Teaching TDL

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Teaching TDL

• Using Problem-based Instruction
• to Motivate your Students

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Working with Business Partners

• Developing Effective Problem-based Scenarios

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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

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Preparation

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

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Approaching Business Partners

• Who do you talk to?
• Be persistent
• Be prepared to make multiple contacts
• Dont get discouraged

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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

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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

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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

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From Problem to Instruction

• Problem statements become instructional modules
• Project overview and acknowledgements

• Problem Solving Activity
• Student Information Sheets
• Student Copy of the Problem
• Glossary of Related Terms

• Problem Solving Activity
• Scenario Focus
• Teacher Notes
• Description
• TDL Knowledge and Skills
• Illinois Learning Standards
• Objectives
• Measurement Criteria
• Resources
• Instructional Materials
• Evaluation Materials

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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

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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

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How it Can Be Accomplished

• Develop or find an open-ended TDL problem your
  students can relate with.
• Become familiar with the modules TDL vocabulary
  and problem statement
• Promote cooperative learning
• Be Flexible!
• Be Patient!

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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

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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

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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..)

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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)

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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

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Jewel Turkey Module Example Student Solution
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Jewel Turkey Module Example Student Solution
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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.

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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.

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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_at_ioes.org
• Jerry Ohare
• Project Consultant
• 217-725-0851
• j.ohare_at_insightbb.com
• Vinay Mullick
• Geometry Logistics Teacher
• Paul Robeson High School
• Chicago Public School
• 773-562-6887
• vmullick_at_yahoo.com

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Questions Answers
www.tdlmathscience.org