TDL Presentation

Teaching TDL: 

Teaching TDL Using Problem-based Instruction to Motivate your Students

Working with Business Partners: 

Working with Business Partners Developing Effective Problem-based Scenarios

Locating Business Partners: 

Locating Business Partners Local Community Chamber of Commerce Yellow Pages Classified section of newspaper Networking State-wide State Chamber of Commerce Professional Associations State Dept. of Economic Opportunities Internet Networking

Preparation : 

Preparation Do your research Labor Market Economic Conditions Supply & Demand Prepare Materials Outline for meetings Introduction to your activity Problem collection form Expectations

Approaching Business Partners: 

Approaching Business Partners Who do you talk to? Be persistent Be prepared to make multiple contacts Don’t get discouraged

The Initial Meeting: 

The Initial Meeting Time is Money Be brief and to the point Explain the benefits to the business Be prepared to negotiate Be flexible Establish a contact person Be flexible on due dates

Follow-Up: 

Follow-Up Respect the businesses information Always allow the business right of review Be persistent Keep in contact Remember businesses exist to make money – they are not “schools!” Follow through on all “promises”

Recognizing their Contribution: 

Recognizing their Contribution Recognize business contributions Send a thank you letter for all contributions Write an article for the local paper Invite a reporter to an event Include businesses in your recognition events Acknowledge the business on all print material Put an acknowledgement on your web site

From Problem to Instruction: 

From Problem to Instruction Problem Solving Activity Scenario Focus Teacher Notes Description TDL Knowledge and Skills Illinois Learning Standards Objectives Measurement Criteria Resources Instructional Materials Evaluation Materials Problem Solving Activity Student Information Sheets Student Copy of the Problem Glossary of Related Terms Problem statements become instructional modules Project overview and acknowledgements

How TDL arrived at Paul Robeson High School?: 

How TDL arrived at Paul Robeson High School? TDL new initiative by Chicago Public Schools Demographics Approached by administration to teach pilot course Industrial engineering and business background Geometry teacher

Why Teach a Problem-based Curriculum?: 

Why Teach a Problem-based Curriculum? The class becomes student-centered The curriculum revolves around the students The teacher serves only as a facilitator of the learning process. Students become more engaged Student investment increases Students truly learn the material

How it Can Be Accomplished: 

How it Can Be Accomplished Develop or find an open-ended TDL problem your students can relate with. Become familiar with the module’s TDL vocabulary and problem statement Promote cooperative learning Be Flexible! Be Patient!

Student Reaction on Problem-Based Learning: 

Student Reaction on Problem-Based Learning Initially Frustrated Unfamiliar curriculum Non-traditional learning environment Students are on their “own” Student Investment Increases Down the Road Student Motivation increases See the connections between classroom and the real-world Enjoy the freedom Begin to consider TDL as a career path

Jewel Turkey Module – Implementation: 

Jewel Turkey Module – Implementation Introduce problem statement Completed module lessons Reinforced problem statement through each lesson Plotted Jewel stores on Chicagoland maps Visited the Jewel Distribution Center in Melrose Park, IL Began route planning via plotted maps Recorded recommended routes, time schedules and capacity constraints on Excel Formatted final project in Excel spreadsheet

Jewel Turkey Module – Distribution Center Visit: 

Jewel Turkey Module – Distribution Center Visit 450,000 Square Feet Facility in Melrose Park, IL Visited the facility midway through the module Prior to visit, students brainstormed questions and trip expectations Discussed safety Questions which needed clarification Things we would like to see (i.e. pallet, turkey cases, product movement, etc..)

Jewel Turkey Module – Distribution Center Visit: 

Jewel Turkey Module – Distribution Center Visit Student Learnings No more “Virtual Logistics” Standard Warehousing Concepts Pallets Picker Racking Conveyors Product Flow Understanding of product movement (receiving thru shipping)

Jewel Turkey Module – Distribution Center Visit: 

Jewel Turkey Module – Distribution Center Visit Impact on Students Now saw the “Big Picture” Better connect classroom logistics to the real-world logistics Re-energized students Asked more intuitive questions Continually referenced back to the visit Many more “teachable moments”

Jewel Turkey Module – Example Student Solution: 

Jewel Turkey Module – Example Student Solution

Jewel Turkey Module – Example Student Solution: 

Jewel Turkey Module – Example Student Solution

Jewel Turkey Module – Relation to Illinois State Learning Standards: 

Jewel Turkey Module – Relation to Illinois State Learning Standards Focus on math and technology standards Numerous calculations Time Money Capacity Spreadsheet development Mathematical equations (used basic algebra skills) Displaying solutions in a professional manner Ability to communicate results in a clear and concise means.

Jewel Turkey Module –Illinois State Learning Standards Covered: 

Jewel Turkey Module –Illinois State Learning Standards Covered 7.C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. 8.D. Use algebraic concepts and procedures to represent and solve problems. 10.A. Organize, describe and make predictions from existing data.

Presenter Contact Information: 

Presenter Contact Information Fran Beauman Project Director Southern Illinois University/Illinois Office of Educational Services 2450 Foundation Drive, Suite 100 Springfield, IL 62703 800-252-4822 extension 244 fbeauman@ioes.org Jerry Ohare Project Consultant 217-725-0851 j.ohare@insightbb.com Vinay Mullick Geometry & Logistics Teacher Paul Robeson High School Chicago Public School 773-562-6887 vmullick@yahoo.com

Questions & Answers: 

Questions & Answers www.tdlmathscience.org