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This interactive strategy involves students working in pairs to discuss a topic or solve a problem, then sharing their insights with the larger group. It fosters communication skills and deeper understanding.

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How To Use Think-Pair-Share In Your Classroom and What Is it

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Looking for new teaching techniques to use in the classroom? Find out here what is think-pair-share and how to use it.

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Group projects encourage students to collaborate towards a common goal. This method helps in developing teamwork, leadership, and project management skills, making learning an active and engaging experience.

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Accreditation Board for Engineering and Technology, Inc. Criteria for accrediting Engineering Programs (ABET), 2016-2017 http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2016-2017/

Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Attle, S., & Baker, B. 2007 Cooperative learning in a competitive environment: Classroom applications. International Journal of Teaching and Learning in Higher Education, 19(1), 77-83.

Bennett, L. M., & Gadlin, H. (2012). Collaboration and team science. Journal of Investigative Medicine, 60(5), 768-775.

Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3/4), 7-55.

Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma‐Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science. Biochemistry and molecular biology education, 36(4), 262-273.

Finelli, C. J., Bergom, I., & Mesa, V. (2011). Student teams in the engineering classroom and beyond: Setting up students for success. CRLT Occasional Papers, 29.

Jackson, D., Sibson, R., & Riebe, L. (2014). Undergraduate perceptions of the development of team-working skills. Education+ Training, 56(1), 7-20.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.

Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Volume 32, Number 5. ASHE Higher Education Report, 32(5), 1-182.

Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of educational Research, 65(2), 129-143.

Taylor, A. (2011). Top 10 reasons students dislike working in small groups... and why I do it anyway. Biochemistry and Molecular Biology Education, 39(3), 219-220.

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Why using group work in your class can improve student learning

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A variant of the Pair and Share method, Think-Pair-Share allows students to first think independently about a question or problem, then discuss their thoughts with a partner, and finally share their conclusions with the class. This technique ensures every student's voice is heard, enhancing engagement.

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The think-pair-share strategy, created by University of Maryland professor Frank Lyman, is a strategic method generally used in classrooms to get students thinking and involved in classroom discussion. This strategy can also be used in a corporate work environment during meetings and brainstorming sessions. The think-pair-share strategy involves three eponymous stages: thinking, pairing and sharing. During the first stage, a manager posits a question or problem that employees can think about. Employees then pair up with nearby coworkers to share answers to the question and pinpoint which answer is best. Finally, the pairs take turns sharing these answers with the rest of the group.

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Benefits of the Think-Pair-Share Strategy

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The think-pair-share strategy, created by University of Maryland professor Frank Lyman, is a strategic method generally used in classrooms to get students thinking and involved in classroom discussion. This strategy can also be used in a corporate work environment during meetings and brainstorming sessions. The ...

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Gamification incorporates game design elements in educational settings to enhance learning and motivation. Using badges, leaderboards, and challenges, this strategy makes learning fun and competitive.

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5 Benefits of Gamification

Dmitri Mendeleev was a Russian scientist and educator in the 19th century who is often credited as the scientist that first published the Periodic Table of Elements. However, what people do not know is that he may have been one of the first scientists to use gamification to complete an educational task.

Dmitri Mendeleev

The term gamification can be used in two ways. The first way is by adopting the act of playing a video game into everyday use. The engagement levels and entertainment values of video gaming can motivate users to accomplish tasks that are normally viewed as boring, such as learning. Another definition of gamification is the act of using game elements to make non-games more enjoyable. 1

Mendeleev was known to have been an avid card player, so it was logical for him to use cards as a way to categorize the elements in a way he could understand. Mendeleev turned the classification process into a card game by listing each element and other information on a card and placing them face up on a table. By doing this, he was able to have a better grasp on the relationship of each element. Mendeleev published his findings, which led scientists to discover new elements to fill in the gaps of Mendeleev's work as well as further developing the table.

Growing up, Mendeleev was not the most successful student, but he became a historical scientific figure because of gamification. This proves as an exemplary example of the benefits of gamification and the impact it can have on all students despite their prior academic achievement.
Here are a few of the benefits of gamification: Gamification aids in cognitive development in adolescents.
Using gamification to aid in cognitive development will allow an increase in the activity of the regions of the brain to allow for adequate development. Games that are produced specifically for enhancing cognitive development are often referred to as "brain games." Brain games have become increasingly popular and are based on various questions and problems that the user has to answer or solve. Brain games can improve the rate in which the brain processes and maintains information. 2
In some cases, it aids in physical development.
Exercising with an interactive game is just as effective as normal exercise. This form of exercise will be very beneficial in adolescents that enjoy playing video games but are not currently physically active. There are many long-term benefits to being active.
Gamification increases level of engagement in classrooms.
Scientists performed a study to measure the level of engagement students displayed when utilizing gamification in the classroom.3 The researchers assigned a point system to various daily class activities. Then the students were measured based on their level of engagement. The researchers found that the game-like atmosphere was favorable in the classroom and increased productivity.
Gamification aids in accessibility in the classroom.
Gamification can be used as a teaching tool to educate adolescents of all needs. Scientists studied the effectiveness of using gamification in the form of a video game to teach students diagnosed with autism.4 The results of this study showed that this training package was effective in teaching age-appropriate content through gamification.
Gamification isn't limited to the classroom.
Gamification is not limited to the classroom but can be used in learning outside the classroom. Perhaps you break up your child's math homework into sections. The child will then level up after completing each section to get hints that will solve a riddle. Or maybe you can have your child create their very own Periodic Table with a few elements just like Mendeleev did with cards. Gamification at home is also a good way to get involved in your child's education!
Students participating in gamification in the classroom.
As gamification becomes more of a buzzword, it is important to not write it off. There are many benefits to gamification that help in enhancing the learning process for students at all academic levels. Hopefully, one day the term gamification will no longer be a buzzword and will be a ubiquitous term used in classrooms. After all, gamification has been around for over a century--Mendeleev is proof.
References

1.) Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Proceedings of the MindTrek '11. doi:10.1145/2181037.2181040

2.) Doraiswamy, P. M., Agronin, M. (2009). Brain games: do they really work? http://www.scientificamerican.com/article.cfm?id=brain-games...

