ready to teach getting down to businessw1.mtsu.edu/education/ncate/standard5/5.4.a.9_residency...

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Ready to Teach

Getting Down to Business

Problem-Based Learning Unit

Developed for Residency I Students

Fall 2013

Problem-Based Learning Writers Workgroup

Middle Tennessee State University

Womack Family Department of Educational Leadership

Steven Bartos, PhD

Terry Goodin, EdD

Nancy Caukin EdD

Heather Dillard EdD

Getting Down to Business 2

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Table of Contents Getting Down to Business .............................................................................................................. 3

Facilitator Notes .......................................................................................................................... 3

Introduction ................................................................................................................................. 4

Guiding Questions ...................................................................................................................... 4

Session 1 ................................................................................................................................. 4

Faculty Meeting ...................................................................................................................... 4

Final Class Session ................................................................................................................. 5

Learning Objectives .................................................................................................................... 5

Product ........................................................................................................................................ 5

Resources .................................................................................................................................... 6

Learning Tasks and Activities ................................................................................................ 6

Assessment .................................................................................................................................. 7

Pre-Assessment Product.............................................................................................................. 7

Rubric for Learning Segment Pre-Assessment ........................................................................... 9

Time and Schedule .................................................................................................................... 10

Calendar of Events ................................................................................................................ 10

PBL Learning Grid ................................................................................................................... 10

Getting Down to Business ............................................................................................................ 11

Scene 1 ...................................................................................................................................... 11

Scene 2 ...................................................................................................................................... 12

Scene 3 ...................................................................................................................................... 13


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Facilitator Notes

This PBL event takes one week. The scenario is presented in one session, and teacher

candidates will conduct research and fieldwork during a one-week timeframe. The time between

the first class meeting and the field experience during the following week provides time for

student research and collaboration on the final product. PBL groups will have 8-10 members.

Group roles and responsibilities are illustrated in the following table.

Group Role Responsibility

Faculty (1) Facilitator/Mentor Act as a guide to insure that all

are fully exploring course

content.

Participant (1) Quarterback Manage the PBL process during

meetings. Read each scene aloud

and moderate discussions.

Participant (1) Scribe Take group notes using the PBL

Learning Grid and distribute

information to the group via

email.

Participants (8-10,

including the quarterback

and scribe)

Researcher

(Note: Each participant fills

this role, including

quarterback and scribe.)

Contribute to group discussions,

research assigned tasks and

present findings to group.

As Facilitator, your task is to manage the PBL process during the entire learning event.

First, explain group roles and how to use the PBL Learning Grid. Allow students to set group

roles if possible, knowing that this depends upon the experience levels of the group members.

Explain the Quarterback’s role to them and give them the Scenes for the Session. Explain that

they will be leading the group discussion, and that they should only give out one Scene at a time.

Stress the importance of not rushing through the Scenes. They should allow enough time for the

group to fully think through the problem.

Next, groups should move to Scene One. The Quarterback will read the Scene with no

personal interpretation, and the group will begin to analyze the problem using the Learning

Grid. Encourage them to summarize key information first, and then to move across the Learning

Grid, using it as a method of brainstorming. Make sure they are allowing enough time at the end

of the Session (the class period) to generate learning tasks for each group member.

Take a “hands off” approach as much as possible. Allow participants to struggle with

concepts and direction. You may intervene with guiding questions that serve to “nudge” the

group in the desired direction. This will most likely occur during the “Information Needed”

Phase. Do not direct the problem-solving process, but allow time for the group members to raise

issues, discuss options, and talk about alternative solutions. One final caution: This Facilitator

Guide is confidential, as there will by many notes that are meant for your eyes only.


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Introduction

Ben Ware is in the middle of his first day of the new school year. Although he thinks things are

going well, he is in for a surprise when gives his students a “first day quiz.” Many of the students

fail the test, and Ben is left wondering why that happened, and how he could have prevented it.

He notices that other teachers are having success on their first day, and he is puzzled by that, too.

Ben is overwhelmed, and hasn’t taken the time to learn more about his students and their

academic progress to date. It’s time for a pre-assessment lesson for Ben!

Guiding Questions

(These are questions that should serve you in guiding student learning. Remember to allow

students to work through the problem on their own. They may flounder; that’s OK. )

Session 1

Probe student perceptions to encourage research.

