Problem based learning for Assessment 3

Problem-Based Learning

Topic of the unit:  Making meaning from Graffiti to street art

Year Level and subject: Year 7 Visual Arts

Learning Outcome (what solution will students deliver by the end of the unit?): They will extend their understanding of graffiti and street art through active engagement, both individually and collaboratively, with art elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists.  They develop their ability to analyse the arts from their own experiences and those of other artists.  They develop their ability to analyse meaning and they reflect on the creative process.  They will use tools and technologies to inquire and solve artistic problems, create and present art works and communicate their own arts practice and that of others.   (Source: www.qsa.qld.edu.au)

Audience for solution: All students, teachers and visitors to the school, through the WWW - unlimited.

Overview of stage of learning	What students will experience	Your Plan
Explore the issues. The problem you present should be authentic, real, and not “dumbed” down to suit your learners. A real problem is multi-dimensional, not linear. There is however opportunity to establish the dimensions to suit your learner. Note, this design is NOT the same as presenting all of the basic information to students, and asking them to apply it.	Your teacher introduces an "ill-structured" problem to you. Discuss the problem statement and list its significant parts. You may feel that you don't know enough to solve the problem but that is the challenge! You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process. Often, viewing a video scenario, or series of digital images (eg a litter problem) allows me, the student to identify the problem myself. It could be an interview with clients seeking an advertising solution etc. Or a video link to the client or stakeholder in the problem solution. This lends authenticity to the task.	Show pictures of areas in the school where vandalism has taken place.  Ask the students to identify the problem and issue.
List “What do we know?” It is important that the parameters of the problem be defined by the students, and this will involve messy dialogue as they negotiate the problem themselves (with the teacher support). The perspectives of all students must be supported and valued, without this, there will be no ownership of the problem. In this phase, “knowing” is also about student strengths, weaknesses and capabilities.	What do you know to solve the problem? This includes both what you actually know and what strengths and capabilities each team member has. Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! We are possibly going to work together concept mapping online. We should be given the opportunity to reflect and add ideas overnight to support those of us who are reflective learners. We are not looking for a quick fix! It may also be a good idea for us to have a scaffolded wiki in which to work, or a Google Doc. In this way, the quiet people amongst us have an opportunity to add idea. Plus there is the benefit that all of our ideas remain online for us to review and consult as we progress towards a solution. We should also discuss who may be useful for doing what, based on their strengths and skills.	Brainstorm: How can we solve the issue of vandalism? Scaffold problem solving in a wiki. Scaffolding The provision for assisted performance is known as scaffolding. Common elements of scaffolding include ·                    task definition ·                    direct or indirect instruction ·                    specification and sequencing of activities ·                    provision of materials, equipment and facilities  ·                    other environmental contributions Scaffolding may include assistance with planning, organising, doing and/or reflecting on the specific task.  Such assistance is best made available in a timely manner matched to the learning needs and interests of the learner.  Source: http://www.educ.utas.edu.au/users/ilwebb/research/scaffolding.htm
Develop and write out the problem statement in your own words. Students need ownership of the problem, it is important (and part of the curriculum) that they learn how to pose researchable questions. This stage is negotiated by the group, so that the whole group understands the problem.	A problem statement should come from my group's analysis of what we know, and what we will need to know to solve it. We will need: ·         a written statement ·         the agreement of our group on the statement ·         feedback on this statement from our teacher. (This may be optional, but is a good idea) Note: The problem statement is often revisited and edited as new information is discovered, or "old" information is discarded. So it is best that this is held in an area where we can access, edit, amend, add to and consult our statement. Perhaps a wiki is a good idea?	In wiki, give opportunities for students to come up with different problem statements.  Eg. The problem of vandalism has been rising in school.  We are trying to change the mindset of the students and prevent this from happening by getting students involved in graffiti around the school premises to provide meaning and aesthetically pleasing visual art around the school.
List out Possible solutions There will be a number of solutions that emerge from discussions. This is where the authenticity of the problem emerges. Some solutions are ambitious, but not practical. What are the practical limits to the solutions? In many cases, cross-curricular ideas emerge here as students apply other knowledge to the problem (as an example: budgetary restraints to an environmental problem). The solutions are likely to emerge from research. The research is likely to be scaffolded by the teacher, by directing students to some ideas about the problem. But this is not necessarily the case with older students. It depends on the time constraints of the unit.	We may brainstorm solutions. We could possibly be allocated individual time to research different aspects of the problem. We may pose a solution from different perspectives through which an amalgamated solution is considered. We need to be informed about the solutions we discuss. So we need to research them. We do not necessarily need to research on the internet or in books. There are plenty of mentors and experts “out there” who would love to help us. If we are talking about marketing, perhaps a local advertising firm. If we are talking about environmental problems, perhaps Landcare? It is easy for us to negotiate this with these people because they do not have to visit our school. They do not even have to be in Australia. We can connect to them using our online collaboration tools, blogs, wikis, online classrooms, Skype. We do need to keep a record that is available to all, and permanent so we can continuously revisit and evaluate our ideas. An online space is ideal.	Brainstorm different solutions.  For example: street art – which is vandalism and graffiti turned into something meaningful.  Search for artists. Collaborations with artists or experts online.