3.) Bustard, D. W., Black, M. M., Charles, T., Moore, A. A., McKinney, M. E. T., Moffett, P. (2011). GEL: A generic tool for game-enhanced learning. Unpublished research, University of Ulster, Coleraine, United Kingdom.

4.) Blum-Dimaya, A., Reeve, S. A., Reeve, K. F. (2010). Teaching children with autism to play a video game using activity schedules and game embedded simultaneous video modeling. Education and Treatment of Children, 33 (3). http://muse.jhu.edu/journals/education_and_treatment_of_chil...

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Dmitri Mendeleev was a Russian scientist and educator in the 19th century who is often credited as the scientist that first published the Periodic Table of Elements. However, what people do not know is that he may have been one of the first scientists to use gamification to complete an educational task.

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Interactive whiteboards are transformative tools for fostering interactive and visual learning. They allow teachers to display multimedia materials and students to participate by touching, drawing, and writing on the board.

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How Can Interactive Whiteboards Be Used in the Classroom?

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How can interactive whiteboards be used in the classroom? See 7 benefits and tips including sharing lesson plans, engaging students, mobility and more.

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Virtual Reality (VR) offers immersive learning experiences, transporting students to different times and places. This technology excels in providing hands-on learning for complex subjects, making abstract concepts easier to grasp.

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In the 1966 film Fantastic Voyage, a submarine and its crew shrink to the size of a human cell to ride through the bloodstream of a scientist and remove a blood clot in his brain. An imaginative tale of science fiction, the movie speaks to humanity's desire to explore realms considered impossible to reach due to our physical limitations. But thanks to technologies such as virtual reality (VR) and augmented reality (AR), students in elementary schools are now doing just that. Today, students go on virtual field trips to places ranging from the Roman Colosseum in ancient times to outer space to cellular-level passageways inside the human body.

The benefits of virtual reality in education are embraced by many educators, but some are still reluctant to use it in their classrooms. Reasons range from high costs to pushback from school administrators. Others see the value of both VR and AR as entertainment, but not as effective teaching tools in the classroom. Additional educator concerns, as reported in a recent EdTech report, include the bulkiness of the equipment, glitches, and the quality and availability of content. Despite these challenges, demand for AR and VR in education is expected to grow in the coming years. This means that current and aspiring teachers should take steps to learn about the benefits of virtual reality in the classroom.

Innovative teacher education programs like American University's Master of Arts in Teaching help graduates become forward-thinking educators who can inspire students through technology. The program's focus on preparing graduates with the skills to deliver education using a multidisciplinary approach is especially helpful.

The program prepares graduates with real-world technical skills using advanced virtual platform technologies. "The use of Mursion [VR] technology has provided American University's teacher candidates the opportunity to practice science instruction before they work with 'real' students, enhancing our teacher candidates' confidence and skill," says Carolyn Parker, director of the Master of Arts in Teaching program in American University's School of Education.

What Are the Benefits of AR and VR in Education?

Before looking into some of the benefits of virtual reality in education, let's define what virtual reality is and how it differs from augmented reality. AR is used on a smart device to project a layer of educational text and lesson-appropriate content on top of a user's actual surroundings, providing students with interactive and meaningful learning experiences. VR creates an entire digital environment, a 360-degree, immersive user experience that feels real. In a VR setting, students can interact with what they see as if they were really there.

In addition to providing students with immersive learning experiences, other benefits of virtual reality in education include the ability to inspire students' creativity and spark their imaginations. And this can motivate them to explore new academic interests. AR and VR in education also helps students struggling to understand difficult academic concepts. For example, through AR, geometry students can check out 3D geometric forms from multiple perspectives; they can rotate a shape to see it from different angles and even view it from the inside. The benefits of virtual reality in education go beyond academics as well to include cultural competence, the ability to understand another person's culture and values-an important skill in today's interconnected, global society. For example, a virtual reality field trip to other parts of the world, whether it be Peru or China, exposes students to cultures other than their own.

Growing evidence suggests that AR and VR in education, as well as the combination of both technologies known as mixed reality, can improve student outcomes, too. For example, in a March 2019 report, EdTech cites a study showing that students in a mixed reality biology classroom received higher scores than other students. And AR and VR can help with memory retention and recall, as well-EdTech reports on a recent study that shows an increase in retention of almost 9 percent for students who learned in an immersive environment such as VR.

AR and VR in Education: Resources and Tips

Bringing AR and VR tools into the classroom doesn't have to be expensive. Available resources, ranging from low-priced viewers like Google Cardboard to cost-effective equipment that can connect to smartphones, can be acquired without breaking the bank. Resources for teachers include affordable or even free apps, such as 360Cities, which allows students to visit places like Rome and Tokyo. Another app, TimeLooper, allows students to visit locations through a historical lens, such as London in medieval times or World War II. Platforms like Immersive VR Education and Nearpod allow teachers to develop lesson plans with VR and AR technology.

These, and other resources, are key to incorporating immersive education into classrooms. But how can teachers set up their classrooms to maximize the benefits of VR in education? Here are a few tips.

Ensure Ample Physical Space

To reap the benefits of virtual reality in education, it is important for students to use VR equipment safely. VR users often spin around or stride blindly, ignoring their physical surroundings. A misstep could lead to injury. Educators should ensure their classrooms' physical environments are spacious and safe for VR explorers. Students should be at least an arm's length away from each other and from objects in the classroom. When possible, use VR content that can be accessed by students sitting at their desks.

Supervise and Moderate VR Use in Classrooms

Research into the psychological impact of VR on students suggests that VR should be used moderately and under close supervision in school settings. The findings of the research as reported in a recent CNN.com article recounts that children who overused VR had false memories of having physically visited a place they actually never visited. Limiting VR education sessions to a couple of minutes as part of a longer lesson plan can address this issue.