If teacher candidates approach you for information: “That’s a really good question, who

do you think would know that?” “Where would you expect to find the answer to that?”

“How would you be sure that the information you find is accurate and complete?”

What criteria would you use to create a pre-assessment rubric to use as a model?

Faculty Meeting

(Use the learning tasks that TCs generated in order to focus their activities for the day.) If

necessary, here are some possible questions to use in helping TCs to focus their attention.

Where did you first see the lesson plan in action?

How can you identify certain parts of the lesson plan in action?

What types of information do practicing teachers use in designing lessons?

What do practicing teachers know about their students? Where do they get this

knowledge?

What made one lesson more/less effective?

How do you see your observations matching up with your subject matter/content?


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Final Class Session

Graphical representation of learning

Don’t feel that you need to describe what this product should look like. Allow students the

freedom to explore. For example, one group may choose to make a concept map, while

another may collect images, or create a collage. Here are some types of questions that may

help you to facilitate this activity. Feel free to add your own, and share your ideas with the

PBL Writers Workgroup!

What are some important concepts that you’ve learned through this experience?

How would you organize this information?

What sorts of images would you use to represent this learning, and how would you

present this to others?

What types of ways do schools or school systems use to represent this type of

information?

Learning Objectives

(Do not share these with students. They are for your use.)

1. (Knowledge) TLW identify and describe the components of the edTPA Task 1 rubric that

address pre-assessment strategies.

2. (Application) TLW develop a pre-assessment product that supports the successful

implementation of their Learning Segment and its related content/skills.

3. (Synthesis) TLW organize the information from the Research Brief and the edTPA rubric

Task 1 of the Learning Segment into a graphical representation.

4. (Analysis) TLW reflect upon their experiences and evaluate their findings.

Product

1. Research Brief (Knowledge/Comprehension) – Learning Objective # 1

2. Pre-Assessment Product (Application) – Learning Objective # 2

3. Graphical Representation (Synthesis/Analysis) – Learning Objective #3

4. Reflection (Evaluation/Affective) – Learning Objective #4


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Resources

(Here are some resources that you might expect your group members to identify during the

Jigsaw Phase at the conclusion of the first Session (class meeting). Do not share these with

the group. Use guiding questions to encourage thought, and only if necessary. If the group

has identified appropriate learning goals while using the Learning Grid but can’t seem to

think of good sources, then you should use guiding questions, like “What is the nature of

the information that you have determined that you need? Where would you find this type

of information?”)

1. Human

- Teachers

- K-12 Student data and observations*

- Parents

- Administration

- Facilitator / Liaison (arrangement of placements within a specific school)

- Fellow group members

(*note: In the event that student data is not available, it may have to be

extrapolated from observations and interviews)

2. School

- School websites

- Demographic information

- School report cards

- Test scores

- SIP

3. District websites

- Rutherford County available at:

http://www.rcs.k12.tn.us/education/components/layout/default.php?sectionid=1

- Metro Nashville available at: http://www.mnps.org/

4. Research

- Internet

- MTSU Library (or other)

5. Previous course notes

6. TELL Tennessee – “an anonymous statewide survey of licensed school-based educators

to assess teaching conditions at the school, district and state level.” Available at:

http://telltennessee.org/

7. SACS (Southern Association of Colleges and Schools) available at: http://www.sacs.org/

8. County Data available at: http://www.rutherfordchamber.org/

9. Video Clips (YouTube; self-produced of interviews or observations)

Learning Tasks and Activities

(These are examples of the types of tasks and activities that we would expect your groups to

generate. These are for your use as you consider the group’s progress. You may want to

add to these, or to select only certain activities.)


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1. Interviews

- Teacher interviews, Formal and Informal

- Administrator interviews, Formal and Informal

2. Observations and Background Research

- Classrooms

- Team Meetings

- Lunch Room

- PLCs

- Parent/Teacher Conferences

- Open House

- Informal “hanging out”

- Internet searches, school websites

- Reflections and notes

3. Internet searches

4. Research

- Academic

- Practitioner

Assessment

The following is a detailed description of the product and assessment for this PBL.

Pre-Assessment Product

The Pre-Assessment Product for the Learning Segment (LS) should address the following:

Prerequisite Content Knowledge and/or Skills (PCKS)

Prerequisite/Related Academic Language (PAL)

In addition, the pre-assessment may also include attention to Learning Styles or other skills

identified as being related to the L.S., as appropriate.

