♪[theme music]
While you wait for me, look at the center box where you have your topic.
Remember I always leave off part of the title of the topic because you are trying
to figure out the lesson through your... -problem
Problem. Good job Jayden
Through the... -problem [class in unison]
So look at the-look at the middle box. Make sure your PBL is in front of you.
So problem based learning is basically switching the teaching around.
So you are no longer doing direct instruction where you're just teaching everything
um as the teacher.
So for problem based learning I developed a graphic organizer that looks a lot like the
GATE template.
It has the-the box in the center where I pose the topic.
But then I only do part of the title because often times in the curriculum the title
already is telling them what the lesson is going to be.
In problem based learning you want them to get there on their own.
OK, topic 4 dash 4 blank. Read the rest with me.
Two digit numbers. [class reads with teacher]
We're going to do something with two digit numbers.
Okay, let's go to the problem box on your PBL sheet.
Add... -46 + [class in unison]
26. Explain how you solved the... -problem [class in unison]
And last part. Show your... -work [class in unison]
Very good. What do we use to...
better understand your problem?
Raise your hand.
Dominic, what should we use? -cubes
Use cubes. So go in your orange folder...
find your CUBE sheet. Mine's up here.
CUBES is like close reading. We use CUBES. it's a strategy to help us..
[students shout out various answers]
Better... -understanding [class in unison]
to understand better. Good. To have a better understanding. So let's look at our...
Then we start with the first box which is the problem box. And that's where
I have the problem typed. And I have that there so that when we use the CUBE strategy
they are able to write on the problem. They're doing all the steps. They're circling,
boxing, you're able to see their annotations.
So after we break up the problem with CUBES, we move to the independent box
where now the students have an idea of what operation or how-or how
they're going to solve the problem.
Think about your strategy. Write what you're going to use.
So you're not solving yet you're just writing your strategy on top.
The first step is just you getting your minds going because the real work is going
to be when you talk to your partner. Right?
So I'm gonna let you work for two minutes by yourself. Independent is voice level...
-Zero Zero. Two minutes to solve this problem. Go.
In this step as the teacher I'm not expecting them to get it right.
I mean I hope that they would, but for me my expectancy is for them to get their mind
going, to be able to choose a strategy, and to be able to explain why they chose that.
So you're going to keep looking in the independent because now when you talk
to your partner, and you have that discussion piece using your math talk sentence
frames, you're explaining your... -work [class in unison]
Work. You're doing the show your work part.
You show-you should have showed it so now not only are you going to tell your partner
what you used, what strategy, but explain it.
In the partner box they first discussed with their partner using their math talk
sentence frames what they did.
I used-I used cubes because it's an easy strategy to use...
by putting tens and ones together.
Eventually will lead into where they're discussing and solving on their own.
So I set the timer, let them talk for about a minute and decide within each other
if uh what strategy the want to use, if they want to keep theirs,
but they have to pick one together.
During that time, during the partner time, I'm walking around and I'm picking those
students who are going to help lead the class to that lesson. So they're going to be
the models. They're going to be the teachers.
So Mercedes and Aiden, you want to show us your strategy? Last one.
And this is going to lead to our lesson. We are going to do more of this today.
And it goes with the place value blocks. Ready?
Okay. Let's give them our attention.
So now they think it's time for them to show off their answers. Where as again, you
as the teacher, know where the lesson is going. So now you have chosen two to three
groups who come up and explain and the whole class is listening.
So this should look familiar. She just did a chart, she just said your splitting it
into what Mercedes? Tens and... -ones
What is this look like?
Our math problem we used....
today. Right?
So you split up your ones and your tens. Now I'm going to be quiet, it's hard for me,
so Mercedes and Aiden, you got to jump in. Go.
And then once you get the students up there and they lead the direction you want,
that's the strategy you choose as a whole class.
You are now-you're taking over as the teacher, but they still don't know that.
The students are thinking that they're still leading it.
Turn to the-your paper to the whole class and we're going to use two strategies.
We're going to use the place value blocks to model
and then we're going to add using place value with regrouping.
Let's draw each group first. Ready?
Let's do 46. How many tens in my 4-46?
-4 -4
On the next side of this-right here, draw a line down the middle.
We're going to write 46 and on the bottom of that
26. And we're going to follow Mercede's...
example the way she did the-the- it's called a T Chart, kind of making a T...
In math I think it's very important to have students think in a way where there's not
just one way to do a problem anymore. And that's why PBL, problem based learning, works
very good with Common Core because like just this lesson, I had the problem solved
um three or four different ways and they got the same answer.
♪[theme music]