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PBCL Stage 5: Field Insights

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With Problem-Based Case Learning (PBCL), students work in teams to develop and present solutions to real-world problems. In this video from Making Learning Real, an IT instructor and his students talk about how the PBCL methodology helps students learn about new technologies, discover answers on their own, and observe an actual work environment.

PBCL Stage 9: Feedback & Evaluation - Guest Expert

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With Problem-Based Case Learning (PBCL), students work in teams to develop and present solutions to real-world problems. In this video from Making Learning Real, an HTML class presents the Web sites they have designed to a business partner. A guest instructor gives feedback to the students, and the host instructor comments on the value of his visit to the presentations. At the end, the guest instructor is shown teaching visual communication concepts to the students.

PBCL Stage 8: Evidence of Learning

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In Problem-Based Case Learning (PBCL), students work in teams to develop and present solutions to real-world problems. In this video from Making Learning Real, students in an HTML class present their designs to a business partner for her business's Web site. The class and the business partner provide feedback on each team’s work.

Selecting a Topic: K–12 Classroom Video Production

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Why would you ever want to make a video for your science class? Rachel Connolly, Director of STEM Education at WGBH, tackles that question, and offers tips for enriching your students' education through video.

Classroom Close Up NJ | Building Kids Program

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Special education students at Haleyville-Mauricetown Elementary School build and race canoes to improve their teamwork skills while applying classroom learning to a real world project.

Testing Food Chemistry

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In this video segment from Teaching Middle School Life Science, teacher Nanette Respess talks about her students’ experience working in groups as they test liquids and foods for specific nutrients. She explains that group work gives her an opportunity to assess her students, most of whom have been building their scientific knowledge and habits of mind over the past three to four years. As she walks around the classroom, moving from group to group, she seeks to address student weaknesses she has noted in previous activities.

Is School Enough?

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Is School Enough? documents vivid examples of where new modes of learning and engagement are taking hold and flourishing. This new approach reaches motivated students as well as kids that educators call “the bright and bored,” helping these learners tune in rather than drop out.

Using Job-Shadowing Experiences

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In this professional development video adapted from Getting Results, a student and a microbiologist talk about the student’s job-shadowing experience in a biotechnology lab. The microbiologist explains how the experience exposes the student to the profession, thus, helping her make decisions about her future career. The student describes how the job-shadowing helps her understand what is involved in a biotechnology job.

Moving Beyond the Classroom

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In this professional development video from Getting Results, Dr. John Bransford, professor of education at the University of Washington School of Education, as well as instructors and students from an aquarium science class, talk about how to make course content relevant through first-hand experiences with labs and connections to the community. As an example, the instructors bring in an aquarium director as a guest lecturer. The students then conduct an experiment. Afterwards, they go to the aquarium to see the same technology used in a professional context.

Visualizing Concepts Through Technology

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In this professional development video from Getting Results, a chemical operations instructor and one of his students discuss how classroom technology can ready students for work in industry. A student tells how a particular technology model in his classroom helps him understand the technology in the field. The class visits a local processing plant where they talk with industry professionals and explore state-of-the-art equipment in action. Finally, the student says that the classroom technology helps him understand this equipment by “boiling it down to the basics.”

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