention program. Her twenty-five years with the Highway Patrol earned her numerous commendations including the recognition of a California Legislature Assembly Resolution and a Department of California Highway Patrol Commissioner's Commendation. She recently co-created and is currently facilitating a five-day Sergeants' Leadership Forum for the Department.  As a trainer and speaker, Shannon has shared her message to large and small groups, including, headlining with Dr. Kevin Gilmartin at the Police Society of Problem Based-Learning's International resilience conference and the Women's Leadership Law Enforcement conference. During her ten years with POST Sherman Block Supervisor Leadership Institute as a facilitator trainer, she created curriculum and taught over 200 sergeants from eighty agencies in California. Shannon is a Certified Neuro-Transformational Coach, Emotional Freedom Technique Practitioner, HeartMath Coach/Trainer, and Certified Hypnotherapist. She has trained extensively in trauma-informed care, neuroscience, and resilience-building to partner with others in creating personal well-being and resilience. Find Shannon here: https://www.facebook.com/Resilience-F...Find Joan here:http://www.joankaylor.comLet's chatFacebook: Joan Kaylor, MSEd, LPCLinked In: Joan KayloorInstagram: trichexpertTwitter: Joan Kaylor

Now here’s a Brucie bonus for you – it’s a pedagogy 2 for the price of 1 special! We’ve got Rebecca Ferguson, innovator of pedagogy and watcher of Buffy joining us to figure out the classroom conundrum of problem based learning, and the metacognitive monster of computational thinking. We mention the Innovating Pedagogy report in … Continue reading "School’s out forever! How does Problem based learning help Buffy the Vampire Slayer? (Ft.Computational thinking)"

Prof. Dr. Martin Bonnet verfolgt eine konstruktivistische Auffassung von Lernen: „Ich sehe mich als Lerncoach und als Facilitator, der in seinen Veranstaltungen nicht instruiert, sondern ermöglicht. Die Lernenden verstehe ich dabei als aktiv und selbstgesteuert Handelnde, die im Rahmen sozialer, emotionaler und situierter Lern- und Bildungsprozesse agieren.“ Der promovierte Chemietechniker ist seit 2004 Professor für Werkstofftechnik und Kunststoffe an der Fakultät für Anlagen, Energie- und Maschinensysteme der TH Köln. Seine Lehrmodule sind Grundlagenfächer für mehrere ingenieurwissenschaftliche Studiengänge. Über das im Qualitätspakt Lehre geförderte Programm „ProfiL² – Projekte für inspirierendes Lehren und Lernen“ initiierte die TH Köln 2011 eine Reform ihrer Studiengänge, die Martin Bonnet als einer der ersten Lehrenden aktiv und engagiert mitgestaltet hat. So setzt er verschiedene Konzepte wie Problem-Based-Learning, Flipped Classroom und Gamification ein, um die Studierenden bereits zu Beginn des Studiums zum eigenständigen, selbstorganisierten Lernen und dem Lösen komplexer Problemstellungen zu befähigen.

Brief discussion on PBL

Problem Based Learning and Team Based Learning - Your New Educational Super Strategy (EP:16) With Diana Dolmans, PhD. From workplace training to higher education settings, team based small group activities around problems are a staple. However, when we talk about the models of Team Based Learning vs Problem based Learning, how these interact, differ, where they come from, as well as how to implement them meaningfully, we can sometimes get lost. This can get especially complex when we move these strategies to a virtual environment. In this episode, Stacy Craft talks with esteemed Professor and researcher in the field of innovative learning arrangements Dr. Diana Dolmans from Maastricht University, the Netherlands to shed light on these complex topics as well as help us navigate new spaces that re-envision how we use these principles and translate them into practice. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources Seven principles of effective case design for a problem-based curriculum Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study Problem Based Learning Stanford Commons

