Problem-Based Learning

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Problem-Based Learning

• Creating opportunities for inquiry,
  investigation, research, and resolution.

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What is Problem-Based Learning?

• An instructional method which focuses on the
  investigation and resolution of messy, real
  world problems as a context for students to
  learn critical thinking and problem solving
  skills
• Students work individually and/or in groups to
  solve challenging problems that are authentic,
  curriculum-based, and often interdisciplinary

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A standard classroom lesson
From any Spanish-speaking country, you may choose
to research one of the following a famous
author a well-known artist a nationally
recognized person a style of music/dance a
holiday or other festival We want to learn as
much as possible about other countries. One way
in which we can all learn more is to research and
share different aspects of life, culture, and
people in other countries. Prepare a Powerpoint
presentation in which you present your findings
on a topic of your choice.
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A problem-based classroom lesson
Based on your reading and the statistics that you
have interpreted, you are aware that Hispanic
Americans face a number of challenges,
culturally, emotionally, educationally, and
economically. An immigrant family from ltltselect
countrygtgt has moved to Waterford, and two of the
children will be attending Waterford High School.
What can be done to help the members of this
family create a successful transition from their
native culture to American culture, retaining
important native cultural values but at the same
time adapting to the demands of life in the
United States and in Waterford in particular?
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Benefits of PBL

• Makes learning relevant to the real world (and
  answers the dreaded question)
• Moves learning from a passive activity to an
  active activity -- learning becomes the act of
  discovery
• Increases motivation -- students are more
  engaged, interested, and energetic learners as
  they make a personal investment in the outcome of
  their inquiry

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More Benefits of PBL

• Promotes an interdisciplinary approach to
  learning
• Promotes collaborative learning
• Requires advanced cognitive skills, higher order
  thinking
• Requires research from multiple sources
• Ideal for heterogeneous classrooms
• Reverses teacher and student roles

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Comparison of teaching methods
Lecture

• Role of Teacher
• As expert
• Directs Thinking
• Holds Knowledge
• Evaluates Students

• Role of Student
• As receiver
• Inert
• Inactive
• Empty

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Comparison of teaching methods
Direct Instruction

• Role of Teacher
• As conductor
• Orchestrates learning
• Guides rehearsal
• Evaluates Students

• Role of Student
• As follower
• Responsive
• Semi-active
• Waiting to be lead

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Comparison of teaching methods
Problem-Based Learning

• Role of Teacher
• As coach
• Presents problematic situation
• Models, coaches, and fades
• Engages in process as co-investigator
• Assesses learning

• Role of Student
• As participant
• Actively grapples with the complexity of the
  situation
• Investigates and resolves problem from the inside

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Teachers Active Coaches

• Diagnosing needs
• Mentoring learning
• Encouraging process
• Questioning thinking
• Modeling inquiry

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Setting up a PBL lesson
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1. Develop a Problem that

• Is developmentally appropriate
• Is grounded in student experience
• Is curriculum based
• Accommodates various learning and teaching
  strategies
• Is ill-structured
• Does not result in one correct solution

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A helpful strategy for planning the problem
Develop an Anticipated Problem Statement in which
you anticipate what students might identify as
the root issue. Use this format
How can we state the central issue... so that
state the conditions for an acceptable solution?
This is to be used as a problem design tool, not
something to provide to students. Youll want
students to define the real problem for
themselves!
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Example of an Anticipated Problem Statement
Format How can we state the central issue
so that state the conditions for an acceptable
solution?
How can we find a way to return the countys
mosquito population to normal so that we do the
following Consider environmental impact
(livability, biodiversity, and
populations). Reduce health risks Prevent
the problem from happening again Keep costs
reasonable
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2. Present the Problem

• Figure out how students will meet the problem
• Hook the students through the problem format
• Give students a role in the problem
• Allow students to define the real problem for
  themselves

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Racine County, Wisconsin A Community with a
Vision of the Future Richard C. Clarke, County
Manager MEMO Date May 10, 2003 To Racine
County Mosquito Abatement Agency From Richard
C. Clarke Subject Increase in the Mosquito
Population As you can see from the attached
newspaper item, residents of Racine County are
under siege from a population of mosquitoes --
possibly the largest ever. The usual mosquito
control methods seem to be ineffective in
reducing the this unprecedented outbreak.
Determine the cause of this outbreak and
recommend appropriate solutions. I will expect
to hear from you by May 17, 2003. In the
meantime, I will contact the state to obtain the
necessary additional funds to implement the best
solution.
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3. Set up the structure

• Once students have defined the problem, they can
  begin to break it down
• Ideas Any initial ideas students have about
  possible solutions to the problem
• Facts Facts students know about the problem
  (from problem statement, experience, or
  discussion)/what students know
• Learning issues Questions students still have
  that will require research/what students need to
  know
• Action plan Sources students will use/people,
  places, agencies, etc. students will consult for
  research

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4. Gather and Share Information

• Teacher should check availability of resources in
  advance
• Students typically work in collaborative groups
  of 3-5
• Student groups can assign research tasks to
  individual group members
• Information shared through charts, abstracts,
  discussion groups, jigsawing, etc.
• Students and class as a whole continually revisit
  the problem

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5. Generate Solutions

• Learners begin to recommend solutions based on
  the information they have gathered
• Students goal is to develop best solution
  according to problem conditions
• Responsible thinkers are able to justify
  solution(s) with supportive evidence

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6. Performance Assessment

• Goal is for teacher to assess LEARNING
• Ongoing assessments throughout process are ideal
  -good for assessing both individual and group
  accountability
• Teachers embed instruction to help students
  explore important information related to the
  problem
• Teacher typically assesses culminating
  performance via a rubric -- on content,
  presentation skills, teamwork, and fit of
  solution.

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Assessment Options
Charts
Report
Presentation
Panel Discussion
Patient Consultation
Poster Session
Video
Map
Debate
Letter to a committee
Web page
Proposal
Expert Panel
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7. Debriefing the problem

• Even after final product is complete, more
  opportunities for learning exist. Consider the
  following questions as a way of providing
  closure
• Were the strategies you used to solve the problem
  effective? What would you do differently?
• What is the foundational or big issue at stake?
• What did you learn academically?
• What can you do now that you didnt think you
  could do before?

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Anti-Americanism

• Why are anti-American feelings prevalent around
  the world? What can the United States do to
  change this perception in the eyes of the world
  and improve foreign relations?

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Role of the Student

• You are a United Nations representative for the
  country of ___________. At your next meeting,
  you will need to discuss the grievances your
  country has with the United States. You will
  also need to include a list of recommendations
  for the U.S. on how they can work to remedy these
  problems.

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Questions to Think About

• Why do many nations/people have anti-American
  feelings?
• Did the U.S. do anything to provoke these
  sentiments?
• Has the U.S. tried to fix past actions that
  caused ill feelings among nations?
• Specifically, what grievances does your nation
  have with the U.S.?

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Problem Statement

• How can we ______ so that _________?
• How can we, as nations, inform the President of
  the U.S. of past actions against us so that we
  can move toward a more peaceful relationship?