Know When to Use VR in the Classroom

VR can bring academic subjects to life, offering students new insights and refreshing perspectives. But VR can't replace human interaction. Learning is fundamentally a social experience, so VR is best used as a supplemental learning tool.

How can teachers use VR in the classroom? It depends on the subject. Using VR to teach grammar in classrooms may not make much sense because grammar is a relatively abstract topic. On the other hand, VR may work well for topics that are visual and tactile, for example, allowing students to learn "firsthand" about a historical event or famous monument.

As a case in point, because the Parthenon in Greece is a physical structure, students can virtually walk inside it to see its architectural details, thanks to VR equipment and software. Many STEM (science, technology, engineering, and math) topics also lend themselves well to VR. When it comes down to it, what child wouldn't enjoy "visiting" the planets of the solar system?

Develop a Plan for VR Learning

Among the most noteworthy benefits of virtual reality in the classroom is its ability to spark curiosity and interest in students. But left to their own devices, students may veer off topic. This is why educators should develop a structured plan to maximize the use of VR within lesson plans and then guide their students along the path. As part of the plan, it is important for teachers to determine goals and expectations for students and set guidelines for students to follow to ensure optimal learning experiences.

Teach Empathy and Cultural Competence

The magic of VR is that it brings different places throughout the world right into the classroom. These new perspectives can result in fostering empathy and cultural competence because they take students outside of their normal daily experience. The use of VR and AR helps students understand people's unique situations across the world. For example, teachers can use VR applications to enhance language teaching by exposing students to the cultures of the people who speak the language. Using technology to build culturally responsive environments helps students respect cultures different from their own.

Become an Innovative Education Leader

Innovative educational technologies such as VR and AR continue to emerge. And according to an April 2019 EdWeek report, 15 percent of US schools will have classroom access to virtual reality by 2021. How can teachers prepare to leverage the benefits of VR in education to improve learning outcomes?

With a focus on offering future teachers the essential tools needed to transform the education system and educate all students equally, American University's Master of Arts in Teaching program equips graduates to become innovative education leaders. Advances in neurodevelopment, social-emotional interventions, and a multidisciplinary approach to teaching STEM education are central to the program's curriculum so that students develop skills to succeed in an education field driven by new technologies such as VR and AR.

If you are looking to advance your education career by leveraging technology, learn how American University's Master of Arts in Teaching program can help put you at the forefront of the educational innovations that are transforming schools and lives.

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Benefits of Virtual Reality in Education: Tools & Resources | American University

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Want to explore technology and the benefits of virtual reality (VR) in education? Learn about American University's innovative Master of Arts in Teaching.

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Socratic Seminars encourage open group discussion based on Socratic questioning, pushing students to think critically and deeply about the subjects. It's excellent for exploring complex topics in a democratic and reflective manner.

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A Socratic Seminar invites students to facilitate a discussion in order to work together toward a shared understanding of a text.

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Problem-Based Learning (PBL) engages students in solving real-world problems, encouraging them to use critical thinking and problem-solving skills. This learner-centered approach promotes deep learning and practical application of knowledge.

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All Posts

Used since the 1960s, many teachers express concerns about the effectiveness of problem-based learning (PBL) in certain classroom settings.

Whether you introduce the student-centred pedagogy as a one-time activity or mainstay exercise, grouping students together to solve open-ended problems can present pros and cons.
Below are five advantages and disadvantages of problem-based learning to help you determine if it can work in your classroom.
If you decide to introduce an activity, there are also design creation steps and a downloadable guide to keep at your desk for easy reference.

Advantages of Problem-Based Learning

1. Development of Long-Term Knowledge Retention

Students who participate in problem-based learning activities can improve their abilities to retain and recall information, according to a literature review of studies about the pedagogy.

The literature review states "elaboration of knowledge at the time of learning" -- by sharing facts and ideas through discussion and answering questions -- "enhances subsequent retrieval." This form of elaborating reinforces understanding of subject matter, making it easier to remember.

Small-group discussion can be especially beneficial -- ideally, each student will get chances to participate.

But regardless of group size, problem-based learning promotes long-term knowledge retention by encouraging students to discuss -- and answer questions about -- new concepts as they're learning them.

2. Use of Diverse Instruction Types

You can use problem-based learning activities to the meet the diverse learning needs and styles of your students, effectively engaging a diverse classroom in the process. In general, grouping students together for problem-based learning will allow them to:

Address real-life issues that require real-life solutions, appealing to students who struggle to grasp abstract concepts

Participate in small-group and large-group learning, helping students who don't excel during solo work grasp new material

Talk about their ideas and challenge each other in a constructive manner, giving participatory learners an avenue to excel

Tackle a problem using a range of content you provide -- such as videos, audio recordings, news articles and other applicable material -- allowing the lesson to appeal to distinct learning styles

Since running a problem-based learning scenario will give you a way to use these differentiated instruction approaches, it can be especially worthwhile if your students don't have similar learning preferences.

3. Continuous Engagement

Providing a problem-based learning challenge can engage students by acting as a break from normal lessons and common exercises.

It's not hard to see the potential for engagement, as kids collaborate to solve real-world problems that directly affect or heavily interest them.

Although conducted with post-secondary students, a study published by the Association for the Study of Medical Education reported increased student attendance to -- and better attitudes towards -- courses that feature problem-based learning.

These activities may lose some inherent engagement if you repeat them too often, but can certainly inject excitement into class.

4. Development of Transferable Skills

Problem-based learning can help students develop skills they can transfer to real-world scenarios, according to a 2015 book that outlines theories and characteristics of the pedagogy.

The tangible contexts and consequences presented in a problem-based learning activity "allow learning to become more profound and durable." As you present lessons through these real-life scenarios, students should be able to apply learnings if they eventually face similar issues.

For example, if they work together to address a dispute within the school, they may develop lifelong skills related to negotiation and communicating their thoughts with others.

As long as the problem's context applies to out-of-class scenarios, students should be able to build skills they can use again.

5. Improvement of Teamwork and Interpersonal Skills

Successful completion of a problem-based learning challenge hinges on interaction and communication, meaning students should also build transferable skills based on teamwork and collaboration. Instead of memorizing facts, they get chances to present their ideas to a group, defending and revising them when needed.