Neurosurgery and orthopedic surgery (2:15)Borborygmi – its meaning and significance (3:00)Why be a physician? (4:15)Meaningful work (4:45)The neurosurgery Operating Room (OR) at every opportunity (5:30)Don’t pursue medicine for the wrong reasons (6:15)Look ahead – consider one’s life in a particular area (6:30)Practical experiences at nth Dimensions (7:30)A good medical rotation illuminates potential (8:00)Hammers and screws and people – orthopedic surgery! (8:15)20+ years of school plus residency – a lot of schooling (9:00)Teaching skills adjust with the structure of the learning environment (9:45)Important to convey the reasons for the content being taught (11:05)Teachers need to remember what it’s like to be a beginner (11:45)Great teachers understand each student’s perspective and context (12:30)View each student as full of potential (13:15)Teaching requires true understanding (14:30)Thinking in “the language” of the content (world language, science, math…) (15:00)Monkeys can’t actually explain the slides (15:30)Understanding doesn’t automatically equate to being able to teach (16:00)Standardized tests’ value (17:20)Approach teaching by asking if the format and content are accessible and meaningful for the students (18:30)Strengthen the relationship between first and second year medical students and their third and fourth year colleagues (19:15)Don’t judge a fish by its ability to climb a tree (20:20)Expand on what captures student interest (21:10)Kahn Academy concepts (21:30)The LSAT as an indicator of law school acceptance and as a gauge of one’s professional practice thereafter (22:30)Focus on “next” and individualize earlier (23:05)Memorable learning experience – a change of pace (24:45)Problem based opportunities where “facts” are applied (25:10)A kind word of interest and support makes a huge difference (25:45)Take the time to “notice” (26:15)Hand surgery – trust plus support equals a boost in confidence and skill (26:30)The real lesson from Theory of Knowledge - Brain in a Vat (27:00)We need to engage in intellectual humility (27:45)Mr. Gribble – cared enough to attend the White Coat ceremony (28:15)Ms. Mary Britt – really knows and cares about her students (29:35)Thanks, educators, for your sacrifices (30:50)Teachers and doctors - both have impacts on the populations they serve (31:25)Borborygmi: Food for Thought podcast (32:10)Todnem-Ready Review app for Neurosurgery resident board exams (32:25) Professional Association of Georgia Educators:  www.pageinc.orgDavid’s LinkedIn page: https://www.linkedin.com/in/david-w-reynolds-5a5b0a36/Music for Lead. Learn. Change. is Sweet Adrenaline by Delicate BeatsPodcast cover art is a view of Altmünster am Traunsee, Austria, by photographer Simon Matzinger, published on www.unsplash.comMedical College of Georgia link: https://www.augusta.edu/mcg/Borborygmi: Food for Thought podcast link: https://podcasts.apple.com/us/podcast/borborygmi-food-for-thought/id1507529435nth Dimensions – advancing women and minorities in specialty fields - www.nthdimensions.orgKahn Academy – www.khanacademy.orgRiverwood International Charter School - https://www.fultonschools.org/Page/181Brookwood High School - https://www.gcpsk12.org/BrookwoodHS

#5 I’ve Always Been a Cookie Monster April 27, 20200:00 Interview with Peter Farrugia, Coordinator, Humanities and Leadership Foundations10:13 Interview with Delores Maas, Indigenous Studies/Youth and Children Studies Student20:42 Interview with Sarah Syrett, Associate Field Coordinator, Bachelor of Social WorkLearn more about our host, guests and their work:Bruce Gillespie, Associate ProfessorDigital Media and JournalismPeter FarrugiaHumanities and Leadership FoundationsDelores MaasIndigenous Undergraduate Summer Research Scholars program (IUSRS)Confronting Atrocity: Truth, Justice & Memory ProjectSarah SyrettSelf Care is Uncomfortable by Sarah SyrettBachelor of Social Work Field EducationOne Market is created and produced by Bruce Gillespie and Tarah Brookfield. Music by Scott Holmes. Graphics by Melissa Weaver.To send feedback or volunteer to be a guest, please contact Bruce Gillespie (bgillespie@wlu.ca) or Tarah Brookfield (tbrookfield@wlu.ca). Connect with us on Instagram, Twitter and Facebook.

This week we stopped by Mary M. Walsh for a chat with Principal Vinnie Regan to hear about what’s been going on at their school. During the interview you will hear all about how Principal Regan is helping his school take the next steps, moving towards Student-Centered Learning. This year, Walsh was selected as one of three Springfield School to be a part of the Kaleidoscope Collective for Learning pilot. For Walsh and Principal Regan, there is a strong focus on Project and Problem-Based Learning. Listen to our interview to learn more! Links:http://www.doe.mass.edu/deeperlearning/https://www.pblworks.org/https://www.beardedtechedguy.com/project-problem-and-challenge-based-learning-part-1-project-based-learning/https://www.beardedtechedguy.com/part-2-problem-based-learning/https://www.beardedtechedguy.com/part-3-challenge-based-learning/https://betterlesson.com/http://udlguidelines.cast.org/Follow Me on Twitter, Instagram, Facebook and Wakelet @beardedteched or my website http://beardedtechedguy.com/Music: mantleeCorporate Technology Innovation Backgroundhttps://audiojungle.net/item/corporate-technology-background/23555034Item

This week we stopped by Mary M. Walsh for a chat with Principal Vinnie Regan to hear about what’s been going on at their school. During the interview you will hear all about how Principal Regan is helping his school take the next steps, moving towards Student-Centered Learning. This year, Walsh was selected as one of three Springfield School to be a part of the Kaleidoscope Collective for Learning pilot. For Walsh and Principal Regan, there is a strong focus on Project and Problem-Based Learning. Listen to our interview to learn more! Links:http://www.doe.mass.edu/deeperlearning/https://www.pblworks.org/https://www.beardedtechedguy.com/project-problem-and-challenge-based-learning-part-1-project-based-learning/https://www.beardedtechedguy.com/part-2-problem-based-learning/https://www.beardedtechedguy.com/part-3-challenge-based-learning/https://betterlesson.com/http://udlguidelines.cast.org/Follow Me on Twitter, Instagram, Facebook and Wakelet @beardedteched or my website http://beardedtechedguy.com/Music: mantleeCorporate Technology Innovation Backgroundhttps://audiojungle.net/item/corporate-technology-background/23555034Item

