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E-Teacher Professional Development Workshop
PBL
KASUMIGAOKA
Senior High School
Kasumigaoka SHS
Super Science High School
(SSH)
Math & Science Course
General Course
English Department
Math & Science Course
1. SS Science English (4)
(3 reading + 1 grammar)
2. SS Science English
Presentation (1)
CAN-DO for Math and Science Course
1st graders -by the end of 2nd semesterI can write an 80-word essay.
I can give a presentation in English.
I can identify a problem regarding a scientific
topic and explain it in English.
I can describe a solution to a scientific problem
in English.
TREE-PROJECT
ABCD Objectives for Tree-Project
ABCD Objectives
Bloom’s
Taxonomy
After three introduction classes, the 10th-grade
Comprehension
students in the Math and Science Course will be
able to identify the fact that the number of trees
has decreased is a serious problem clearly
enough to start working on a project.
Under engagement in research and discussion in
groups, the 10th-grade students in the Math and
Science Course will be able to correlate causes
of the decreasing number of trees with
problems caused by them concisely.
Analysis
ABCD Objectives for Tree-Project
ABCD Objectives
Bloom’s
Taxonomy
After analyzing from different perspectives and
collaborating with others, the 10th-grade students
in the Math and Science Couse will be able to
make a presentation consisting of four parts
within 10 minutes.
Synthesis
When making a presentation, the 10th-grade
students in the Math and Science Course will be
able to recommend the ways to solve the
problems of the decreasing number of trees to
the audience concretely.
Evaluation
Time allotment
1.
2.
3.
4.
5.
Introduction of tree-problems
Amazon rainforest
Mini-lecture by a science teacher & an IT teacher
Research & Discussion
Preparation for PPT & Writing for presentation
(1)
(1)
(1)
(3)
(2)
6. How to make a presentation effectively &
presentation practice
7 Rehearsal
8 Presentation and Evaluation
(2)
(1)
(2)
Introduction
Quiz
What is this?
It has..
1.
2.
3.
4.
5.
6.
7.
Bark
Sap
Trunk
Branches
Roots
Flowers
Leaves
What do we get from trees?
Brainstorming- Roundtable
What we get from trees..
Organic matter, starch, paper,
oxygen, chairs, green color to
look at, a relaxation time,
timber, food, energy, fruits,
ions, nature, shade, rubber,
fuel, biofuel, charcoal, fibers,
Ｔｈe decreasing number ｏｆ ｔｒｅｅｓ
Global Forest Watch
Why is the number of trees
decreasing?
Causes
Construction of roads, Logging, Slash-and-burn farming, Acid
rain, Desertification, Deforestation by harmful insects and
agricultural chemicals, Natural disaster, Population growth,
Increase of the use of firewood, Forest fire, Combustion of
fossil fuel, Volcanic activity
Problems
Ground deterioration, Global warming, Landslides, Increase of
CO2, Shortage of water, Disappearance of life, Collapse of
ecosystem,
Schwarzwald
Watch a short video
Deepen students’
knowledge
- Amazon rainforest
Quiz
Corners
①The amount of the
Earth’s surface covered
by tropical forests is
10 %
False
Less than 7%
②The percentage of
life on Earth present in
tropical forests is 35%
False
More than 50%
③The number of
people dependent on
the tropical forests
for food is 1.6 billion
True
1.6 billion
1.6 billion people and
more than 50 % of life
on Earth depend on the
tropical forests, which
covers less than 7 % of
the Earth’s surface.
Research and discussion
Teacher’s role - facilitator
Create wiki
• The alternative to USB
• Edit anytime and anywhere
• Check the working process
• Upload images, videos and links
Presentation
Evaluation
Students
Who
Types of
evaluates? evaluation
How?
① Students
Self-evaluation
② Students
Group-evaluation Survey
Monkey
③ Teachers
Rubrics
Survey
Monkey
Paper
①Self-evaluation
1. What did you learn through this project?
2. Are you satisfied with your project? Why/
Why not?