List actions to be taken with a timeline Students will now need to action their solution. This involves analysis, and breaking down of the solution into manageable tasks, and creating a sequence that supports working effectively towards the solution. It will also involve allocating specific tasks to individuals in the group to work more effectively. Individuals will then report back to the group. This is authentic, and is the way  problems are addressed by organisations in real life.	This is going to quite difficult for us. We need to actually make a “do-able” plan to work towards our solution. What do we need to achieve in steps, so that we can progress? This is also where we think again about our group members. Who is the best person to do what? What are reasonable timelines to get this completed? This is not a homework task, and teachers are not going to check it like homework. We need to do this ourselves, and make sure everyone agrees to the timelines.	Come up with ideas, themes, concepts. Choose space(s) for project. Create meaningful art works. Decide on 3 best ideas. Practice techniques. Present the ideas, allow the school to vote on the best one, or present a survey. Execute the idea – work of art.
List “What do we need to know?” This is the research phase, as students consult primary and secondary sources to support the solution. The resources may be created and provided by the teacher to scaffold the task. There are likely to be negotiations with mentors. Or multimedia/multimodal resources to consult.  It could also be student-generated, for instance in the form of a series of photographs to justify solutions, or a survey or stakeholders and data presented to support decisions.	We will need to work individually and collaboratively. We will research sufficient information to inform our solution, also to justify it. When we present our final solution to the stakeholder, we will have to explain why we came up with it, and why it will work. We may also have to explain why the other possible solutions were not as good as this one. We need to consider the best sources of information, which ones we can rely on, which ones may not be as reliable. We need to collate our information together, and keep it organised, because our group is going to have to put it all together when we create our presentation. So it is important that it is all available to everyone, and cannot be lost. Perhaps an online space is the best place for this. We must also consider different types of information – images, sound, video and text.	Research on different forms of street art.  Brainstorm ideas to create different art works. Choose 3 of the best. Do SWOT on each. Create sketches or prototypes. Present to Principal and rest of the school during the assembly.
Write up the solution and its supporting documentation and submit it. Presentation of findings can be created to suit the problem that was posed.  This includes video, audio, PowerPoint, simulation, animation, text files, newspapers, newsletters etc. Challenge of conclusions can occur through Blogs, discussion forums and other communication tools that support reflection and deep consideration of issues, and documentation. For assessment purposes, you may wish to progressively (or at the conclusion) collect support and documentation so that there are fewer formal criteria and restrictions on the final presentation that are imposed by you.	We must present our findings and/or recommendations the stakeholders or audience. This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome. We need to think about the audience, and how we can create the best possible presentation. WE need to make sure we include the interviews, photographs, concept maps, and perhaps videos we took. We do not have to present in only one way – our presentation may be able to occur in a number of ways. Our goal is to present not only our conclusions, but the foundation upon which they rest. We should include in our presentation: ·         A clear statement of both the problem and our conclusion ·         Then we should summarize the process we used, options considered, and difficulties encountered ·         We need to be organised, and are aiming to convince people with our knowledge and thinking We should be prepared to encounter some people who do not believe us. But if our information and thinking is sound, we should be able to bring them to our way of thinking. ·         Our solution is meant to help others learn, as you have learned ·         If we are challenged and we have an answer, we should nominate someone who is the expert in this area to present it clearly. We will not have all the answers. If we don't have an answer, it is important to acknowledge it and refer it for more consideration.	Work collaboratively to create the mural piece. Take photos of the process and final outcome. Share it on a class blog/website. Explain the process on this site, to share with other schools how this helped deal with the problem of discipline and vandalism in a positive way. Open house to exhibit the mural wall project.
Review performance Learning is reflective. There will always be successes to celebrate, and changes to plan. Asking your learners to reflect on feedback, and the presentation process will support learning and growth.	As a group and on our own, we should reflect about the process we have undergone, and the feedback we have been given. We should think about the good things, the things that worked. These will be things we will plan to use in the future. We should also think bout the mistakes, or things that could be improved. Next time we are asked to solve a problem, we will remember these lessons, and make sure that we learn from them. It is important that we keep these reflections. So perhaps they are well placed in our reflective blogs?	Student presentation. Each come up with a sentence/ picture so they all have a part to play. Create a multimedia presentation, eg. A video to show during their Primary school graduation ceremony. Advantage of this project is that the group of year 7s will always be remembered in the school, they have left their mark with art.