What's more, this should help them understand a group dynamic. Depending on a given student, this can involve developing listening skills and a sense of responsibility when completing one's tasks. Such skills and knowledge should serve your students well when they enter higher education levels and, eventually, the working world.

Disadvantages of Problem-Based Learning

1. Potentially Poorer Performance on Tests

Devoting too much time to problem-based learning can cause issues when students take standardized tests, as they may not have the breadth of knowledge needed to achieve high scores. Whereas problem-based learners develop skills related to collaboration and justifying their reasoning, many tests reward fact-based learning with multiple choice and short answer questions. Despite offering many advantages, you could spot this problem develop if you run problem-based learning activities too regularly.

2. Student Unpreparedness

Problem-based learning exercises can engage many of your kids, but others may feel disengaged as a result of not being ready to handle this type of exercise for a number of reasons. On a class-by-class and activity-by-activity basis, participation may be hindered due to:

Immaturity -- Some students may not display enough maturity to effectively work in a group, not fulfilling expectations and distracting other students.

Unfamiliarity -- Some kids may struggle to grasp the concept of an open problem, since they can't rely on you for answers.

Lack of Prerequisite Knowledge -- Although the activity should address a relevant and tangible problem, students may require new or abstract information to create an effective solution.

You can partially mitigate these issues by actively monitoring the classroom and distributing helpful resources, such as guiding questions and articles to read. This should keep students focused and help them overcome knowledge gaps. But if you foresee facing these challenges too frequently, you may decide to avoid or seldom introduce problem-based learning exercises.

3. Teacher Unpreparedness

If supervising a problem-based learning activity is a new experience, you may have to prepare to adjust some teaching habits. For example, overtly correcting students who make flawed assumptions or statements can prevent them from thinking through difficult concepts and questions. Similarly, you shouldn't teach to promote the fast recall of facts. Instead, you should concentrate on:

Giving hints to help fix improper reasoning

Questioning student logic and ideas in a constructive manner

Distributing content for research and to reinforce new concepts

Asking targeted questions to a group or the class, focusing their attention on a specific aspect of the problem

Depending on your teaching style, it may take time to prepare yourself to successfully run a problem-based learning lesson.

4. Time-Consuming Assessment

If you choose to give marks, assessing a student's performance throughout a problem-based learning exercise demands constant monitoring and note-taking. You must take factors into account such as:

Completed tasks

The quality of those tasks

The group's overall work and solution

Communication among team members

Anything you outlined on the activity's rubric

Monitoring these criteria is required for each student, making it time-consuming to give and justify a mark for everyone.

5. Varying Degrees of Relevancy and Applicability

It can be difficult to identify a tangible problem that students can solve with content they're studying and skills they're mastering. This introduces two clear issues. First, if it is easy for students to divert from the challenge's objectives, they may miss pertinent information. Second, you could veer off the problem's focus and purpose as students run into unanticipated obstacles. Overcoming obstacles has benefits, but may compromise the planning you did. It can also make it hard to get back on track once the activity is complete. Because of the difficulty associated with keeping activities relevant and applicable, you may see problem-based learning as too taxing.

Steps to Designing Problem-Based Learning Activities

If the advantages outweigh the disadvantages -- or you just want to give problem-based learning a shot -- follow these steps:

1. Identify an Applicable Real-Life Problem

Find a tangible problem that's relevant to your students, allowing them to easily contextualize it and hopefully apply it to future challenges. To identify an appropriate real-world problem, look at issues related to your:

School

Community

Students' shared interests

You must also ensure that students understand the problem and the information around it. So, not all problems are appropriate for all grade levels.

2. Determine the Overarching Purpose of the Activity

Depending on the problem you choose, determine what you want to accomplish by running the challenge. For example, you may intend to help your students improve skills related to:

A more precise example, you may prioritize collaboration skills by assigning specific tasks to pairs of students within each team. In doing so, students will continuously develop communication and collaboration abilities by working as a couple and part of a small group. By defining a clear purpose, you'll also have an easier time following the next step.

3. Create and Distribute Helpful Material

Handouts and other content not only act as a set of resources, but help students stay focused on the activity and its purpose. For example, if you want them to improve a certain math skill, you should make material that highlights the mathematical aspects of the problem. You may decide to provide items such as:

Data that helps quantify and add context to the problem

Videos, presentations and other audio-visual material

A list of preliminary questions to investigate

Providing a range of resources can be especially important for elementary students and struggling students in higher grades, who may not have self-direction skills to work without them.

4. Set Goals and Expectations for Your Students

Along with the aforementioned materials, give students a guide or rubric that details goals and expectations. It will allow you to further highlight the purpose of the problem-based learning exercise, as you can explain what you're looking for in terms of collaboration, the final product and anything else. It should also help students stay on track by acting as a reference throughout the activity.

5. Participate

Although explicitly correcting students may be discouraged, you can still help them and ask questions to dig into their thought processes. When you see an opportunity, consider if it's worthwhile to:

Fill gaps in knowledge

Provide hints, not answers

Question a student's conclusion or logic regarding a certain point, helping them think through tough spots

By participating in these ways, you can provide insight when students need it most, encouraging them to effectively analyze the problem.

6. Have Students Present Ideas and Findings

If you divided them into small groups, requiring students to present their thoughts and results in front the class adds a large-group learning component to the lesson. Encourage other students to ask questions, allowing the presenting group to elaborate and provide evidence for their thoughts. This wraps up the activity and gives your class a final chance to find solutions to the problem.

Wrapping Up

The effectiveness of problem-based learning may differ between classrooms and individual students, depending on how significant specific advantages and disadvantages are to you. Evaluative research consistently shows value in giving students a question and letting them take control of their learning. But the extent of this value can depend on the difficulties you face.It may be wise to try a problem-based learning activity, and go forward based on results.

