Video Self-Analysis
Name: Robert O. Smith
Date of Pres.: November 28, 2017
PBL Video Topic: A Family Plan
Identifying
What’s Important
The entire point
of the project was to have learners analyze and solve a real-world problem. The
problem we were investigating was how to find the best value for cell phones
and cellular plans. This task involved addition, subtraction, multiplication,
and division of whole numbers, fractions, mixed numbers, decimals, integers, and
justify the reasonableness by estimation. In the first video clip, we see
students shortly after forming their learning groups. They were supposed to be
brainstorming their ideas about a) a perfect cell phone and b) a perfect cell
phone plan. You can hear their discussions and see them creating anchor charts
for both tasks. I included pictures with the video as more evidence of “Advanced”
mastery.
Making
Connections
Learners were
tasked with identifying a real life situation and synthesize a solution to the
problem using statistical measures (mean, median, mode, range, outliers) based
upon data collected and to design a mode of presentation their findings to an
audience of stakeholders. The second part of the video shows learners collecting
and analyzing that data. The fact that I do not appear in the video, yet
learners are still on task, is partial demonstration of “Advanced” mastery.
Please note, in the background, you are able to hear a student say, “Ow. Ow.
That hurts,” while giggling. The reason for this will become clearer further in
the video.
Incorporating
Contextual Knowledge
Learners, when
presented with a problem, identified the information they needed to solve the
problem, used text, people, databases, and search engines to filter relevant
information to solve their problem, analyzed that information for bias,
synthesized that information, and created effective and efficient responses to
their problem. As evidence of this task, I included pictures of learners’
presentations as a demonstration of “Advanced” mastery. The student video
included comes from the giggling students mentioned above. It was a part of
their skit.
Drafting
Next Steps
Learners had to draw
their own conclusions from their many data sources. Ultimately, which cellular
service their family chose was up to them. Their conclusions were as varied as
the learners themselves are.
PBL VIDEO LINK
Hi Robert,
ReplyDeleteI enjoyed your video and appreciate the time you spent in editing it so that the final product was efficient to watch but also showed tangible evidence of your students' pbl process throughout the unit. My favorite part was watching your students in action conducting their research. That part of the video showed the level of student engagement in their project and the ways they were independently and collaboratively working.
In your analysis you provided an accurate context of the student work that we are viewing, the different levels of mastery, and also connections to what we are seeing and your intentionality of not being in the video in order to promote student independence and application of the math processes in the analysis of their data. It is clear from the last part of the video when you shared student findings and examples of their finished presentations that there was both choice and agency within this pbl as evidenced by the variety of different presentation formats (my favorite was the flipagram video) and the different outcomes students arrived at based on their research and data analysis. Outstanding pbl unit and excellent analysis and reflective practice.
Sincerely,
Dawn
I really enjoyed reading your blog post. I found it a great resource to share with my math teachers on helping them conceptualize starting a PBL in their classroom. One of the coolest things was having the group create a video. It showed creativity and was a change for some of the other presentations. The other part that was the students creating their own anchor charts!
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