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Launching Problem-Based Learning Units Using Nearpod

Explore and create
Pre-registration required

Explore and create : BYODex


Wednesday, June 26, 10:30 am–12:00 pm
Location: Franklin 5-6-7, Marriott

Michele Dawson   David Parker  
Launching a problem-based learning project can be a challenge, especially in a traditional classroom setting. Learn how to use Nearpod as an interactive tool to develop student interest and empathy. Participants will engage in the food waste problem, while learning Nearpod's features to collect data.

Audience: Curriculum/district specialists, Teachers, Principals/head teachers
Skill level: Intermediate
Attendee devices: Devices required
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: iOS, Windows
Participant accounts, software and other materials: We will be using www.nearpod.com
Focus: Digital age teaching & learning
Topic: Project-, problem- and challenge-based learning
Grade level: PK-12
Subject area: Social studies, Science
ISTE Standards: For Coaches:
Digital Age Learning Environments
  • Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Analyst
  • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

Proposal summary

Purpose & objective

Many teachers desire to initiate problem-based learning projects using technology but require the resources or examples that can help them transition from a teacher-centered learning approach to a student-centered model. When scripted programs do not relate to students’ lives, teachers need an approach that provokes student interests. Teachers benefit from a scaffolded approach that eventually releases students to work collaboratively on student-centered activities that integrate technology to transform the learning process. The purpose of this session is to empower teachers to find engaging new ways to launch problem-based learning projects using technology to increase student engagement. Teachers will learn ways to create Nearpod presentations to increase engagement through its interactive tools: virtual field trips, drawn responses, image slides, and video capabilities. Teachers will learn ways to collect student data based on Nearpod's multiple choice, survey, and open response question features. Participants will have an opportunity to create a Nearpod presentation, along with importing slides from Powerpoint or Canva. Participants get the opportunity transfer lesson ideas to Nearpod lessons that are inclusive of Nearpod's interactive tools. In addition, teachers preview data reports that can be analyzed and used to drive instruction. Success is evident as our district has purchased a district subscription, allowing teachers to build content and skill-based libraries that are accessible to individual teachers, professional learning communities, and schools. Using the district portal, our team cab track school success, along with student artifacts and reports. As a result , more teachers are opening lessons and creating student-paced presentations for the classroom or as homework assignments.

Outline

Outline 
5 minutes - Slides Presentation: Overview & Objectives
5 Minutes - Launch and Join Nearpod Presentation using Pin
5 Minutes - Engage: Where are you visiting from? Participants use the Draw It feature to indicate where they are visiting from, along with using the image option to import images of their state or national flag. Presenter uses the Share feature to display participant responses.
10 Minutes - Using Nearpod to launch problem-based learning. Connecting TPACK model with the Four Cs and problem-based learning
20 minutes - Participants actively engage in the Nearpod modeled lesson (Surveys, questions,drawings) 5 minutes - Data collection: view features
30 Minutes - Participants create a Nearpod presentation and upload content.
10 minutes - Closure and questions

Supporting research

Limit Distraction, Improve Performance with Nearpod https://nearpod.com/page/pdf/research-dakota-web.pdf
Beatty, I. & Gerace, W. (2009). Technology-enhanced formative assessment: A research-based pedagogy for
teaching science with classroom response technology. Journal of Science Education and Technology,
18(2), 146–162. http://doi.org/10.1007/s10956-008-9140-4
Caldwell, J. (2007).
Scalise, K., Madhyastha, T., Minstrell, J., & Wilson, M.
(2010). Improving assessment evidence in e-learning
products: Some solutions for reliability. International
Journal of Learning Technology, 55(2), 191–208.

Minstrell, J., Anderson, R., Kraus, P., & Minstrell, J.E. (2008). Bridging from practice to research and back: tools to support formative assessment. In J. Coffey, R. Douglas and C. Sterns (Eds.), Science Assessment: Research and Practical Approaches: NSTA Press.

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Presenters

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Michele Dawson, Compton Unified School District
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David Parker, Compton Unified School District

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