Create or log into your teacher account on Prodigy -- an adaptive math game that adjusts content to accommodate player trouble spots and learning speeds. Aligned to US and Canadian curricula, it's used by more than 350,000 teachers and 10 million students.It may be wise to try a problem-based learning activity, and go forward based on results.

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5 Advantages and Disadvantages of Problem-Based Learning [+ Activity Design Steps]

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All Posts Used since the 1960s, many teachers express concerns about the effectiveness of problem-based learning (PBL) in certain classroom settings. Whether you introduce the student-centred pedagogy as a one-time activity or mainstay exercise, grouping students together to solve open-ended problems can present pros and cons.

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Similar to PBL, Project-Based Learning focuses on students completing projects over time, which explore a complex question, problem, or challenge. This method develops critical thinking and knowledge application, making learning meaningful and relevant.

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8 Great Benefits of Project-Based Learning

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Project-based learning creates so many exciting opportunities for students. Explore the benefits of this educational model and see how it helps our students grow at Pardes.

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PD site from where I will create materials

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PD site from where I will create materials

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Professional Development | PBS LearningMedia

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Find lessons on Professional Development for all grades. Free interactive resources and activities for the classroom and home.

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AI in Education Workshops - ThoughtStretchers Education

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Learn how to leverage AI in education with generative artificial intelligence understanding and strategies and real world applications.

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What is Neurodiversity? And why it's important for academia to know about it

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8 Things To Know About the Experiential Learning Cycle (FULL)

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In today's dynamic educational landscape, school leaders and education sector executives encounter multifaceted challenges arising from an interplay of factors related to education, politics, and socio-economic conditions. It is vital to effectively navigate complex decision-making scenarios, foster equitable learning environments, and adequately prepare oneself to lead institutions through times of rapid change and uncertainty. This module will endeavor to introduce participants of this course to the complexities of their business environment and shall involve sessions on the topics such as:

Introduction to Education Sector Management

Education and the Political Economy

Education and the Socio-economic Structure

Education in times of uncertainty and complexity

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Education Leadership Program (EdLEAP) by IIM Calcutta

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Join IIM Calcutta's Education Leadership Program for school management, entrepreneurs, and academicians. Shape your academic center into an institute of excellence.

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start!

memory game

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I'm ready!

Hover the mouse over the boxes tomemorize where each image is located

memory game

Where is...

memory game

memory game

Did you get it right?

No

Yes

I'm ready!

memory game

Hover the mouse over the boxes tomemorize where each image is located

memory game

Where is...

memory game

Yes

Did you get it right?

No

I'm ready!

memory game

Hover the mouse over the boxes tomemorize where each image is located

memory game

Where is...

memory game

No

Yes

Did you get it right?

WOW!

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start over?

Now you have a memory of steel

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Test your memory! Use this template to create a game to test your audience's visual memory - will they get them all right first time?

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Experiential learning-glossary, Kolb's Theory, and the connection with the IB LP

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Experiential learning-glossary, Kolb's Theory, and the connection with the IB LP

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Experiential learning-glossary, Kolb's Theory, and the connection with the IB LP

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PD site from where I will create materials

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PD site from where I will create materials

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Professional Development | PBS LearningMedia

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Find lessons on Professional Development for all grades. Free interactive resources and activities for the classroom and home.

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With Steinberg, Gardner's thoughts and learning the true connotation of creativity

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Design Thinking tools are essential for IB teachers and students as they navigate the creative problem-solving process. These tools help in understanding problems, generating ideas, creating prototypes, and testing solutions. Here’s a look at some practical Design Thinking tools that can be incorporated into the classroom:

1. Empathy Maps

Empathy maps are used to gain a deeper insight into the people for whom you're designing solutions. It helps in understanding their needs, experiences, motivations, and challenges.

Use in Class: After observing or interviewing, students can use empathy maps to consolidate their findings about a community or user group, helping them design more targeted solutions.

2. Ideation Techniques: Brainstorming & Mind Mapping

Brainstorming is a free-flowing group discussion to produce ideas, while mind mapping is a visual tool that helps structure information, helping to analyze and generate ideas.

Use in Class: Facilitate brainstorming sessions to tackle a specific problem or use mind maps to explore a topic deeply, encouraging students to think divergently and come up with creative solutions.

3. Storyboards

Storyboards are visual narratives that tell a story of a user's experience with a product or service over time. They help in visualizing and presenting ideas.

Use in Class: Students can create storyboards to illustrate the user journey for a new product or service they are developing, highlighting key interactions and experiences.

4. Prototyping Tools

Prototyping tools can range from simple materials like paper and markers to more sophisticated digital tools like Adobe XD or Sketch. They are used to create quick and inexpensive models of products or features.

Use in Class: Encourage students to build physical or digital prototypes of their solutions. This hands-on activity helps them to test and refine their ideas based on feedback.

5. User Feedback and Testing Methods

Gathering user feedback is crucial. Techniques can include user interviews, surveys, and usability testing.

Use in Class: Teach students how to conduct user testing sessions with their prototypes. Learning to collect and interpret feedback is crucial for iterating and improving their designs.

6. The "How Might We" (HMW) Question

The HMW question is a powerful tool to turn challenges into opportunities for design. It helps reframe problems into open-ended questions that invite creative thinking.

Use in Class: Use HMW questions to kickstart brainstorming sessions or when students hit a roadblock. It encourages positivity and possibility in the face of challenges.

7. The Five Whys

This tool involves asking "Why?" five times to get to the root cause of a problem. It's a simple yet effective method to understand the underlying issues behind a challenge.

Use in Class: Implement the Five Whys when students are tackling complex problems to ensure they are not just addressing symptoms but are solving the core issue.

Implementation in IB Education

Incorporating these Design Thinking tools into the IB curriculum fosters an environment of innovation, critical thinking, and empathy. Mentors can guide students through the Design Thinking process, from empathy and problem definition to ideation, prototyping, and testing, using these tools to enhance learning outcomes and prepare students for real-world challenges.

