Problem Based Learning (PBL)

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Problem Based Learning (PBL)

• for Principal led Teacher Induction
• Facilitator Joe Brettnacher, PhD

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Let us Begin with Prayer

• God, send Your Holy Spirit to preside over us
  during this webinar, as we work to provide our
  principals with an instructional tool they can
  use to prepare their teachers for the first days
  of school. For Everything we will do and learn is
  for the greater glory and honor of our Savior,
  Jesus Christ.
• Amen

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PBL Focus Objectives

• Main Focus PBL for Principal led Teacher
  Induction
• Principal Will Be Able To
• Define PBL.
• Identify the theoretical foundation for PBL.
• Know when to use PBL.
• Know the steps necessary to apply PBL at your
  school.
• Apply PBL at your school for teacher induction or
  any other appropriate topic.

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1. Define PBL

• PBL is focused on, experiential learning (minds
  on hands on) organized around the investigation
  and resolution of messy, real-world problems.

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2. Identify the theoretical foundation for PBL.

• Constructivism (Dewey)
• Plan
• Do
• Check/Study
• Act
• Experiential Learning (Kolb)
• Concrete Experience
• Reflective Observation
• Abstract Conceptualization
• Active Experimentation

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3. Why use PBL?

• In-Depth Inquiry
• Driving Question(s)
• Need to Know
• Voice Choice
• Revision Reflection
• Public Audience
• Significant Content
• College to Career Readiness Skills

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4. Explain the nine steps in the PBL Process

1. Preparation (Prep)
2. Meet the Problem (MTP)
3. Know/Need to Know/Ideas (KNKI)
4. Problem Statement (PS)
5. Information Gathering Sharing (IGS)
6. Generate Solutions (GS)
7. Determine Best-fit Solution(s) (BFS)
8. Prepare and Present Solution (PPS)
9. Debrief the Problem (DB)

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1. Preparation (Prep)

• Requires advance preparation by the teacher
• Good practice to create a unit/lesson plan to
  guide you.
• Focus on basic skills
• Introduction to the topic
• Shared knowledge (article, website, blog,
  chapter, etc.)

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1. Preparation (Prep)
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1. Preparation (Prep)
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2. Meet the Problem (MTP)

• The Learner Meets the Problem
• Select the problem for the learner
• Need to Hook the Learner on the problem
• Engage the learner in solving the problem
• Select a role for the learner (concerned citizen,
  board member, journalist, etc.

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2. Meet the Problem (MTP)
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2. Meet the Problem (MTP)

• (how to be a happy and healthy first year teacher
  at our school) Effective and successful teachers
  make sure that
• Students understand what they are to know and be
  able to do. (E.g., Rules, Consequences,
  Assignments, Seating, Getting Started Working,
  etc.)
• Teacher preparation increases student time of
  task,
• Teacher was confident in his/her ability,
• The teacher thought about how his or her
  classroom would be organized
• Students were aware of their standing, (Grades),
  in the class.
• Procedures were in place to handle routine items.
  
• Poor Classroom Management and Lesson Planning can
  cause a lot unnecessary stress on a new teacher
  and can cause some teachers to get out of the
  profession all together (Problematic Situation).
  The first few days of school are CRUCIAL to the
  success of a new teacher! We want to work with
  you so that your first year in the LCSS is
  successful and in order to be successful you
  (role of teacher) will need good classroom
  management skills. During the Orientation
  Program, you will develop classroom management
  skills. Are you ready to be a Successful
  Classroom Manager and Lesson Planner to enhance
  your wellbeing (the hook)?

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3. Know, Need to Know, Ideas (KNKI)

• What do you know?
• What do you need to know?
• What are your ideas for finding out what you need
  to know in order to solve the problem?
• Another way of conducting a KWL Chart!

