Participate and share: Interactive session 
Streaming Session
Recorded Session
Through this session, participants will gain :
1. Insights from a lesson plan demonstration on how students reading ‘The Pit and the Pendulum’ by Edgar Allan Poe in an English class learn how to design a science experiment to test three of Poe’s claims about pendulums.
2. An opportunity to learn success stories, teacher’s preparation strategies, instructional design and insights of implementing the PBL example, maximizing student learning.
PBL has been a well known method for students to showcase their learning in a meaningful way. In this session, teachers from Dwight Global Online School share how PBL is implemented in their classrooms and the lessons learned.
The 1 hour session will begin with an introduction to PBL and its benefits as suggested by published research. The session will also explore how PBL can help build practical skills in science, and how it can be strengthened through interdisciplinary learning across all subject areas. Then, presenters will share the role of teacher in interdisciplinary PBL assessments.
An example will be used in this session to illustrate best practices of teachers’ role in PBL assessments. Attendees will have an opportunity to experience the role of a student reading The Pit and the Pendulum in English. During this process, attendees will also be guided to design a science experiment to test three of Poe's claims about pendulums in collaborative groups. The demonstration will also share success stories of students who were given different roles to play in their groups and created presentations about their findings that prove Poe's claims to be either true or false.
Through both individual and collaborative exploration, students found that Poe's claims are all false. This PBL example also demonstrated how learning outcomes of different subjects can be achieved through the same project presented. From an English lesson perspective, students explained in the presentation regarding the author's purpose for embedding the falsehoods. From a Science classroom perspective, students had the opportunity to strengthen their scientific thinking process, testing hypotheses and evaluating the experimental data collected.
Presenters will also share the planning process that took place, and suggested practice to scaffold student learning in the classroom. The session will also conclude with the successes of student learning, as well as best practices of implementation in a digital learning environment.
Attendees will have the opportunity to learn from a student perspective, on using PBL assessment to scaffold interdisciplinary learning. Through the use of Google Slides, Peardeck interactive sessions, an online science lab, and collaborative presentations, students use technology to test claims about pendulums and make inferences about the author's purpose. The session will also involve opportunities for peer-to-peer interaction, where attendees obtain an opportunity for guided practice and questioning that encourage students to drive their own learning.
Duke, N. K., & Halvorsen, A-L. (2017). New Study Shows the Impact of PBL on Student Achievement [web log comment]. Retrieved from https://www.edutopia.org/article/new-study-shows-impact-pbl-student-achievement-nell-duke-anne-lise-halvorsen
Hulleman, C.S. and Harackiewicz, J.M. (2009) Promoting Interest and Performance in High School Science Classes. Science 326, pp. 1410-1412, doi: 10.1126/science.1177067. Retrieved from https://www.science.org/doi/abs/10.1126/science.1177067
Poe, E. A., & Glaser, B. (1980). The pit and the pendulum. Mankato, Minn.: Creative Education.
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