In Episode 20 of Season 1, Chey & Pav discuss the benefits of Explicit Teaching Strategies and Problem Based Learning Strategies. They talk about why it is important to understand that it is necessary to use both aspects in order to run a good program in class. Students are not able to fully process the rich tasks until they have enough of their foundational skills covered. Chey and Pav refer back to an article they read, to which the link is provided below. In the article, the author, Andrew J. Martin talks about how it is possible to teach the basics and attack problem based learning at the same time. Teachers can effectively do this by using Load Reduction instruction. With this principle, teachers use a very specific method to optimally teach a foundational skill - through lots of guided practice and feedback, until the skill is stored in the long term memory, and thus does not need to be processed each and every time it is utilized in a problem based scenario. The topic is important as there has been long-standing debate about whether Explicit teaching is more important than the Problem based approach - and so Chey and Pav ensure to stress that both must work in conjunction with one another in to have more effective teaching. Chey and Pav welcome James Tucker, teacher from Costa Rica, as their 3 Enlightened Minutes guest - and he talks about the exact same topic: the importance of Explicit teaching alongside Problem Based Learning. Chey and Pav end the episode with some anecdotal stories from their own experience in the classroom. Inspire, don't Require Always be a Humble Servant, and Education Never Dies. ----------------------------------------------------------- You can Check out our 3 Enlightened Minutes Guest: James Tucker at: Twitter: @JtuckerJames https://educationresearchandpractice.blogspot.com/ Article referenced by Chey and Pav in this Episode: https://phys.org/news/2020-01-kids-problem-solving-boost-back-to-basics.html ----------------------------------------------------------- Chey and Pav are part of the School Rubric team. Check out their Origin Story in InterACT magazine here: https://schoolrubric.com/publications/articles/perspectives/item/105-the-staffroom-podcast-with-chey-and-pav-an-origin-story They also post weekly articles based on their most recent episodes! Catch those in the Perspectives section of the School Rubric website here: https://schoolrubric.com/publications/articles/itemlist/user/318-thestaffroompodcast ----------------------------------------------------------- Stay in touch with Chey and Pav Through Email and Social Media Email: thestaffroompodcast@gmail.com Facebook: https://www.facebook.com/staffroompodcast/ Instagram: https://www.instagram.com/the_staff_room_podcast/ Twitter: https://twitter.com/StaffPodcast Pav Twitter: @MrsWander Chey Twitter: @Mrccheney ---------------------------------------------------------------

