Problem Based Learning PBL

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Problem Based Learning (PBL)

• David W. Dillard
• Arcadia Valley CTC

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Objectives

• Define Problem Based Learning (PBL)
• Develop the components or concepts of PBL
• Steps to develop a PBL lesson plan
• Explain how PBL can be used in the classroom
• Modeling

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Definition

• Most definitions and advocates of PBL typically
  relate it the entire curriculum
• Other definitions call it an instructional
  strategy, instructional approach, or an approach
  to structuring the curriculum
• While others mention learning to learn, real
  world problems, group effort, student
  collaboration, active learning.

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Definition

• Problem Based Learning is a teaching strategy
  that many teachers already use without the
  planning process having been developed or thought
  out. PBL integrates real world problems with
  curriculum objectives to allow students the
  opportunity to find solutions while taking
  control of their own learning.

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PBL Background Aims

• According to Barrows and Tamblyn (1980) and Engel
  (1997), PBL can, regardless of discipline,
  enhance students achievement of
• Adaptation and participation in change
• Application of problem solving in new and future
  situations
• Creative and critical thought
• Adoption of holistic approach to problems and
  situations
• Appreciation of diverse viewpoints

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PBL Background Aims

• Successful team collaboration
• Identification of learning weaknesses and
  strengths
• Promotion of self-directed learning
• Effective communication skills
• Augmentation of knowledge base
• Leadership skills
• Utilization of relevant and varied resources
• PBL at Stanford University http//www.samford.edu/
  pbl/aims.html

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PBL Characteristics

• Ill-structured,
• complex problems are the focus of the lesson
• student-centered learning
• Teacher is a coach or facilitator.
• Students work in small groups to solve/provide
  multiple solutions to problems
• Assessment is another key self-assessment, peer
  assessment, teacher assessment.

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Why use PBL

• You probably are already using the concept in
  some lessons
• Students become accountable for their learning
• Real world and relevant
• Cooperative learning, collaborative learning,
  active learning

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Bottom Line

• You need to adopt as much or as little of this
  presentation to YOUR style and classroom as
  possible
• There is no right and wrong
• As with any lesson plan, it should fit your
  curriculum, not be done for the sake of doing it
• Good teachers take what they can from what is
  provided and adapt it to their classroom

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Roles Within PBL

• The teacher acts as coach
• Still in-charge
• Plan the activity set standards
• Develop resources
• The student as active learner
• Take charge of the learning process they get
  out of it what they put into it
• They study the areas within the project that are
  of interest to them
• Work in groups (cooperative learning) and all
  that it implies

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Components of PBL

• The Problem
• Cooperation
• Brainstorming
• Research information gathering
• Solution determination
• Presentation
• Evaluation

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The Problem

• Select a problem that the class will
• Solve make decisions or judgments
• Be interested in solving
• Determine solutions (there may be no solution)
• Gather information about (research)
• Is real
• Present information and findings about
• Connect to prior knowledge
• Cover the content objectives of the class

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Cooperation

• Students work in groups
• Numbers may vary, most authors recommend 4-5, but
  the lesson length and time allotted may determine
• Individual and/or group grade
• All must contribute (teacher observation,
  journals, daily logs, portfolios)
• Group dynamics, roles and responsibilities will
  have to outlined (included in evaluation plan)
  and taught

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Brainstorming

• Students draw from individual, prior knowledge
  and develop a collective knowledge base
• Can incorporate graphic organizers and possibly
  technology
• Begin list of possible solutions
• Define areas of research (what knowledge is
  missing)

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Brainstorming
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Research and Information Gathering

• Use the LMC
• The Internet
• Other resources
• Fill in gaps from brainstorming
• Find new information
• Use any resources you have
• Allow student s to find out of class resources

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Determine A Solution

• Collect and build possible solutions
• Discuss as a group
• Choose the best solution
• Record the process for selection (this will set
  the model for presentation)
• Define gaps in knowledge
• Conduct additional research
• Complete/refine the solution

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Presentation I

• Presentation method
• Selected by teacher
• Selected by group
• Oral
• Multimedia, PowerPoint
• Written
• Poster, flyer, brochure

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Presentation II

• Presented to class
• Peer review
• Teacher review
• Presented to judges
• Presented to governing body
• Published (newspaper, school paper)

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Evaluation

• Daily
• Are all students working
• Do they get along
• Scoring Guide
• Provided to students at the beginning of the
  project
• Well define
• Complete at the end students may have the option
  to revise their work

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How Do I Use PBL in My Classroom

• Choose a curriculum topic that fits PBL
• Determine the length of time and plan the lesson
  (Lesson Plan development)
• Determine the question based on the curriculum,
  course or student interest
• Have possible solutions that you do not share
  with the class. They will assist you as the
  lesson develops

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How Do I Use PBL in My Classroom

• Develop a scoring guide (make your own or check
  the web)
• What is the outcome or project going to look like
  (what do you expect)
• Develop resource list students will hopefully
  add to it
• Review the process (steps) with the students
• Develop and provide any background information
  you want them to have

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How Do I Use PBL in My Classroom

• Conduct the lesson
• Evaluate the student work
• Evaluate the lesson
• Evaluate the PBL process

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Modeling

• We are going to choose a class, subject and
  objective
• Develop the question
• Brainstorm using a graphic organizer
• Possible solutions
• What did WE learn?
• http//www.idecorp.com/assessrubric.pdf
• http//4teachers.org/projectbased/checklist.shtml

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http//www.udel.edu/pbl/others.html
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http//school.discovery.com/schrockguide/assess.ht
ml