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Faria Public App | Approaches to Teaching

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Visualization tools fo better learning- a doc for my website

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Visualization tools fo better learning- a doc for my website

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Visualization tools for a better learning-ATTL

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Watch IB Exchange’s video about GMT20231127-200026 Recording 1920x1080. Find the best moments, speech, people, objects, text, and more.

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All-in-one virtual event platform | Zoom Events

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Monsha · AI for Teachers · Teaching Resources & Course Planning

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Create and adapt classroom-ready educational resources in minutes with Monsha, the best AI tool for teachers, educators, and schools. Save valuable hours on course, unit, and lesson planning with ease. Generate and differentiate lessons, quizzes, worksheets, presentations, assessments and more.

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Ron Morrain on LinkedIn: What is Instructional Scaffolding? - article written by Joey Lee… | 20 comments

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What is Instructional Scaffolding? - article written by Joey Lee Fundamentally, scaffolding is the practice of breaking up learning into smaller chunks to… | 20 comments on LinkedIn

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https://www.ibo.org/professional-development/free-learning/

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Enhance your learning about the IB curriculum and authorization process, with our free Professional Development (PD) learning resources, across all four IB programmes.

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Incorporating Social and Emotional Learning (SEL) into the PYP Curriculum to Develop Life Skills and Emotional Well-being. In recent years, the educational landscape has undergone a significant transformation, with an increasing emphasis on the importance of emotional well-being and the development of life skills in students. At the heart of this change is Social and Emotional Learning (SEL), an essential component that can be integrated into the International Baccalaureate (IB) Primary Years Programme (PYP) curriculum, bringing profound and lasting benefits to students. In a world where concerns about children's mental health are on the rise, the inclusion of SEL in the school curriculum has become an urgent necessity. Students of all ages face academic, social, and emotional pressures, and school should be a place where they can develop not only academic skills but also the ability to manage their emotions, set positive goals, show empathy for others, and make responsible decisions. By incorporating SEL into the PYP, we create an environment that supports the holistic development of children, preparing them for future challenges. The PYP is already known for its holistic approach to learning, emphasizing the importance of students' intellectual, personal, emotional, and social development. Adding SEL to the curriculum reinforces this philosophy, helping students develop crucial skills such as empathy, resilience, self-regulation, and communication. These skills not only enhance the learning environment but also promote a positive and inclusive school culture. Social and emotional skills are fundamental to success in the 21st century. Employers and educators increasingly recognize that competencies such as teamwork, problem-solving, time management, and adaptability are as important as technical knowledge. Focusing on SEL in the PYP prepares students to be competent global citizens, capable of facing complex and dynamic challenges with confidence and competence. To ensure that the integration of SEL is effective, it is essential to base it on the latest research and studies on the topic. Collaborating with psychologists, therapists, and SEL experts can provide valuable insights and ensure that the programs developed are high-quality and evidence-based. The integration of Social and Emotional Learning into the PYP curriculum is more than an educational trend; it is a crucial step in preparing our students for a future where life skills and emotional well-being are as critical as academic knowledge. Image source: https://lnkd.in/eRxfibVc

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Delivering student success at the interstices of edtech, student recruitment and admissions | 100% Online IB Diploma Programme @ Aoba Global Campus | Supporting families and students throughout the Asia Pacific!

In an article recently published on GatesNotes, 2024 Washington State Teacher of the Year, Blaire Penry, shared her experience of what it was like transitioning to online learning during the pandemic. Blaire quickly discovered that there are many students who excel through this mode of learning and how it drives greater equity, echoing our experience of supporting students at Aoba Global Campus with the Online IB Diploma Programme, for students throughout #APAC. "Although many students struggled with the transition to online learning and lack of face-to-face interaction with their teachers and peers, Blaire found that a number of her kids not only adapted but thrived. Some needed extra flexibility so they could work a job or keep up with other responsibilities. Others benefited from having greater control of their learning environments. For example, they could focus much better in the comparative quiet of their own homes, or they had less anxiety when they could answer a question in a chat rather than by raising their hands in front of the whole class. It blew my mind to learn that fully remote instruction works better for some students. Like many people, I've always thought of it as a necessary obstacle to overcome in times of necessity. But Blaire sees it as a tremendous opportunity for some families-and as a powerful tool for driving equity." The key takeaway for me is that there is no one-size-fits-all approach to learning and while some students thrive through in-person learning, many others do so through the greater autonomy, flexibility and accessibility that online learning provides. If you are curious to find out about what it is like to study for the Online IBDP with Aoba Global Campus, feel free to connect with me online via the meeting booking link below 👇 https://lnkd.in/dzuijU3f https://lnkd.in/diEQT_rb#IBDP #remoteeducation #IB #onlinelearning

Can online classes change the game for some students?

gatesnotes.com

Social and Emotional Learning are key components in today' education.

Teaching and Learning Director / IBEN Associate, Principal, Head of School, PYP / MYP / DP Coordinator, School Coordinator, Pedagogical Director, Chief Quality Officer / Diretor Escolar, Coordenador, Diretor Pedagógico.

Incorporating Social and Emotional Learning (SEL) into the PYP Curriculum to Develop Life Skills and Emotional Well-being. In recent years, the educational landscape has undergone a significant transformation, with an increasing emphasis on the importance of emotional well-being and the development of life skills in students. At the heart of this change is Social and Emotional Learning (SEL), an essential component that can be integrated into the International Baccalaureate (IB) Primary Years Programme (PYP) curriculum, bringing profound and lasting benefits to students. In a world where concerns about children's mental health are on the rise, the inclusion of SEL in the school curriculum has become an urgent necessity. Students of all ages face academic, social, and emotional pressures, and school should be a place where they can develop not only academic skills but also the ability to manage their emotions, set positive goals, show empathy for others, and make responsible decisions. By incorporating SEL into the PYP, we create an environment that supports the holistic development of children, preparing them for future challenges. The PYP is already known for its holistic approach to learning, emphasizing the importance of students' intellectual, personal, emotional, and social development. Adding SEL to the curriculum reinforces this philosophy, helping students develop crucial skills such as empathy, resilience, self-regulation, and communication. These skills not only enhance the learning environment but also promote a positive and inclusive school culture. Social and emotional skills are fundamental to success in the 21st century. Employers and educators increasingly recognize that competencies such as teamwork, problem-solving, time management, and adaptability are as important as technical knowledge. Focusing on SEL in the PYP prepares students to be competent global citizens, capable of facing complex and dynamic challenges with confidence and competence. To ensure that the integration of SEL is effective, it is essential to base it on the latest research and studies on the topic. Collaborating with psychologists, therapists, and SEL experts can provide valuable insights and ensure that the programs developed are high-quality and evidence-based. The integration of Social and Emotional Learning into the PYP curriculum is more than an educational trend; it is a crucial step in preparing our students for a future where life skills and emotional well-being are as critical as academic knowledge. Image source: https://lnkd.in/eRxfibVc

