Tag Archives: PBL

Discussion #4: Presentation and Remixing Tools

When presenting, students have to demonstrate knowledge and an understanding of the topic. As with many presenting tools today the students can find information online and remix information in the form of videos, text, images and sound. As a teacher it is important to ask a few questions at the end of each presentation to ensure the students understand the topic assigned as it is easy to merely repost information without generating knowledge or understanding.  Planning a presentation includes some organizing of materials including making an outline with what order to present in. Group work is an important skill for dynamic workforces in the future, and presenting skills are essential.

My “ah ha” moment must have been after spending a whole day trying to figure out various pages, reading teacher blogs, and watching YouTube videos as resources for how to use these tools in education, and I had decided on Globster, BUT I COULD NOT GET IT TO WORK!!! The day came to an end and I slept on it for a few days and was debating on what tool to change it too, as Globster seemed inevitably very difficult to create. However, the page must have been down that day as none of the problems I experienced that day reoccurred. Nevertheless, this made me think of what one would do in case a page you have decided to use as a teacher is down. (No matter what tool one chooses to utilize).

An additional, pretty similar, tool as Glogster is TACKK. Instead of a visual poster board as Glogster TACKK is a page that extends downwards as you build on it. It has the same functions of being able to add video, text, music, images, and so on. TACKK can be useful as the students can collaborate at the end of the page in the comment sections rather than stating a new page as I suggest in my Glogster PBL.

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Assignment 5: Presentation and Remixing Tools -Glogster

After doing some research of various presentations tools, such as Prezi, HaikuDeck, Glogster, and TACKK I chose Glogster as a way for my students to make a presentation and present with.  I will also do a demonstration utilizing Globster as a tool to present the lecture to the 6th-8th grade students. The lesson plan is about Type 1 and Type 2 Diabetes.

As a teacher I will have the Glogster page open on the projector as the students enter the classroom.   I will do a quick presentation myself and go over the material on the Glogster page, explain how the endocrine system works, and discuss some of the differences between Type1 and Type 2 Diabetes. I have one video (1:05 min) supporting how the body uses insulin to break down glucose for energy and a document displaying the main differences between Type1 and Type 2 Diabetes as I speak.

Total Time:7-10min.

Students will be engaged by the assignment where they are to make their own Globster page in groups of three. I will distribute various topics, such as:

  • Research and compare the genetic components, prevalence, treatment options, and long-term effects of Type 1 and Type 2 diabetes.
  • Compare similarities and differences between the two types of diabetes.
  • Body structure and functions related to Type 1 and Type 2 diabetes and the cause of both diseases.
  • Research and compare the level of prevention between the two types of diabetes.
  • Make a treatment plan for both Type 1 and Type 2 diabetes.
  • Demonstrate how the pancreas works and how it relates to either type of diabetes.
  • Display how the various treatments will affect the pancreas, body functions, and related organs.

Total Time to Work as Groups:15-20min.

The students will present their findings as groups.

Time Presenting: 3-5 min per groups.

Here is my Glogster presentation with an idea for an assignment at the end for students to complete and present.

Type 1 and Type 2 Diabetes Glogster

Discussion # 2: Practical PBL

  1. What is the feasibility of incorporating PBL into your content area of focus?

PBL in Health Education is highly feasible, although some topics might be more suitable than others. I would think emotional and personal topics such as mental health issues, drawing personal boundaries, and positive versus negative role models, might be more difficult as PBL than examining body structure, organs, and body functions, studying various diseases including STDs, and bullying.

  1. What are the challenges in implementing PBL in today’s classroom environment?

Some of the challenges with implementing PBL in today’s classroom environment would be the assessment process. The teachers needs to do continues assessments during class, however, I can imagine answering to parents regarding the assessments might be even more challenging when there are no test and quizzes to refer to.

  1. What technologies can facilitate PBL?

The two PBL units are focusing on Health Education and diabetes. I would like the students to document all work on their blogs. Presentations are up to the students to decide technology. The awareness campaign in Unit #1 can be made either as a video or radio pubic service announcement. The students can collaborate through any virtual workspace as they choose.

There is a link to two of my PBL units in Health Education focusing on Type 1 and Type 2 Diabetes and the endocrine system here on my blog, Educational Technology & Type 1 Diabetes.

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