The pre-assessment will be comprised of three components: (1) the commentary, (2) the pre-

assessment plan, and (3) a remediation plan, outlined in what follows.

I. Commentary

You will be asked to provide a brief commentary regarding the requisite content

knowledge for the LS, specifically detailing the content/concepts and their connection

to those addressed in the LS (i.e., why they are important; how they relate). The

necessity (rationale) of assessing students’ understandings of these prerequisite

concepts/skills should be made explicit, and clearly explained.


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In addition you will be asked to outline specific academic language (language,

symbols, etc.) needs to be understood by students prior to beginning the LS, their

connections to specific academic language in the LS, and the rationale for the

connection between the two (i.e., how are they connected; why understanding the

prerequisite language is important to success in the LS).

Assessment Guidelines:

- The PCKS are described in sufficient detail, including connections to LS content;

the rationale is appropriate.

- The PAL is described in sufficient detail, including connections to LS content; the

rationale is appropriate.

II. Pre-Assessment Plan

With the above in mind, you will be asked to create a pre-assessment plan for your

Learning Segment that would allow you to gather data related to these two areas.

Assessment Guidelines

- The pre-assessment plan includes, is appropriate for assessing, all PCKS and

PAL; data gathered will allow the teacher candidate to assess PCKS and PAL.

III. Remediation Plan

Lastly, you will be asked to outline, in brief, your plans for remediating students that

are not prepared for the LS (components of this plan may be embedded in the LS if

appropriate).

Assessment Guidelines:

- The remediation plan outlined addresses all constituent PCKS and PAL, and is

realistic and appropriate.


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Rubric for Learning Segment Pre-Assessment

Component 1 pt 2 pts 3 pts

Co

nten

t Kn

ow

ledg

e

Learning Segment

Content Knowledge

& Skills (LSCKS)

The key

concepts/skills from

the LS are not

clearly described

nor are they

reflective of the

Central Focus

The key

concepts/skills from

the LS are clearly

described, for the

most part, but their

connection to the

Central Focus is not

clear

The key concepts/skills

from the LS are clearly

described and reflective

of the Central Focus

Prerequisite Content

Knowledge & Skills

(PCKS)

The prerequisite

knowledge/skills

needed prior to

initiating the LS are

not clearly

described nor are

they relate to the

LSCKS

The prerequisite

knowledge/skills

needed prior to

initiating the LS are

clearly described, for

the most part, but

their connection to the

LSCKS is not clear

The prerequisite

knowledge/skills needed

prior to initiating the LS

are clearly described

and relate to the

LSCKS

Connection/Rationale The connection

between the PCKS

and the LSCKS are

not clearly

described nor are

they logically sound

The connection

between the PCKS

and the LSCKS is

offered, but would

benefit from a clearer

description or logical

connection

The connection between

the PCKS and the

LSCKS are clearly

described and logically

sound

Acad

emic L

anguag

e

Learning Segment

Academic Language

(LSAL)

The key academic

language from the

LS is not clearly

described nor is it

related to the

Central Focus

The key academic

language from the LS

is clearly described

for the most part, but

its connection to the

Central Focus is not

clear

The key academic

language from the LS is

clearly described and

related to the Central

Focus

Prerequisite

Academic Language

(PAL)

The prerequisite

academic language

needed prior to

initiating the LS is

not clearly

described nor does

it clearly relate to

the LSAL.

The prerequisite

academic language

needed prior to


clearly described, for

the most part, but its

connection to the

LSAL is not clear

The prerequisite

academic language

needed prior to


clearly described and

clearly relates to the

LSAL.

Connection/Rationale The connection

between the PAL

and the LSAL is not

clearly described

nor are they

logically sound

The connection

between the PAL and

the LSAL is offered,

but would benefit

from a clearer

description or logical

connection

The connection between

the PAL and the LSAL

is clearly described and

logically sound


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Time and Schedule

Calendar of Events

Day Activity Due

1 PBL, Group Work, Jigsaw

2 Research, Prepare Brief

3 Research, Upload Brief Research Brief Draft

4 Receive Feedback, Upload Reflection

5 Revise Research Brief

6 Fieldwork, Group Meeting Group Product

7 Receive Feedback Revise Group Product

8 Fieldwork, Debrief

New PBL

Final Group Product, Graphical

Representation

PBL Learning Grid

PBL Learning Grid

Key Points Information Needed Learning Tasks

Analysis and Solutions


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Scene 1

Ben Ware fell into his chair, let out a deep sigh, surveyed his classroom, and reflected on

his first day, the first day of the school year. Although the students were only in each period for

about 20 minutes, he felt less anxious than he had expected, maybe because he had been able to

put a face to a name and to see whether he “had what it took” to survive the dreaded “first year.”