EDUCATION Residency:      Madigan Army Medical Center, Tacoma, Washington, Family       Practice, 1991-1994. Medical School: Wake Forest University School of Medicine, MD, 1991. Masters:     James Madison University, MBA, Business Management, 1982. College:     U.S. Naval Academy, BS, Engineering/Int’l Relations, 1973. MEDICAL EXPERIENCE September 2006 -Present – Physician in a full-service family practice clinic that was designed and built by me in 2009.  “Knightdale Family Medicine”, in Knightdale, NC is currently operated by UNC Physicians Network as part of UNC Health Care organization. 2008-2019 - Managing partner of Knightdale Medical Partners, LLC, designed, built, owned and operated a multispecialty 14,000 square foot facility providing Family Practice, Cardiology, Chiropractic, Physical Therapy, and support services to the Knightdale, NC community.  September 1991- August 2006 – U S Army.  Commanded various clinics providing full-service family practitioner providing inpatient and outpatient obstetric, pediatric, medical, outpatient surgical and gynecologic services to a diverse population, with ages from birth to elderly geriatric patients, for both military and civilian institutions. Chief of the Department of Deployment Health, Womack Army Medical Center, Fayetteville, NC, responsible for medical care to deploying and returning soldiers to Iraq and Afghanistan. Command Surgeon, (1997-2000) US Army DELTA Force providing rapid deployment special forces combat medical services worldwide. Commander, (2000-2003) Robinson Health Clinic providing full service pediatric, family practice and obstetric services to the 18,000 soldiers and families of the 82nd Airborne Division, Ft Bragg, NC Deployed to Iraq (2003-2004) with the 82nd Airborne Division.  Built and operated a forward area combat clinic providing emergency, mass casualty, and routine care for soldiers in a combat environment.  While deployed in a combat zone, delivered the only American baby of the war to date, for a USAID worker that needed help. Developed, coordinated, and arranged for 700 Iraqi physicians to come to Baghdad for the first medical conference in 25 years to update that country’s physicians about changes in medicine across multiple specialties.   Flew in 32 US and British doctors as teachers for the Iraqi Medical Specialty Forum, who also helped Iraq form their first medical organization of physicians. Command and General Staff College Graduate. August 1994-2000 - Provided weekend inpatient pediatric (1994-1996), and inpatient internal medicine services to Cape Fear Medical Center, Fayetteville, NC as a rotating hospitalist covering medicine, CCU, ICU, and cardiac surgical step-down patients.  July 1991-June 1994 – Army Family Medicine Residency, Tacoma, Washington, with rotations in primary care, pediatrics, dermatology, emergency room, surgical and medicine subspecialties, and obstetrics/gynecology programs, where the Army’s most challenging cases were managed from around the United States. OTHER EXPERIENCE Author – Six Days of Impossible Navy SEAL Hell Week, a Doctor Looks Back FriesenPress (November 13, 2017) Hell Week has never been described so effectively. Six days in Hell define every SEAL that finally moves past their mind's point of no return. This real-life story is about the men of BUD/S Class 81. Robert Adams, MD brings the experiences of his class into view with real, bone chilling, difficult to believe, experiences.  This is described, in frightening detail, by the men that lived through the frigid cold, filthy muddy days, and body destroying events of a winter Hell Week. Eleven of seventy men went on to graduate and serve over 40 years in almost every SEAL or UDT team, with honor. Read their real time stories and (most importantly) learn why these eleven men succeeded when so many others failed.       Nine years as a corporate manager involved with business development, finance, planning and operations.  Provided technical services in systems acquisition, computer systems analysis and development, engineering management, and logistics systems implementation.  Naval officer, USS Hamner (DD-718) Division Officer and Navigator.  U.S. Navy SEAL CDR (SEAL) U.S. Navy, 14 years. Army physician for 18 years with numerous leadership jobs in clinic management, medical systems management. Special operations medicine as the Army DELTA Force Command Surgeon.   Colonel (retired) U.S. Army Medical Corps.                                             Author:  Six Days of Impossible – Navy SEAL Hell Week – A doctor looks back, published 2017. A story about his BUD/S Class 81 training during the awe-inspiring Hell Week that divides SEAL hopefuls into graduates and others.   AWARDS/PUBLICATIONS o Published “Making Doctors – A New Approach”, Teaching and Learning in Medicine an International Journal, Spring 1989. o Published “The National Board Examination (Part I ) as a Performance Measurement Tool – One Student’s Perspective” in the North Carolina Medical Journal, July 1990. o Accepted for publication 1990 Consultant “ Lichen Myxedematosus” a dermatology patient  profile. o AAFP Family Medicine Interest Group Leadership Award – AAFP National Congress of Student Members, 1990. o First Prize in the 1991 North Carolina Medical society Student essay contest on medical education. o President, Bowman Gray Family Medicine Interest Group, 1990-1991. o Robert P. Vidinghoff Memorial Award for aptitude and devotion to the field of Family Practice, Bowman Gray School of Medicine, 1991. o Guest faculty speaker at the plenary session of the American Association of Anesthesia Educators on “Problem Based Learning”, October 1991. o Published “Dad “’ an essay on death and dying, in the North Carolina Medical Student Journal, April 1992. o Published 2014 and 2016, Fish Alaska magazine, “Final Drift” fishing in Alaska stories. o Published a non-fiction novel Six Days of Impossible – Navy SEAL Hell Week, A doctor looks back, 2017 Friesen Press.   o U.S. Army Order of Military Medical Merit Award (lifetime achievement) 2004. o Legion of Merit Medal - Army o Bronze Star Medal – Army Iraq combat award o Defense Meritorious Service Medal – Army Bosnia combat award o Meritorious Service Medal - Army o Naval Special Warfare (UDT/SEAL) Insignia, Army Master Parachutist Badge (static and freefall), Army Flight Surgeon Badge. o Best Doctor 2007 East Wake County– East Wake News Reader’s Choice Award o Best Doctor 2010 East Wake County – Triangle East Magazine Reader’s Choice Award o Best Doctor 2011 East Wake County – Triangle East Magazine Reader’s Choice Award o Best Doctor 2014 East Wake County – Triangle East Magazine Reader’s Choice Award CERTIFICATIONS American Board of Family Medicine - Board Certified, 2015 North Carolina Medical License MEMBERSHIPS U.S. Naval Academy Alumni Association – Life Member Navy UDT/SEAL Association – Life Member Military Officers Association of America – Life Member American Legion – Life Member Disabled American Veterans – Life Member American Academy of Family Physicians North Carolina Association of Family Physicians North Carolina Medical Society Websites: www.vlcnc.org     

In this episode, long-time Mathematics teacher Robert Kaplinsky discuses his new book, Open Middle Math: Problems That Unlock Student Thinking: Grades 6-12, and talks about his passion for Problem-Based Learning and Depth of Knowledge (DOK) that places an emphasis on moving away from superficial questions and answers to identifying various levels of understanding. Kaplinsky also talks about the growth of the #ObserveMe movement that encourages teachers to welcome colleagues into their classroom with "a fresh set of eyes" to help provide feedback and suggestions for improvement. Finally, Kaplinsky encourages listeners to "reimagine" professional development with online offerings from his Grassroots Workshops site that was designed to give teachers control over their own professional learning. Twitter: @robertkaplinsky. Websites: www.robertkaplinsky.com; www.openmiddle.com; www.grassrootsworkshops.com. Sign Up Here for the Reimagine Schools Newsletter. About Dr. Greg Goins As the Founder/Host of the Reimagine Schools Podcast, Dr. Greg Goins has emerged as one of the nation's leading voices on visionary leadership and the path to transforming our schools. He currently serves as the Director of the Educational Leadership Program at Georgetown College (KY) and previously spent 15 years as a school district superintendent in Illinois. Dr. Goins is a passionate keynote speaker and is available to speak at your next education conference or school PD day. To book Dr. Goins, please send inquiries to drgreggoins@gmail.com. Twitter: @DrGregGoins. Website: www.reimagineschools.net. Become A Supporter: You can now help keep the conversation going by supporting the Reimagine Schools Podcast with a small monthly donation to help sustain future episodes. Thanks for your support! anchor.fm/greg-goins/support --- Support this podcast: https://anchor.fm/greg-goins/support

