Teacher candidates will work in small groups for these assignments.  Each group will be assigned a student scenario along with the focus questions and individual follow-up assignment instructions each time.  Information is added to each student scenario for each part of the PBL. Each part is presented in class and at least one week is given before the next part is done. 

Students are provided an information sheet to log their individual research and notes and information provided by group members in class group discussion and decision making.  The information gathered through individual research, class group discussions, whole class discussions, and mini-lectures are used for follow-up assessments.

Part 1.

In-Class Prompt and Assignments:

1. Group discussion of Student Scenarios Part 1 and individual recording on PBL Information forms

Focus Questions:

1. What educational concerns does the teacher have for this student?
2. What questions would you ask the classroom teacher in order to gain more information about the student? Why?
3. Who else might provide you with more information about this student? Why?

Individual Follow-Up Assignments:

Review the Eligibility Criteria and the Standards for Evaluation and Eligibility Determination for your state and list in your PBL Information form the categories in which this student might be eligible? Provide evidence from the documents as to why you chose the categories.  Research online further support for your choice and provide that information. Be prepared to discuss with your group members.

Part 2.

In-Class Prompt and Assignments:

1. Group discussions and peer review of individual research information.
2. Class discussions of similarities between characteristics/criteria of categories
3. Group discussion and research and individual recording on PBL Information forms of Student Scenarios Part 2.

Focus Questions:

1. With the added information, which category does your group now feel that your student meets eligibility criteria?
2. What assessments do you feel might provide more information to help determine eligibility?
3. What are the implications for the student and family?

Individual Follow-Up Assignments:

Research the possible causes, prevention, and prevalence for the category identified by your group. Provide evidence and log in your PBL Information form.  Be prepared to discuss with your group members.

Part 3.

In-Class Prompt and Assignments:

1. Group discussions and peer review of individual research information.
2. Group discussion and research and individual recording on PBL Information forms of Student Scenarios Part 3.

Focus Questions:

1. What strengths and needs have been identified?
2. What additional information is needed to write the different parts of the IEP for this student?
3. What evidence-based interventions/strategies would you suggest be used for this student?

Individual Follow-Up Assignments:

Research evidence-based practices identified by your group.  Provide support for these practices and log in your PBL Information form.  Be prepared to discuss with your group members.