His gaze drifted to the file folder on his desk. He had been keeping articles and other clippings

that he called his “first year teaching survival guide.” Pulling out his “to do” list, he paused to

think. The previous day he had overheard some of the veteran teachers talking after his PLC

meeting. The topic was the new schedule for the first days of school, the number of meetings,

activities, and break-out sessions.

“We just need to get down to business,” Marion Larch had stated with emphasis. “Just

get to work! We know our students and we have their records. Why can’t they just let us get

started? We have to show AYP!” “Well, I think we are lucky to get a full day to teach any time

during the first week,” cautioned Mrs. Worth, “with the new modified schedule and the publicity

from our scores on the TCAPs.” Ms. Larch rolled her eyes. “What about that newspaper article

about attendance and truancy? And then there’s the bullying lawsuit!” cried Mary Hansen. “And

the ParentPortal! Have they gotten that fixed?” Mrs. Worth forced a small smile and said, “I’m

sure Dr. Jackson wants to keep the ship headed in the right direction.” “Or at least keep it from

sinking,” Ms. Larch intoned, shaking her head vigorously. Typical old guard, Ben thought.

Ben had tried to put all of that out of his mind as he concentrated on his teaching. Now he

thought, the day went pretty well, in general. He had started each course with an icebreaker

activity, the Getting-to-Know-You Venn Diagram. He thought this would be a much more

valuable activity than going over the roll, passing out textbooks, and whatnot. The students had

laughed, joking around with each other. He did, unfortunately, run out of time when going over

the packet outlining course requirements, rules, and regulations.

He felt his heart rate quicken. What he had missed? Picking up his marker, he stood and

made two notes on the front board, to remind his students, and himself, that the signed copy of

the parent-student form needed to be turned in by Monday, and that he needed book numbers

from everyone Can’t believe I forgot to get those, he scolded himself. He also modified his

Agenda for the next day, putting “Review R-R-R” as the first order of business. Seating himself

again at this desk, he scanned his class list, and adding four students that had just popped up on

his attendance sheet. There were no home addresses listed for them. He thought back to his

classes. They all seem like good kids, for the most part. That last period was a bit boisterous –

probably because it was the end of the day. Fortunately, Mrs. Hood had been there for his third

period team-taught class. Not sure how I would have handled Ricky’s outburst, or known that I

needed a table for Leslie. He shook his head. And, those honors kids were certainly not too shy,

asking if I wanted to be their club’s sponsor before the class even started. It was good to see his

Mom’s co-workers’ children, Luis and Roberto. He had known they were going to be in his first

period class. Their mom had requested him because he knew them and would “take care” of

them. Gonna have to check that out, for sure, he thought. He looked at his “to-do” list again, and

shook his head. He had hoped to get some of this done during the student convocation, the break-

out meetings, and during his advisory time, and at least get a chance to look at, or at least log

onto, the TVAAS website.


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Scene 2

Most pressing on the to-do list, at least regarding to his growing anxiety, was finishing up

his lesson plan for 3rd

and 7th

periods. While his PLC group had met a few times prior to the start

of the year, and had outlined the objectives for these first couple of days, they stopped short of

fully lesson planning together, owing in no small part, in his opinion, to the palpable rift between

some of the more veteran teachers and the department head and her devotees. Nevertheless, not

having to worry about the assessments for the course and having considerable guidance

regarding these objectives and power indicators would certainly be a tremendous help. He was

not sure how the remediation and enrichment days would go, with some of the tension between

his co-workers, and the need to be “on the same page” on those days in particular. but he had

tomorrow to worry about.

Planning from his objectives, he had decided to end class that first full day with a mini-

quiz. He would sell it as “A great way to get you started with an A!” While there would be a few

groans, he expected that most of the students were OK with it or, more accurately, would simply

accept it. Also, it’s a great way to get them focused and down to business, he thought.