In our latest episode, Brian welcomes MIND’s Lead Mathematician Brandon Smith back to the show, for a discussion on project-based and problem-based learning. Brandon talks about the similarities and differences between the two, as well as some common misconceptions about them. He also provides some guidance on how to get the most out of project and problem-based learning by increasing student choice, creatively reframing problems, and adding more fun to the process.Topics Covered in the Podcast:0:45 Intro3:15 Problem-based and project-based defined5:00 Creativity as an action7:30 Challenges in current PBL approaches10:00 Tackling solvable problems15:00 Testing and Iterating17:45 Encouraging risk-taking20:00 Reframing existing PBL opportunitiesThanks for listening to the podcast! Please leave us a review on iTunes, Google Play, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

In our latest episode, Brian welcomes MIND’s Lead Mathematician Brandon Smith back to the show, for a discussion on project-based and problem-based learning. Brandon talks about the similarities and differences between the two, as well as some common misconceptions about them. He also provides some guidance on how to get the most out of project and problem-based learning by increasing student choice, creatively reframing problems, and adding more fun to the process.Topics Covered in the Podcast:0:45 Intro3:15 Problem-based and project-based defined5:00 Creativity as an action7:30 Challenges in current PBL approaches10:00 Tackling solvable problems15:00 Testing and Iterating17:45 Encouraging risk-taking20:00 Reframing existing PBL opportunitiesThanks for listening to the podcast! Please leave us a review on iTunes, Google Play, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

Neste episódio do Arco43 Podcast, gravado na feira Bett Educar, nosso host Luís Guidi recebe como convidados os especialistas Ulisses Araújo e Silvia Collelo para uma conversa sobre educação domiciliar. Quem é Ulisses Araújo? Professor titular da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo (USP Leste), é Presidente da PAN-PBL: Association of Problem-Based Learning and Active Learning Methodologies, e Bolsista de Produtividade em Pesquisa do CNPq desde 2009. Na Universidade de São Paulo é Coordenador Cientifico do Núcleo de Pesquisas em Novas Arquiteturas Pedagógicas (NAP). Desde 2012 é membro do Editorial Board do Journal of Moral Education, e desde 2013 é membro do Executive Board da Association for Moral Education. No Brasil, coordena a Coleção Novas Arquiteturas Pedagógicas, publicada pela Editora Summus. De 2003 a 2010 foi consultor do Ministério da Educação para o "Programa Ética e Cidadania: construindo valores na escola e na sociedade", e de 2008 a 2014 coordenou os cursos de especialização sobre ética e cidadania no âmbito da parceria USP/Univesp-Universidade Virtual do Estado de São Paulo, e de 2014 a 2017 foi Assessor Pedagógico da Univesp. Foi professor-visitante na Stanford University School of Education (EUA) em 2016 e 2008, e da Universidad Autonoma de Barcelona (Espanha) de 2006 a 2010. Quem é Silvia Collelo? Formada em Pedagogia, fez mestrado, doutorado e livre-docência na Faculdade de Educação da USP. É docente dessa mesma instituição, vinculando-se aos programas de mestrado, doutorado e pós-doutorado. Atua também como coordenadora e docente da Univesp e como consultora da Secretaria Municipal de Educação pela Unesco. Desenvolve pesquisas nas áreas de psicologia da educação, ensino da língua escrita e formação de professores. Autora de diversos artigos e dos livros: Alfabetização em questão, A escola que (não) ensina a escrever e A escola e a produção textual. Coautora de Alfabetização e letramento: pontos e contrapontos e organizadora do livro Textos em contextos.   O Arco43 Podcast é um programa de conteúdo educacional produzido pela Editora do Brasil. Este projeto é voltado para professores e gestores da educação brasileira e procura esclarecer as dúvidas e desafios do dia a dia de quem tem por vocação fazer do Brasil uma verdadeira pátria educadora. O Arco43 Podcast é uma publicação da Editora do Brasil S/A. As opiniões expressas no programa são de responsabilidade dos respectivos convidados e não expressam necessariamente a opinião da empresa ou de seus colaboradores.     Arco43 Podcast  Apresentação: Luís Guidi Bancada: Pedro Reinato Produção Técnica: Rodrigo Grola Produção Editorial: Leo Harrison   Gravação e Edição: André Plácido - Agência Bowie   Produzido pelo Departamento de Marketing da Editora do Brasil S/A   www.editoradobrasil.com.br Atendimento: atendimento@editoradobrasil.com.br   Siga-nos nas redes sociais: facebook.com/EditoraDoBrasil twitter.com/editoradobrasil www.instagram.com/editoradobrasil_oficial

During the annual conference of the International Law Enforcement Educators and Trainers Association (ILEETA) in St. Louis, Policing Matters podcast co-host Doug Wyllie roamed the hallways and ran into countless law enforcement trainers and experts, some of whom were willing to sit down and talk about what they're teaching and what they're learning. In this podcast segment, Doug sits down once again with Dan Green to continue the discussion about FTOs and the difference between content-driven and problem-based learning.