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Teaching and Learning Director / IBEN Associate, Principal, Head of School, PYP / MYP / DP Coordinator, School Coordinator, Pedagogical Director, Chief Quality Officer / Diretor Escolar, Coordenador, Diretor Pedagógico.

Incorporating Social and Emotional Learning (SEL) into the PYP Curriculum to Develop Life Skills and Emotional Well-being. In recent years, the educational landscape has undergone a significant transformation, with an increasing emphasis on the importance of emotional well-being and the development of life skills in students. At the heart of this change is Social and Emotional Learning (SEL), an essential component that can be integrated into the International Baccalaureate (IB) Primary Years Programme (PYP) curriculum, bringing profound and lasting benefits to students. In a world where concerns about children's mental health are on the rise, the inclusion of SEL in the school curriculum has become an urgent necessity. Students of all ages face academic, social, and emotional pressures, and school should be a place where they can develop not only academic skills but also the ability to manage their emotions, set positive goals, show empathy for others, and make responsible decisions. By incorporating SEL into the PYP, we create an environment that supports the holistic development of children, preparing them for future challenges. The PYP is already known for its holistic approach to learning, emphasizing the importance of students' intellectual, personal, emotional, and social development. Adding SEL to the curriculum reinforces this philosophy, helping students develop crucial skills such as empathy, resilience, self-regulation, and communication. These skills not only enhance the learning environment but also promote a positive and inclusive school culture. Social and emotional skills are fundamental to success in the 21st century. Employers and educators increasingly recognize that competencies such as teamwork, problem-solving, time management, and adaptability are as important as technical knowledge. Focusing on SEL in the PYP prepares students to be competent global citizens, capable of facing complex and dynamic challenges with confidence and competence. To ensure that the integration of SEL is effective, it is essential to base it on the latest research and studies on the topic. Collaborating with psychologists, therapists, and SEL experts can provide valuable insights and ensure that the programs developed are high-quality and evidence-based. The integration of Social and Emotional Learning into the PYP curriculum is more than an educational trend; it is a crucial step in preparing our students for a future where life skills and emotional well-being are as critical as academic knowledge. Image source: https://lnkd.in/eRxfibVc

As a curriculum developer, I worry that we allocate far too little time and space to physical education, physical activity, or children's physical development. As everyone knows, physical activity is extremely important not only for children's growth but also for their academic performance. There is plenty of research to show that children who are active, especially in the early years, attain much better learning levels, health, and mental health in later years. (That is, to provide an incentive to decision-makers, create scope for physical activity and sports if you want to improve learning levels in academic / scholastic subjects!) To me, however, the benefits of involving children in physical education and sports go far beyond this. It is through sports that I learned what it is to work (intelligently) hard, take a loss in my stride, overcome adversities, plan for one's own improvement, work closely along with others, to cherish a hard-won achievement and guard against its loss due to complacency, understand oneself and one's own results and how they stand up against a test, and to know what it is to find a rival and best friend in the same person. It is through close involvement with sport that I learned how to connect with my body, to control it, to develop a skill - and that holds me in good stead even now, 40 years later. At a deeper level, I think a lot of strategic thinking that goes into sport, the manner in which we learn and communicate with others during the process, how we see that the test of something lies in the ability to do and not merely to know, and the deep understanding of the commitment that is required in order to get somewhere significant, all of this has far greater impact than many a subject does. Several countries lay a deep emphasis on physical activity and sport. As is known, the Scandinavian countries, Finland, have long breaks for children to be active. China has a solid hour of physical activity embedded in the daily routine. Several countries in Europe, for example Croatia, are powerhouses in sport despite their relatively small populations. In some of the sprawling schools I visited in Kenya, it was common to see students running gracefully, often in pairs, from one part of the school to another. If you're wondering why we're doing what we're doing in our schools, what all of this shows is a short-sightedness of thinking. We've led ourselves to believe that performance in scholastic subjects is all that matters and that a knowledge economy is one that does not have a physical dimension to it. Many of the countries that are advanced in sports are not advanced because they are developed countries, they are in fact developed countries because they invest in sports.

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ECD Education Trends: How to Prepare for the New Curriculum Shifts

