Collaboration



Problem Based Learning Unit: How Pure is Hand Sanitizer? Collaboration Information

As the facilitator of this problem based learning unit, I will support the authentic collaborative learning experience with re-teaching of skills/providing additional activities to increase understanding of skills, promoting higher order thinking skills, and scaffolding. Re-teaching of skills & providing additional activities will clear up any discrepancies that the student may have in order to gain full understanding. Students may find that repeated practice on small chunks of information is the best way to ensure that their skills become automatic (Cennamo, Ross, & Ertmer, 2010). Throughout the problem based learning unit, the instructor will serve as a scaffold. Upon approaching a problem in the learners’ game plan, scaffolding will enable learners to deal with the complexity of difficult tasks by structuring them in way that reduce, or constrain, that complexity (Cennamo, Ross, & Ertmer, 2010). Students will identify solutions for their problem by navigating through the scientific method steps. Groups will create a game plan by forming a hypothesis and testing their opinions. The instructor will read the students’ journal daily to ensure that the groups are not having any problems. Upon encountering a problem, the instructor will serve as a scaffold. The instructor’s goal of the PBL is to create self-directed learners and to support the students’ inquiry efforts (Cennamo, Ross, & Ertmer, 2010). The learners will be assigned to their collaborative groups based on the discretion of the instructor. With the instructor selecting the students, this will ensure that the groups are equal (same ability levels). Group work provides an excellent opportunity for the more proficient students to support less proficient students in developing their competencies (Cennamo, Ross, & Ertmer, 2010). To ensure that there is a balance between individual accountability and group responsibility, the group sizes consist of 3-4 students. Smaller groups will create an environment of communication and interaction amongst each member. The digital tools that will be considered in the collaboration of this unit are a wiki or blog, Skype, and a power point presentation or a video. The wiki and blog sites will serve as the students’ electronic journal for their classmates. Classmates can post questions, positive opinions, or give feedback on the group’s discovery. Skype will serve as a communication tool outside of the classroom for group members to video conference with each other and experts within that field of study. There are many claims that electronic conferencing can be an effective support for the development of creative thinking skills (Cennamo, Ross, & Ertmer, 2010). Power point presentation or a video will be the digital tools to present their findings.

Students will be assessed on journal entries (individual),creation of wiki/blog site for group, group participation (collaboration rubric), and presentation of findings. Daily, students are to write a journal entry about any challenges, discoveries, or experiences on the group's site. Group members will decide the roles of their group. Each member is to educate other members on his or her expertise of a skill or concept based on their research. Although this is an inquiry assignment, each student is to participate and help determine a solution for the problem presented. Every group is required to present their findings by creating a power point presentation or a video (Windows Movie Maker). All of the members are required to participate in the formal presentation. Days 3-15 will consist of the materials that will be evaluated. Rubrics will be attached to problem based learning unit handout. References: Cennamo, K., Ross, J., & Ertmer, P. (2010). //Technology integration for meaningful classroom// // use: A standards-based approach //. Belmont, CA: Wadsworth, Cengage Learning.