3. I can write an 80-word essay.
1 I cannot do this.
2 I can do this.
3 I can do this easily.
Self-evaluation
4. I can give a presentation in English.
1 I cannot do this.
2 I can do this.
3 I can do this easily.
5. I can identify a problem regarding trees and explain it in
English.
1 I cannot do this.
2 I can do this.
3 I can do this easily.
6. I can describe a solution to a tree problem in English.
1 I cannot do this.
2 I can do this.
3 I can do this easily.
The results of self-evaluations
- a CAN-DO type
Aspects
I cannot
do this
-
I can do
this
I can do
this easily
I can write an
80-word essay
21.6 %
(8)
67.6 %
(25)
10.8 %
(4)
I can give a
presentation in
English
13.5 %
(5)
75.7 %
10.4 %
(4)
I can identify a problem
regarding trees and
explain about it in
English.
I can describe a solution
to a tree-problem in
English
13.5 %
(5)
81.1 %
(30)
5.4 % (2)
86.5
%
18.9 %
(7)
75.7 %
(28)
5.4 % (2)
81.1
%
(28)
78.4
%
86.1
%
The results of self evaluations
- A descriptive type I learned how important forests and trees are through
this project. If forests disappear, the land will be
infertile and will be desert. Also forests generate oxygen,
so if forests disappear, creatures cannot survive.
However, lots of forests are destroyed by harmful insects,
acid rain, and slash-and-burn farming. Now, various
insects are brought from foreign countries and have a
harmful influence on trees. Slash-and-burn farming also
makes soil infertile and acid rain makes trees wither. We
humans must realize how dangerous this situation is and
solve these problems. We must solve these problems
for our future generations through what we have
learned through this project.
②Group-evaluation
1) The group was well prepared in terms of content and
visual aids
1. Unsatisfactory
2. Satisfactory
3. Excellent
2) The group was well rehearsed
3) The group seemed to have collaborated well with
each other
4) The group members tried not to read from their
papers and paid careful attention to keeping eyecontact.
PowerPoint Presentation Rubrics for Teachers
Elocution
Eye Contact
Volume of voice
1 Unsatisfactory
Students mumbles, incorrectly
pronounces, and speaks too
quietly.
2 Partially proficient
Voice is clear. Students pronounces
most terms correctly and most of
the audience can hear the
presentation.
3 Proficient
Voice is clear and correct
pronunciation of more than 70% of
words so that all the audience can
hear the presentation.
Students reads all of the script
without any eye contact.
Students maintains eye contact most Students constantly maintains eye
of time.
contact with the audience.
The audience cannot catch the
voice.
The audience can catch almost all,
but still cannot hear some parts.
Total
×2
/6
/3
The audience can catch all.
/3
Organization
The project doesn’t consist of four The project consists of four parts but The project consists of four parts and
parts.
some parts are illogical.
progresses logically.
/3
The content is written clearly and
×4
concisely with enough supporting
information and analyzed from
/12
different perspectives. The audience
can get clear ideas of tree problems,
which motivates them to take actions
to solve the problem.
Content
The content lacks a clear point of The content is written with
view and includes little persuasive supporting information. The
information.
audience can get ideas of causes of
tree problems and the solutions.
Graphics
The graphics, sounds, animations The graphics, sounds and animations The graphics, sound and animation
are unrelated to the content and are related to the content.
assist the presentation and enhance
they don’t enhance understanding
understanding of ideas.
of the content.
/3
Total
/30
Signature and comments
PBL…
1. Learner-centered learning
2. Emphasis is on using and
communicating knowledge to address
problems
3. Assessment – Performance-based
through projects and performance
4. Learning begins with a problem
5. Teachers as facilitators
6. Authenticity
Not paying attention to the
needs of the learner is like
leaving for the airport
without the passenger….
so that you’ll get there on
time”
- Madeline Hunter-
Thank you!