Folks, it was good to see all of you at the institute a couple of weeks ago, I am looking forward to March. As we agreed, I have attached an example below of a Problem Based Learning Simulation for you to see. If each of you can come up with one in a similar format and length that would be great. Keep in mind that it can be about anything that you are encountering in your school that you feel would be helpful to the group. I would ask that you bring your PBL Simulation (with copies for everyone) to our training in March.

PROBLEM BASED LEARNING SIMULATION

The Task:

• Read the simulation individually
• Make notes on the various conflicts involved in this case
• At your tables discuss the case and determine a course of action
  • How will you resolve each conflict?
  • Could this situation have been prevented?
  • At what points could the severity of this situation be minimized and how?
• Record your discussions and be prepared to report out

The Players:

• Mr. Johnson, the Special Education Coordinator
• Mr. Andrews, the 10th grade Algebra teacher (25 year veteran teacher)
• Andrea, the 10th grade Algebra student; receives Special Education services for reading and language arts. Andrea has had no behavioral incidents and is currently a “C” student in Algebra.
• Mrs. Laparde, mother of Andrea. She is a parent who is moderately involved in Andrea’s education attending all requested school meetings regarding Andrea.

The Background: While administering an Algebra test to Andrea’s class Mr. Andrews believes that he observes Andrea looking at another student’s test answers. Upon seeing this, Mr. Andrews shouts out in front of the class, “Andrea, you’re cheating.” He then walks to Andrea’s desk, picks up her exam, tears it in half, and throws it into the garbage. Andrea responds, “I wasn’t cheating.” Mr. Andrews says, “I have no intentions of discussing it,” and sends Andrea to Mr. Johnson’s office. Once at his office, Andrea is clearly distraught; she explains from her perspective what took place in the class, and unequivocally states that she was not cheating. Mr. Johnson indicates to Andrea that he needs to meet with Mr. Andrews to hear his version of what took place. After speaking to Mr. Andrews, he tells Andrea that he will get back to her. Mr. Johnson speaks to Mr. Andrews during his planning period, who stands by his story that Andrea was cheating. He further states that as a result of her cheating, she will receive a zero on her test. Mr. Johnson asks Mr. Andrews for some verification that Andrea was cheating, such as a comparison of the two students’ tests. Mr. Andrews perceives the request as a direct challenge to his professional judgment as a teacher. When he comes back from looking for the test, he states that he can’t find it. Unbeknownst to Mr. Johnson, during this time, Andrea has contacted her mother, who appears at school at the close of the day and calmly but firmly requests to meet with Mr. Johnson and Mr. Andrews immediately. Mr. Johnson agrees to honor the request; he seats Andrea and Mrs. Laparde in his office, and seeks out Mr. Andrews. Privately, Mr. Johnson tells Mr. Andrews that he will be going to the office to meet with the parent and the student, and recommends that Mr. Andrews remain calm and in control throughout the meeting. Mr. Johnson further states to Mr. Andrews that both sides will have an opportunity to be heard at the meeting.

The Meeting: When Mr. Andrews arrives to Mr. Johnson’s office, Mr. Johnson introduces Mr. Andrews to Mrs. Laparde, and the two shake hands. Mr. Andrews acknowledges Andrea with a nod. Everyone sits around the table, and the meeting begins with Mr. Johnson asking Mr. Andrews to explain what took place with Andrea in math class today. Mr. Andrews opens with “I am not trained to work with Special Education students and your daughter was cheating.” Mrs. Laparde stands up and points her finger in Mr. Andrews’ face, and calls Mr. Andrews a liar and a lousy math teacher. Mr. Johnson immediately escorts Mr. Andrews out of the meeting…