Diane teaches fourth grade, and Mary teachers third grade. Both teachers have been participants in IDE learner-active, technology-infused classroom workshops for the past three years. This summer they were chosen to facilitate with the IDE consultant during the summer training for their school district. Despite being in the training for so many years, they were both able to learn and create new materials for their classrooms. What led you to become a teacher? Mary: I knew I wanted to become a teacher since second grade. Every day after school I pretended to be my teacher. My ultimate inspiration though was my high school typing teacher. She was a friend and had a great rapport with me and my classmates. Diane: My fourth grade teacher inspired me by making school and learning fun. I knew that I wanted to do the same thing one day. In what ways has your teaching or classroom changed as a result of being in the IDE workshop? Mary: My style of teaching has changed. The content of the curriculum has stayed the same but the delivery of instruction has changed. I used to be a lecturer standing in front of the room and completing tasks whole class, now I have become a facilitator. I now have adapted the style of delivery throughout my units providing choices of assignments. Diane: I feel more prepared because my PBLs are completed each year I create a new unit, and I fine tune my existing PBLs to match my class. How has your experience been being a teacher trainer? Mary: I think that it was a benefit to new workshop members. I tried to clarify information that I initially grappled with when I first started 4 years ago. I also tried to provide materials/handouts that I thought were helpful in understanding Problem Based Learning. Diane: As teachers, we are all “borrowers” and this was a great opportunity to borrow and lend with colleagues. We very rarely have time and get the chance to bounce our ideas off of one another. What guidance would you give to a teacher who is trying to create a learner-active classroom? Mary: I would advise a teacher to start small and become familiar with the style of delivery. I would suggest them to reuse, recycle and renew their lessons that they have done in the past. I also recommend them using the IDE portal for Problem Based Learning tasks and tweaking them to fit their needs. I was amazed how students were empowered just by providing them with choices of activities. Diane: Take one step at a time and choose something that you already teach and turn it into a working PBL. Which of the 10 Principles is most important to you? Mary: I think the most important component for the net-generation is Technology Infusion. Students today are computer oriented and the tasks using technology are motivating and engaging. Diane: I think that learning from a felt need is the foundation for the learner active classroom. Each child drives their own learning which in turn helps them to retain the information. What is your favorite problem-based learning unit that you teach? Mary: My favorite problem-based learning activity is on Immigrants. Through the unit students develop a sense of closeness of families as well as understand the strong emotional bonds that people have to their country. Each student has an opportunity to showcase their own culture and be proud of the diversity in my classroom. Diane: My Planet PBL is my favorite because it incorporates many components. Information on space and the planets has been changing in recent years, which makes it exciting when the students find new details. I also learn from my students as they go through the unit.

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