On Learning Unboxed, we like to share case studies of the projects and programs that are revolutionizing education; great new ideas that have already been tested, the lessons that we've learned along the way, and where there are opportunities for other communities to do similar things as they think about education. That’s why, today, we are excited to introduce you to Energy4Learning, a program that transforms school buildings into learning tools by leveraging real energy data to engage students in problem-based learning. Joining the show to teach us about this new program is Ryan Prestel and Kat Deaner. Ryan is the co-founder and CEO of JadeTrack, a cloud-based analytics platform powering some of the world’s most robust energy and sustainability programs. They empower stakeholders – and, for this program, students – to create impact by making complex energy usage data simple. Kat is PAST’s very own Director of School Design and Online Learning, and she leads all the efforts associated with school transformation projects, including Energy4Learning. To learn more, visit: (http://pastfoundation.org/) Resources: Learn more about Energy4Learning Check out (https://www.jadetrack.com/) JadeTrack on LinkedIn: https://www.linkedin.com/company/jadetrack  JadeTrack Twitter: https://twitter.com/jade_track Kat on LinkedIn: https://www.linkedin.com/in/kat-deaner/ Download the Comprehensive Sustainability Tracking Handout Download the JadeTrack Product Sheet Learning Unboxed is produced in part by Crate Media Recorded by Eric French at (http://wosu.org/) in Columbus, Ohio

Sketchnoting, Class Craft, Problem Based Learning & more! Get an inside view to a few of the great activities students are immersed in at Thomas.

#EduDuctTape 013 #EduDuctTape -- EduDuctTape.com -- @JakeMillerTech -- JakeMiller.net -- JakeMillerTech@gmail.com   Podcast Stickers - JakeMiller.net/SendMeStickers GIF-a-Day Sign up for more info about the GIF-a-Day tech learning opportunities at JakeMiller.net/gifaday - visiting the site is not a commitment, it’s a way of stepping up and saying “I want more information about these opportunities! Opportunity 1 - Spring 2018 - Google Sheets - will be comprised of 25+ GIFs, sent out 1 per day, only to paying participants. These GIFs will not be shared elsewhere (not on Twitter, not on my website).  At the end, participants will receive an eBook with all of the GIFs.     The JakeMillerTech Newsletter - Sign up! jakemiller.net/newsletter Educational Duct Tape FlipGrid Community EduDuctTape.com → select Educational Duct Tape FlipGrid Community FlipGrid.com/EduDuctTape     Revisiting Last Week’s Notes on Podcasts Discussion VideoNot.es Jake’s YouTube Channel - youtube.com/channel/UCbO93BzuvUUxnFJNHqUz3hg PlayList of #EduDuctTape “videos” on YouTube - youtube.com/playlist?list=PLXno6yq-ROzyu-Fe6bTphB68BcOACNse0     Jake’s SoapBox - Adjacent Possible Theory Part 2 Google Teacher Tribe Podcast Episode 79 - googleteachertribe.com/79 Lissa Brunan - @LissaBrunan sites.google.com/view/engagingtechniques Steven Johnson - Where Good Ideas Come From: The Natural History of Innovation - amazon.com/Where-Good-Ideas-Come-Innovation/dp/1594485380 Stuart Kauffman - wikipedia.org/wiki/Stuart_Kauffman #EduDuctTape Episode 010 SoapBox about Adjacent Possible Theory: overcast.fm/+P89kYQxRo/05:38 Sean Fahey’s Twitter Post about FlipGrid in Math -  twitter.com/SEANJFAHEY/status/1108061787201642496     Today’s Guest: Jaime Chanter - Jaime is a Curriculum and Technology Teacher for Lakewood City Schools. She is a Certified Google Educator, Trainer, and Innovator!  She opened and runs the Ranger Hub, the MakerSpace At Lakewood High School. She also founded the #LkwdFutureClub for elementary students. Jaime and her husband have six children and they all love technology! Contact Info: @JChanter22 Ed Technology Specialists - edtechnologyspecialists.com Mallack Walsh - @MallackW Jaime’s Spring Course - 21st Century Tools for Engagement -  edtechnologyspecialists.com/graduate-courses/#EDCI_639-012_21st_Century_Tools_for_Engagement     2 Truths & 1 Lie Question #1: How can we perform formative assessments of student comprehension? Students generate questions and  even administer the formative assessment Students generate questions and ask the teacher Kahoot - Kahoot.com Quizlet - Quizlet.com PearDeck - PearDeck.com Google Forms - google forms Quizizz - Quizizz.com BrainPop - “How to Use MyBrainPOP Class Summaries for Formative Assessment” - educators.brainpop.com/2015/09/29/how-to-use-mybrainpop-class-summaries-for-formative-assessment The Fast & The Curious EduProtocol - ditchthattextbook.com/2018/09/28/eliminate-worksheet-homework-with-the-fast-and-the-curious-eduprotocol The EduProtocols Field Guide - eduprotocols.com     Question #2: Since it’s becoming more challenging to keep students engaged and a shift in learning has occurred (we’re no longer prepping kids for factory work), how can we provide opportunities for more hands-on discovery learning and problem-solving? Differentiation, Problem-Based Learning, Project-Based Learning, Design Thinking Self-directed learners, students as creators, students as communicators, empowered learners, student-choice menu MakerSpace Link to Jaime’s school’s “The Ranger Hub - So much more than making” - tinyurl.com/HubOETC19 Students as trusted trouble-shooters Laser, silhouette cameo, coding & electronics materials, sewing, crocheting, 3D Printers, Carvey . . . and the most-used tool, the Button maker “Low barrier for entry” tools     Content from the Duct Tapers Apple Podcasts Review from RBOHIO (Rich Booth) Favorite #EduDuctTape Tweets from @ANikola21, @treyveazey, @MrDsengclasss, @juliegard300, @SEANJFAHEY, @engagedEDU, @mrskidscount, @JChanter22, @AllisonETEC, @aktechteacher, @danaklement, @vrwJones New Tweeters: @aktechteacher, @CyndiWms5, @danaklement, @DonheadComput, @kwren18, @livsrodrigues, @mrskidscount, @NoahsArkTech, @tamatrotti, @treyveazey, @trgriffin1, @WhiteBoardTechy Educational Duct Tape FlipGrid Submission from Angela Greene      

