A schoolwide investment in problem-based learning

2017 ◽  
Vol 99 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Paul S. Sutton ◽  
Randy Knuth
Keyword(s):  
High School ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Comprehensive High School ◽  
Learning Needs ◽  
Standardized Measures ◽  
Special Learning Needs

A comprehensive high school in Bellevue, Wash., embraces problem-based learning as its strategy for improvement. Supported by a federal i3 grant, the school spent five years preparing for a widespread launch of PBL at the school. After several years of implementation, researchers learned that students perform the same or better on standardized measures when provided with sustained, rich PBL learning experiences. Those benefits were felt by all students, regardless of socioeconomic or linguistic status, or special learning needs.

Inclusionary Practices Within the Middle and High School Educational Environments

2019 ◽  
pp. 90-118
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
Special Needs ◽  
Learning Experience ◽  
Learning Needs ◽  
12Th Grade ◽  
Educational Environments ◽  
Special Learning Needs ◽  
Teachers And Parents ◽  
Definition Of

This chapter is designed to inform and educate 6th- through 12th-grade teachers and administrators about inclusionary practices within the middle and high school educational environments. This chapter is divided into three sections. The first section provides a definition of inclusion. The second section discusses the benefits and challenges associated with implementing inclusion within middle and high school educational environments for both students with identified special learning needs and students without special needs. The last section investigates what can be done to overcome the challenges so that a better learning experience is had by all stakeholders, including students, teachers, and parents.

Students' Views of Instructional Practices: Implications for Inclusion

1995 ◽  
Vol 18 (3) ◽  
pp. 236-248 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Janette Klingner ◽  
Linda Saumell
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Learning Strategies ◽  
High Achievers ◽  
Learning Needs ◽  
School Students ◽  
Individual Interviews ◽  
Special Learning Needs

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

KEMAMPUAN GURU SMA DALAM MEMBUAT SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING

2019 ◽  
Vol 11 (3) ◽  
pp. 131-145
Author(s):  
Yudhi Saparudin
Keyword(s):  
High School ◽  
Learning Community ◽  
High School Teachers ◽  
Research Method ◽  
Problem Based Learning ◽  
School Teachers ◽  
Teacher Capacity ◽  
Peer Supervision ◽  
Descriptive Research ◽  
Supervision Model

ABSTRAKPenelitian ini bertujuan untuk mengkaji kemampuan guru SMA dalam membuat silabus dan rencana pelaksanaan pembelajaran (RPP) berbasis problem based learning (PBL) yang merujuk pada Permendikbud Nomor 22, Tahun 2016. Metode penelitian yang digunakan adalah penelitian deskriptif. Subjek penelitiannya adalah SMA YPKKP Bandung. Hasil penelitian menunjukkan bahwa kemampuan guru dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016 menunjukkan bahwa membuat penilaian merupakan komponen yang paling kecil persentasenya sebesar 46%. Untuk meningkatkan kemampuan guru yang belum optimal maka perlu dikembangkan model supervisi akademik dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016. Simpulannya model supervisi akademik yang digunakan harus dapat menumbuhkan learning community dan pemberdayaan supervisi teman sejawat.  ABSTRACTThis study aims to analyze the ability of high school teachers in making syllabus and Learning Implementation Plan (LIP) based on Problem Based Learning (PBL) which refers to Permendikbud Number 22, 2016. The research method used is descriptive research. The results showed that the profile of the teacher’s ability to make PBL-based syllabus and RPP which refers to Permendikbud Number 22, 2016 shows that the component in making assessment with the smallest percentage of 46%. In improving teacher capacity that is not optimal, it is necessary to develop an academic supervision model in making syllabus and LIP based on PBL that refers to Permendikbud Number 22, 2016. The conclusion is that the academic supervision model used must be able to foster learning community and support peer supervision.

Tickets for the Inclusive Museum

2020 ◽  
pp. 390-406
Author(s):  
Magda Nikolaraizi ◽  
Charikleia Kanari ◽  
Marc Marschark
Keyword(s):  
Hard Of Hearing ◽  
Learning Experiences ◽  
Learning Needs ◽  
Participatory Learning ◽  
Maximum Benefit ◽  
Wide Range ◽  
The Right ◽  
Physical Features ◽  
And Behavior

In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.

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