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2. Know (KNKI)
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3. Need to Know (KNKI)
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3. Need to Know (KNKI)
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3. Ideas (KNKI)
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4. Problem Statement (PS)

• What do the participants feel is the problematic
  situation
• Participants respond to How can we in such a
  way that ...
• Very critical component of PBL
• Problem Maps help
• Benchmark statement
• Helps the group keep on track

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4. MTP Problem Map
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4. Problem Statement (PS)
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5. Information Gathering Sharing (IGS)

• Groups/group members assigned different tasks
• Learners become engaged
• Research Share with the group
• Takes a lot of time
• Leader is more of a coach/facilitator than
  teacher
• Rarely one right answer

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5. IGS
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5. IGS
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6. Generate Solutions (GS)

• PBL rarely has one right answer.
• Gather as many solutions to the problematic
  situation you can find.
• Share what you have found with the group.

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6. Generate Solutions (GS)
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7. Determine Best Fit Solution (BFS)

• Wait until the group finds all solutions
• Determine Best Fit Solution
• Use Pros, Cons, Consequences

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7. Determine Best Fit Solution (BFS)
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7. Determine Best Fit Solution (BFS)
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8. Prepare and Present Solution (PPS)

• Participants need to feel efforts will cause
  change
• Important that the participants get to present
  their information to some decision making body.
• Time consuming
• Presentations take many forms (PPP, Letter,
  panel, etc.).

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8. Prepare and Present Solution (PPS)

• Daily Tasks
• Start of Class
• Students will
• enter class and sit down at their assigned seats
  prior to the ringing of the bell.
• engage with the teacher in daily prayer.
• watch a five minute recorded segment of the
  daily news (social studies).
• engage in a discussion of the daily news, which
  will allow for an enlightened
• conversation of current world events (social
  studies).
• work on an assignment. Assignments must be
  posted daily and consistently (general).
• Teacher will
• post all necessary assignments prior to the
  students entrance into the room.
• greet students and observe their behavior while
  entering the classroom.
• engage with the students in daily prayer.
• record attendance in grade book while class is
  viewing the news clip (social
• studies).
  
• record attendance in grade record book while
  class is working on the posted daily
• assignment. The teacher will look at the class
  and refer to the seating chart.
• Absent students will be noted in the grade
  record book (general).

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8. Prepare and Present Solution (PPS)
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8. Prepare and Present Solution (PPS)
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8. Prepare and Present Solution (PPS)
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9. Debrief the Problem (DB)

• There needs to be a critique of the PBL process.
  This helps new teachers to think critically about
  what could be improved and what worked well in an
  effort to enhance the process the next time.

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Debrief the Problem (DB)
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Teacher Inductees
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Teacher Inductee Fun
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PBL Questions Discussion

• Define, in your own words, the definition for
  PBL.
• 2. What is the theoretical foundation for PBL?
• 3. Explain why to use PBL.
• 4. List the steps in the PBL process.
• 5. Explain how you can apply PBL in your school
  for the professional development of your students.

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Thank you!

• God, we thank you for sending Your Holy Spirit to
  preside over us during this webinar. We are
  grateful that you opened our minds to an
  instructional tool principals can use to prepare
  their teachers for the first days of school. Know
  that we offered up everything we did and learned
  for the greater glory of our Savior, Jesus
  Christ.
• Amen

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References

• Bruck Institute for Education (2013, 2013). What
  is PBL? Retrieved from http//www.bie.org/about/wh
  at_is_pbl/.
• Constructivism. (1998-2008). Retrieved from
  http//www.ask.com/bar?qdefineconstructivismpag
  e1qsrc2106ab4titleConstructivismuhttp3A
  2F2Fwww.funderstanding.com2Fcontent2Fconstructi
  vismsgoReymMAG5pV5ymr85smwg9Ryz2FCDAJQ12tvbxFp1
  bK03Dtsp1255794501101.
• Levin, B. B. (2001). Energizing teacher education
  and professional development with problem-based
  learning. Alexandria, Va. Association for
  Supervision and Curriculum Development.
• Marzano, R. J., Pickering, D., Pollock, J.
  (2001). Classroom instruction that works
  Research-based strategies for increasing student
  achievement. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Torph, L., Sage, S. (1998). Problems As
  Possibilities Problem-Based Learning for K-12
  Education. Alexandria, Virginia Association for
  Supervision and Curriculum Development.
• Wong, H. K., Wong, R. T. (2009). The first days
  of school How to be an effective teacher. (4th
  ed.). Mountain View, CA Harry K. Wong
  Publications.