ECD Education Trends: How to Prepare for the New Curriculum Shifts

https://mwalimusasa.com

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Educating Hearts and Minds: The Holistic Approach of Pehchaan The Street School In an era where academic achievements often define success, 'Pehchaan The Street School', a refreshing example of education that aims to focus on emotional as well as personal development as much as intellectual growth. Started with the idea to help underprivileged children gain knowledge, 'Pehchaan The Street School', doesn't only revolve around traditional subjects - it takes a holistic view where the heart and mind find nurturing, turning children into self-aware, compassionate ones who are ready to take on the world. Understanding the Pehchaan The Street School Approach 'Pehchaan The Street School', was established to bridge the gap for children who lack access to basic education and support due to financial, social, or geographic barriers. The founders of the organization recognized that children from underprivileged backgrounds require more than just a classroom; they need an environment that fosters self-respect, confidence, and a love for learning. With this mission, 'Pehchaan The Street School', has created a space where education is holistic, inclusive, and empowering. A Holistic Model of Learning Unlike traditional schools that prioritize only academics, 'Pehchaan The Street School's holistic approach is centered on developing the complete personality of each child. Academics are just one part of a larger curriculum designed to encourage creativity, emotional intelligence, and practical life skills. Teachers and volunteers use interactive teaching methods, such as storytelling, role-playing, art, and music, which allow children to learn in ways that are engaging and meaningful. Emotional development is at the heart of 'Pehchaan The Street School', curriculum. Through activities that encourage empathy, collaboration, and communication, children learn values that prepare them for real-life challenges. In a typical day at 'Pehchaan The Street, children may read, write, and solve math problems, but they also practice teamwork, express their feelings, and learn about respect and kindness. This approach helps children not only to excel academically but to become more resilient, understanding, and confident individuals. At 'Pehchaan The Street School', learning encompasses values like empathy, resilience, and cooperation, fostering emotional intelligence alongside academics. The school uses engaging methods-storytelling, art, and play-to create a safe, supportive space where children are inspired to explore, learn, and grow. 'Pehchaan The Street School', also addresses practical needs, offering vocational training, health education, and family support to empower children beyond the classroom. By bringing education to marginalized communities, organization breaks down social and financial barriers, ensuring that these children can envision a brighter future. For more details visit their official website https://lnkd.in/grR7dyHZ

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Engaging Activities for IB Classrooms: Tips for Teachers IB classrooms are dynamic spaces designed to inspire inquiry, critical thinking, and global-mindedness. Here are some tips for IB teachers to create diverse and meaningful activities that align with the program's goals: 1️⃣ Foster Inquiry-Based Learning: Design activities that start with questions. Encourage students to explore, research, and develop their understanding. For example, use case studies or real-world problems to spark curiosity. 2️⃣ Incorporate Group Collaboration: Plan group projects or discussions where students can exchange ideas, solve problems, and build teamwork skills. Encourage diverse group dynamics to promote international-mindedness. 3️⃣ Integrate Cross-Disciplinary Connections: Create activities that link multiple subject areas. For instance, connect science topics to global issues like sustainability or explore math concepts through art. 4️⃣ Encourage Reflection: Use journals, peer reviews, or self-assessments to help students think critically about their learning process and personal growth. 5️⃣ Utilize Technology: Incorporate tools like simulations, virtual field trips, or interactive apps to enhance engagement and broaden perspectives. 6️⃣ Design Service-Based Projects: Encourage activities tied to the CAS (Creativity, Activity, Service) component by linking learning to real-world action. For example, students could design campaigns to address community challenges. 7️⃣ Integrate TOK (Theory of Knowledge): Build activities that prompt students to question knowledge and perspectives. Use debates, ethical dilemmas, or case studies to deepen their critical thinking. 8️⃣ Promote Student Agency: Allow students to take the lead in designing activities or choosing topics to explore within a framework. This fosters ownership and motivation. 9️⃣ Cultural and Global Engagement: Include activities that explore diverse cultures and viewpoints. For example, host cultural research presentations or discussions on global current events. 10️⃣ Scaffold Learning: Break down complex concepts into smaller steps and include formative tasks that build toward summative assessments. As IB educators, we have the opportunity to create activities that empower students to become lifelong learners and global citizens. Let's keep innovating to make our classrooms inspiring and impactful! What are your favorite IB classroom activities? Share your ideas below! #InternationalBaccalaureate #IBTeaching #InquiryBasedLearning #EducationInnovation #GlobalMindedness #ClassroomActivities

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Noah B. on LinkedIn: Mythbusting Learning Theories and Models

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Educational Myths and Truths - Challenging Misconceptions in IB Education Myths and misconceptions have long influenced teaching practices . Despite a wealth...

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Dr Donna M Velliaris on LinkedIn: Formative and summative assessments serve distinct yet complementary roles…

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Formative and summative assessments serve distinct yet complementary roles in education. Formative assessment provides ongoing feedback during the learning…

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Isha Mehta on LinkedIn: #ibframework #peerassessment #selfassessment #studentagency… | 19 comments

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𝐏𝐞𝐞𝐫 𝐚𝐧𝐝 𝐒𝐞𝐥𝐟-𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐘𝐏 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦 📝✨ Empowering students with peer and self-assessment… | 19 comments on LinkedIn

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Why the ‘human capital theory’ era of education is over

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In a century facing complex and profound challenges, we need to evolve our thinking on what education is for - including how we value educators and the young people they work with

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Johns Hopkins Center for Talented Youth (CTY)

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The Johns Hopkins Center for Talented Youth (CTY) provides schools like yours with the resources they need to inspire advanced learners. CTY works with schools to identify and challenge their brightest students.

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Please sign me up for program updates and other learning opportunities.

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Ron Morrain on LinkedIn: Graphic Organizers: A Teacher's Guide This article will delve into…

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Graphic Organizers: A Teacher's Guide This article will delve into graphic organizers, exploring a wide range of types and demonstrating how they can be…

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Archhana Mehraa (M.Ed) on LinkedIn: These tools support differentiated instruction by offering adaptive…

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These tools support differentiated instruction by offering adaptive content, scaffolding, and real-time feedback to meet diverse learning needs.

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Today, I hosted an online session where educators explored AI tools that… | Asheka Tenzin | 16 comments

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Today, I hosted an online session where educators explored AI tools that can make their work easier and more creative. We learned how to use NotebookLM… | 16 comments on LinkedIn

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500 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Kindergarten Teachers' AI Tool Adoption | Soma Ganguly posted on the topic | LinkedIn

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As a Kindergarten teacher I have not had the opportunity to use a lot of AI tools, though I have used Gemini to create a Google slide deck. So this infographic by Med Kharbach, PhD caught my eye. I wonder how many of my peers use AI tools frequently. And if they do use it, what do they use it for? Comments welcome. Meghan, Jacqueline, Erin, Lindee, Noelle, Autumn, Maria, Amanda

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PhD Students - How to write the abstract for your research paper? Abstract is like the trailer of a movie. It’s the first thing one reads in your paper after the title. So, give it your best shot. Here is a step-by-step guide for writing abstract. Anything you would like to add? #phd