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Objective 2 - Implementation of PBL Curriculum

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1906 College Heights Blvd. #71031
Bowling Green, KY 42101-1031
Phone: 270-745-6323
Fax: 270-745-6279
Email: gifted@wku.edu

College Board Advanced Placement Program Innovate Kentucky: Create a Spark Little Learners, Big Ideas

Kentucky Association for Gifted Education (housed at The Center for Gifted Studies at WKU)

World Council for Gifted & Talented Children (housed at The Center for Gifted Studies at WKU)

National Association for Gifted Children

The Association for the Gifted

The Carol Martin Gatton Academy of Mathematics and Science in Kentucky (located at WKU)

Implementation of Problem-Based Learning Curriculum

This objective had two parts: 1) professional development in problem-based learning in math and science in order for teachers to implement the units, and 2) implementation of problem-based learning in the magnet school. One hundred percent of the classroom teachers in cluster-classrooms in Treatment 1 and 2 schools participated in professional development focusing on problem-solving in math and science using curricula from Mentoring Mathematical Minds and the College of William and Mary. Training included grade-level instruction on the units and strategies, observing, and coaching. For 6th grade math, a curriculum specifically targeting that grade level was developed and implemented year 2-5 of the grant. This curriculum, Math Innovations, has also been very effective in addition to the Mentoring Mathematical Minds (M3) – both out of the University of Connecticut and Kendall Hunt Publishing.


Curriculum

Mathematics Units at Treatment 1 and Treatment 2 Schools

Science Units at Treatment 1 and Treatment 2 Schools

Mathematics Units at GEMS Academy

Science Units at GEMS Academy

Important Finding 
One of the most remarkable findings of the grant dealt with the efficiency of the professional development. As explicated in depth in Objective 6, increases in math scores were not significantly different for the magnet or PBL groups compared to the control. However, the amount of professional development accrued by PBL teachers was much less compared to the amount undertaken by the control group teachers. In other words, PBL teachers were yielding similar levels of growth in math achievement with less time and fewer resources allocated to professional development.

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 Last Modified 10/2/17