In this episode of the podcast, series host Jill James reconnects with Dr. Amy Orders, Managing Director of Emergency Management Mission Continuity, with North Carolina State University. You'll also explore two paradigms of adult education: Problem-Based Learning and Authentic Learning. Also, there's a great story involving fall protection harnesses and a literal leap of faith off of a 2-story building.

I 2016 sendte en gruppe forskere fra Aalborg Universitet spørgeskemaer ud til en årgang af nyuddannede ingeniører. Forskerne ville se, om det var muligt at identificere problemer i overgangen fra studie til arbejdsliv, ligesom i udlandet, hvor man taler om et “gap” mellem nyuddannede ingeniørers kompetencer og dem, som virksomheder efterspørger - en kompetence-kløft som det dramatisk oversættes til dansk. I denne podcast spørger vi, hvad der skal til for at kvalificere sig til arbejdsmarkedet. På Danmarks største job- og karrieremesse, DSE Messen i Lyngby, snakker vi med nyuddannede, en virksomhed, der kombinerer IT og finans, og med karriererådgiver Sanne Mattebjerg fra IDA. Medvirkende: Jakob Juul Pedersen, KPMG Management Consultant og CIO Advisory (bit.ly/2JTie5k), Anders Zanchetta Kock, Power engineer hos Siemens (https://bit.ly/2sYDjl6), Thea Henriksen, rådgiver hos Niras (https://bit.ly/2thW8iL), og karriererådgiver Sanne Mattebjerg fra IDA (https://bit.ly/2sZFdSC). IDA Podcast er produceret af Ingeniørforeningen IDA i samarbejde med Brain Gain Group. Tilrettelægger og vært: Bo Aagaard Lange Signaturmusik: Sven Timo Borg Links: [0:05] Det er Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, der står bag arbejdsrapporten med titlen PROCEED-TO-WORK. Du kan læse arbejdsrapporten her: bit.ly/2HTrTUj [2:00] DSE Messen er arrangeret af frivillige studerende i De Studerendes Erhvervskontakt (DSE). Du kan læse mere om messen her på deres hjemmeside: bit.ly/2nOWWIq [16:15] Se kompetenceprofilen her - ert værktøj et at identificere sine kompetencer: bit.ly/2LUDaGx [18:15] Du kan læse mere om problembaseret læring her: bit.ly/2sZKwRU [24:00] IDAs karriererådgivning har samlet to artikler med gode råd til jobsøgning. Du kan læse, hvordan virksomheder læser dit cv her: bit.ly/2sXpXFY og teste dig selv i jobsamtalens svære spørgsmål her: bit.ly/2fvVzeB

Connect with Katie Martin Twitter: @katiemartinedu | Website: katielmartin.com | Book: Learner-Centered Innovation Links & Show Notes Marigolds & Walnut Trees / companion planting - an analogy from The Cult of Pedagogy (02:05) ..* Check out our show notes for each episode at vrainwaves.com Katie Martin Intro (5:57) ..* Buck Institute of Education ..* Learner-Centered Innovation Why Katie went into teaching (7:03) Learner-Centered Innovation, the book (8:33) ..* Started with blogging Why be social on Twitter / blog, etc. (9:50) Buck Institute for Education (BIE); Examples of PBL (11:17) ..* Kim Cawkwell (@mskimcawkwell) - 4th grade ..* Most engaging lessons happen when people get to solve their own problems (12:46) ..* Gold Standard Essential Design Elements, BIE (13:28) ..* Dr. Martin’s 10 Characteristics of Learner-Centered experiences (15:11) Teachers create what we experience (17:15) ..* 25 hour learning challenge (18:19) What does your ideal classroom look like? And the ‘knowing-doing gap’ (20:03) Adaptability and evolution of practice (22:28) What should we be calling those skills? (24:55) ..* World Economic Forum - Future of Jobs Report (Top 10 2020 Skills) Katie Martin’s top 3 skills (26:20) Inspired by Research / Informed by Practice (27:38) ..* Book Recommendations: ..* Creativity, Inc. (Ed Catmull) ..* The Power of Moments (Chip & Dan Heath) ..* Originals (Adam Grant) Jeff Bezos - stay focused on the customer (30:10) Coaching on strategic abandonment and letting go of things that don’t work (33:56) Developing a culture of innovation (38:41) What is the purpose of public education? (40:02) Katie’s TED Talk (42:14) ..* “I hope they’re just as in love with learning when they graduate high school as they were when they started kindergarten.” Cajon Valley School District (42:57) ..* David Miyashiro, Superintendent ..* Ed Hidalgo, Innovation & Engagement Officer ..* World of Work for K-8 students Rapid fire (44:53) To learn more: katielmartin.com Takeaways (47:35) ..* Give us feedback!

