Artifact 3 kleier
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This document describes a problem-based learning project called "The Innoventive Company" implemented in a chemistry class. Students were tasked with solving real-world problems by forming groups and developing solutions. They had flexibility in how they completed tasks and addressed problems. This authentic learning experience required students to apply their knowledge and identify additional areas they needed to learn. Student performance and progress was evaluated through board room feedback sessions and rubrics. The project provided opportunities for authentic teaching and allowed students to direct their own learning to develop practical products and solutions.
Artifact 3 kleier
- 1. Lesson and Unit Planning Application of Knowledge (2nd Semester) Chemistry B – Kleier Artifact: Innoventive Company •Develop a company mission statement developed by the students for the project •Company Style provides opportunity to form groups and learn management styles •Students are self directed to formulate solutions to a group of inter-related problems •Board Room sessions provide ongoing feedback from other students and faculty members •Students have the flexibility to choose how they complete the problem • Authentic Learning– As the students work through their ‘problems’ and begin to develop solutions they require specific knowledge which provides teaching opportunities • Student Learning is evaluated via rubric through board room sessions • Students create products and solutions that may have practical applications Domain 3 – Instruction
- 2. Reflection My artifact was a problem based learning opportunity which was titled “The Innoventive Company.” The name of the company is a combination of invention and innovation which reflects the students’ process of inventing innovative solutions to real world problems. This instructional opportunity provides students a real world situation where they utilize their knowledge previously learned to develop a solution to a problem which creates authentic teaching opportunities. This PBL opportunity provides students with a framework in which they need to learn teamwork, hierarchical work structure, time management, HR development and most importantly a goal towards which they work. One of these problems was the concept that The Innoventive Company wanted to create a Biodiesel product line. Each group was tasked with a specific objective through a Board Room where they decided how to go about creating a solution. The intention was to allow the students to direct their learning which worked well with the motivated classroom and had to be adjusted for the students who lacked the drive. In each case the instructional goal was laid out for the students and they choose the path that allowed them to achieve the goal in the timeframe allotted. If they were unable to do so the project design automatically delegated particular tasks such as they were relegated to cleaning (custodial tasks), filing (secretarial), or copying (intern) roles. These were delegated as each group was assigned a project leader who was also responsible for the delegation of the tasks and the teacher as the CEO was able to delegate each of these menial tasks to particular group. If any member of the group did not have or did not want a task they would be responsible for these additional tasks. If they did not complete the task it fell onto the project leader. Students were quickly able to realize that this HR task was a small portion of the overall objective but necessary to the success of the project. When students were able to go over this first hurdle they gave attention to the instructional needs which in the real world would be professional development or training. This gave the authentic teaching opportunity that is so needed in the classroom. This flexible authentic teaching provided real time learning where students could apply their knowledge and receive feedback on their performance through direct experimentation. Their success and failures were assessed through a rubric style 360 degree evaluation which included a self reflection and discussion of their own achievement of their personal goals. This evaluation along with the teacher’s evaluation made up their second marking period grade. This sliding scale of evaluation showed the students that in the real world they will be evaluated on their actions but the difference is that many times they will get to choose the path towards success and that they can use or loose the tools around them. I believe that this was the best instructional event for these students.s