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Using Peter Liljedahl's Research to Foster Student Ownership: A Rich Problem Example

  • 1.  Using Peter Liljedahl's Research to Foster Student Ownership: A Rich Problem Example

    Posted 06-07-2021 09:52:00

    What rich problem have you given students? Did it foster student ownership?

     



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    Dennis Ebersole
    Professor
    Northampton CC
    Bethlehem PA
    (610) 861-5383
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  • 2.  RE: Using Peter Liljedahl's Research to Foster Student Ownership: A Rich Problem Example

    Posted 06-15-2021 14:35:00

    One open-ended question that I used this past year was having my pre-paramedic students determine a process for estimating the blood loss from a blood pool (ie How could you estimate the total volume of blood loss from a patient based on the visual blood pool? What considerations would you need to make for this estimation?) They then used a measured liquid and tested out their estimation process with the "blood pool" they created.

    It was great to see their inquiry process and the different thoughts and strategies used.  Students were more resilient in the process and I noticed authentic and lasting learning when the topic came up in later examples and lessons.



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    Heather Milburn
    Durham College
    Oshawa ON
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  • 3.  RE: Using Peter Liljedahl's Research to Foster Student Ownership: A Rich Problem Example

    Posted 06-16-2021 06:06:00
    Heather:

    This is an excellent example of a problem that invites inquiry by students. Better yet, the students can assess their own understanding and estimation skills. Thank you for sharing how you fostered student ownership.

    Dennis

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    Dennis Ebersole
    Professor
    Northampton CC
    Bethlehem PA
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