He pulled up the school’s lesson plan template on his laptop, copied the objectives and

related standards from his scope and sequence document, and began outlining his learning

activities. Should be a very straightforward review, he thought. Heck, these first couple of

chapters should be a piece of cake…not sure why we have to spend four weeks covering what

they should have had last year.

He saw a comment he had attached to his scope and sequence document to this point

exactly. It outlined a plan he had come up with for a three-week unit covering these first chapters

and culminating with a one week project and presentation. No problem, he thought, squeeze in an

extra objective here and there and I’ll be good to go.

He figured that, after going over the R-R-R sheet, he should have about 30 to 35 minutes

remaining for the lesson. Perfect, 10 minutes per objective and still time for their mini-quiz, he

thought. Already ahead of the game.

He shelved his idea for partner work, outlined a series of practice problems, a homework

assignment that covered these (six problems of each type), and then wrote what he felt should be

an easy quiz – the problems were almost exactly the same, except for that last one. The Common

Core problem, he laughed. Sure, they have to do some writing, but if they were paying attention

and remember last year’s stuff, they should be able to get no problem.

Also, I’ll tell them that if they complete all of the homework problems I’ll give them a

10% bonus on their quiz...get them started on the right foot, no doubt.


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Scene 3

Ben looked over the grade sheet before him. So much for a “great way to start with an

A… and this was a review! He shook his head, two As, two Bs, four Cs, and the rest Fs!

Questions whirled in his mind. Did they learn anything last year? How did they pass that class if

they can’t even pass this simple quiz?

He slumped in his chair, staring at the pile of papers on his desk. He noticed a couple of

sheets that contained graphs and had several student names on it. He was becoming aware of the

clock clicking to the top of the hour. Ten more minutes until 7th

period would come in to meet

the same fate, he groaned. He clicked through his PowerPoint. All of the three types of problems

were introduced, then he had included some solved examples, and they had done at least one of

them together. He had wondered why he had to do this at all, and now he knew why – because

they don’t know even the most basic stuff from last year. What would Wiggins and McThige say

about this, he wondered to himself.

He needed to come up with a solution, and to get a quick snack, as he had forgotten to go

down to lunch, forgetting about Mr. Logan’s request that teachers spend a part of their lunch

time for the rest of the week helping implement the new rules in the cafeteria. He walked toward

the vending machines. As he passed Mrs. Anderson’s room, he noticed her students were in

small groups of three. Some groups had calculators, some, it appeared, had colored paper and

scissors, while some where writing on mini-white boards. How is that reviewing anything? He

wondered. This can’t be the same class. Maybe she switched the objectives for some of the first

few days.

“Wonder what John’s doing?” He mumbled to himself. He walked down to the second

floor and wandered over to John Baker’s corner of the building and peeked in. It appeared that

John was reading the answers to a test and having students grade it. A test? On the first day? He

sneaked up as close as he could to the door to get a better idea as to what was going on. “Tally

up your scores in the four categories of questions, and then I am going to need my Vs over here,

my As over here, my Rs over here, and my Ks right here,” he heard, puzzled.

Had he missed something? He had left his room to come up with a solution for next

period, but now he wondered what in the heck his colleagues were doing – giving a test, and the

other fooling around with some group activity. Why was nobody else getting down to business?

Why had he, only to see his students fail miserably?

He circled back to his class to find another small pile of folders on his desk, and a note

from Ms. Seaver: “I noticed you hadn’t picked these up yet. Need your signature confirming

receipt by the end of the day.” His cell phone beeped, signaling a new email. He opened it up to

find three new emails from addresses he didn’t recognize.

“How is my daughter failing already?!?! Did she take the test in Ms. Seavers’ room?

Please call me ASAP!!!,” read the first. “Mr Ware, I am concerned about my son not getting a

good start in this class. This is the second time he is taking it. Is there a time I can come to meet

with you?” Ben had a sick feeling. He opened the last one. “Ben, probably should have come up

with a plan for Luis and Roberto. Please call me when you get a chance. Mrs. Ruiz.”

He sat back to digest these he noticed his classroom phone blinking, indicating a

message. As he stood up he was startled by the ringing of the bell. He felt sweat forming on this

forehead. It was 7th

period already. Time to get down to business!

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