In this problem-based learning module, students will research the needs vs wants of a typical family in the US. They will also research  the basic bills a typical family pays throughout a month, create a budget plan for a fictional family assigned to each group, and present budgets to authentic audience.

In this problem-based learning module, students will be given the chance to plan their idea of the perfect party.  They are given a budget of $2,500, this is the maximum amount of money they can use.  The goal is for students to plan a party that they think people would want to attend and would enjoy being a part of.  The students will need to come up with categories of what their party will need (food/drink, decorations, entertainment, location, etc).  These will then be the stations students will move at their own pace through to complete the party planning.  At each station they will need to identify what they are doing to have/do for the party and how much it will cost.  They will then have to figure out the unit cost (cost per person) for that category. The final station should allow for students to find the total cost of their part and total unit cost per person for the party.  If the total cost exceeds $2,500 students should make adjustments as needed.Students will then create an advertisement (commercial, flyer, poster etc.) to promote their party as the “PARTY OF THE YEAR!”Students will then present these advertisements to school staff, parents, administrators etc. to vote on the party they would want to throw for their own child. They should take into consideration cost per person, entertainment, and enjoyment of the party.

Rubric Element 1.8
Students create. (solutions, knowledge products, tools, resources).

In this problem-based learning module, students will investigate the importance of genetic diversity will be explored by examining several case studies revealing consequences that can occur in individuals within a limited gene pool and how a variety of genes can lead to the survival of a species. Students will be able to create and interpret information from pedigree charts.

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

Online Integration – ability to effectively combine online instruction with in-person instruction.
Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students

During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom.  The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module.  Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs.  Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed.  If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.

In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.

“Breakout” or “Escape” rooms have become extremely popular for children and adults as an entertainment option to have fun and use teamwork to solve a puzzle in a designated amount of time.  The Mystery Escape! problem-based learning module leads student groups through designing their own puzzle based on Chemistry and Periodic Table of Elements.  The culmination of the Module invites students to crack codes to unlock 4 locks that give a clear answer. “Can YOU escape peril?”

 This problem-based learning module is designed to engage students in solving a real problem within the community.  The question being “How can I help my community get digitally connected?”  Students will choose to investigate one of three solutions of making wifi available in our school district to the most populated areas. They will either choose to put Wifi on bus, placing hotspots in the community or using kajeet.   The students will be using Google Earth Pro to place circles on a map and calculating the area of these circles.  Students will make a model of these circles onto a hard copy using scale factor. At the conclusion, the students will present findings to administration, the board of education, state and local leaders as well as their peers.  These findings can be presented through the choice of a display board, flyer, video production or prezi.This blended module includes teacher-led discussion, group-led investigation and discussions along with technology integration.

This resource was developed for a team of educators to use as a guide for designing, developing, piloting, and revising problem-based learning modules that leverage blended learning across six districts in the state of Ohio. The guidebook outlines best practice and processes to collaborate across systems to create high-quality, vetted resources for the classroom.

The Learning Accelerator develops “Problem of Practice” (PoP) guides that dig into the details of a specific challenge educators face, why it is important, what the research says, and offers actionable solutions, resources, and real-world examples of how others have succeeded.

In this PoP, educators and leaders can use this guide to help them work with Open Educational Resources (OER) to personalize lessons and meet student needs.

The Learning Accelerator develops “Problem of Practice” (PoP) guides that dig into the details of a specific challenge educators face, why it is important, what the research says, and offers actionable solutions, resources, and real-world examples of how others have succeeded.

In this PoP, educators and leaders can use this guide to explore an overview of implementing effective personalized professional development that supports curating and creating high-quality, rigorous OER curriculum, alongside concrete resources around competencies for educators.

The Learning Accelerator develops "Problem of Practice" (PoP) guides that dig into the details of a specific challenge educators face, why it is important, what the research says, and offers actionable solutions, resources, and real-world examples of how others have succeeded.

In this PoP, educators seeking to understand and use Open Educational Resources (OER) can use this guide to help them understand what OER is and search for high-quality, rigorous, and standards-aligned OER.

This online learning module will explore the following learning targets: 1: Understand the foundations of problem-based learning2: Learn the phases of a problem-based learning module3: Understand the shifts of teachers and students in a problem-based learning classroom

Rubric Element 1.6
Students progress through learning tasks or lessons without waiting for the teacher or each other.

This resource guide is based on a three-session series to support leaders in building staff capacity for implementing remote and distance learning models. It is openly licensed (free!) and includes concrete resources to begin designing and launching effective remote learning. Each session includes a set of slides that contain basic information on the topic and can also be used in team professional learning sessions. This document also includes playlists of additional resources and artifacts to accompany each session that teams can explore.
Session A: Introduction to Remote Learning
Session B: Driving Remote Instructional Quality and Improvement
Session C: Building Staff Capacity Remotely

 In this problem-based learning module, students will research the benefits/disadvantages of moving to a year-round school calendar vs the traditional 9-month school calendar. For their final product they will create an argumentative essay and communicate their findings through a video report (like a nightly news story, etc) and/or participate in a classroom debate over the topic.