Dave and Steve tackle one of the more over- and misused terms in education, Problem-Based Learning (PBL).  Learn the research behind PBL, what it is, for what it works well and for what it doesn't work well.  In news of the week: How Artificial Intelligence is going to force educational change, and how critical thinking might just offer hope for the world in terms of climate change.  Maybe.  (This episode contains minor technical difficulties that were out of our control.  Apologies in advance.)

Dr. Craig Davis and Mr. Chuck Borghese teach courses in strategic communication in the E. W. Scripps School of Journalism at Ohio University. Both Craig and Chuck draw upon years of experience working in the communication industry to integrate real world, problem-based learning into their courses. They emphasize creativity, problem-solving, team-based collaboration, and real-world application. In this episode, Chuck and Craig describe their approaches and how teachers in various settings might use problem-based learning to help students develop transferable skills.

In episode 12, TJ interviews Alana Stanton, a Kindergarten teacher that incorporates Problem Based Learning in her classroom. Alana discusses her innovative practices as well as the benefit of PBL for her students. Music by www.bensound.com/royaltyfreemusic

Tune in to a fascinating discussion about a school that moved from project-based learning to flipped learning. Learn why they made the change and how they managed the transition. Follow: @jonbergmann @kchalls @bamradionetwork #edchat #flipclass #teachers Kurt Challinor is a high school History and Religious Education teacher at Parramatta Marist High School, Sydney. He has played a key role in the pedagogical shift at Parramatta Marist in the move towards more progressive approaches to teaching and learning. He has focused on providing effective professional learning for teachers in Project and Problem-Based Learning and the Flipped Classroom. He is currently undertaking doctoral studies with a focus on the Flipped Classroom, through Erasmus University, Rotterdam.

The perfect problem connects content, student interest, and an authentic context.

Looking for examples of how schools are using problem based learning and what to consider when implementing it? Anaru White and Pauline Moore continue their discussion from the previous podcast.

Secondary schools are talking about how to shift to a more student centred learning environment. Anaru White and Pauline Moore discuss this with a focus on implementing Problem Based Learning in Secondary Schools.

Welcome to a new episode of Free Teacher PD:  Part 2 of Improve Creativity and Critical Thinking with Problem-Based Learning, with Melissa Edwards As a teacher, gifted education specialist, instructional technologist, blogger and learning facilitator, Melissa Edwards has seen ways in which creative thinking skills can make connections for learning. She believes there is creativity in each of us and we just need to figure out the best ways to let it out! Melissa also believes that for technology to be most effectively used in the classroom there has to be a curriculum reason to support it. Melissa likes to share things that appeal to a multitude of learning styles and which can be used to allow for differentiated instruction at all levels. She also enjoys reaching out and connecting with other educators through various blogs, including her own, "Figuring Out How the Pieces Fit."   Let’s get learning!

Welcome to a new episode of Free Teacher PD:  Part 1 of Improve Creativity and Critical Thinking with Problem-Based Learning, with Melissa Edwards. Are you looking for ways to engage all of your students and stretch their thinking?  Would you like to cultivate their creativity and reinforce their critical thinking skills? Problem-Based Learning (PBL) is a strategy that plays to the strengths of all students, from gifted to struggling, while still providing the challenges needed for learning to happen. Our speaker today, Melissa Edwards, takes a look at the critical and creative thinking skills that can be addressed using PBL. She also shares some PBL resources and examples of projects that you can use in your classroom. While the examples covered will focus primarily on elementary students, they can be easily adapted and used with students in a variety of subjects and grade levels.   Let’s get learning!

STEAM: Join Dr. Z in the journey 6th graders took into the Crazy World of Rube Goldberg. You will experience the fun they had developing “complex chain reactions to accomplish simple tasks.” Using a Problem-Based Learning format, these students explored physics while they built contraptions to drop a marble in a bucket, dip a chip in salsa, pop a balloon and even create a banana smoothie. Dr. Z shares how the inventors expressed their experiences through KidBlog and how these activities aligned with Common Core Standards in Science, Technology and Writing. It’s 20 minutes of fun and exploration into exciting ways to learn.

Examines the impact of the use of video in PBL upon cognitive processes and critical thinking.

Background: Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods: Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results: Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Delta + 0.88), "Independent learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta - 1.23) and "Business competence" (Delta - 1.44) in the PBL-based curriculum needed improvement. Conclusion: Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

An interview with Rebecca Mattern. Her speciality is Problem Based Teaching.