Morea Christenson Jordan Milliman Trent Comer Barbara Twohy Jessica Huber Alli Wright AJ LeCompte

Instructional ModelProblem Based Learning

“Problem-based learning aims at helping students perform in real-life situations and learn important adult roles.”

Common In-School Learning Process

Out of School Learning Process

Focus on individual performance

Unaided thought process Cultivates symbolic

thinking regarding hypothetical situations

Focuses on general skills (reading, writing, and computing)

Involves collaboration with others 

Involves cognitive tools such as computers calculators, and other scientific instruments

Engages individuals directly with concrete, real objects and situations

Involves situation-specific thinking, such as whether to buy or lease a new car

Special Features of Problem Based Learning (PBL)

Question or problem –organizes instruction around socially important , personally meaningful questions/ problems

Combines subjects –solutions require application of knowledge from different areas of study

Life-applicable investigations –real solutions to real problems; define, hypothesize, analyze information, draw conclusions

Artifacts and exhibits –reports, physical model, video, computer program, Web-site, etc.; alternative methods of demonstrating knowledge to peers; non-traditional.

Collaboration –pair and small group learning; enhances social skills; provides opportunities for shared inquiry.

Goals of PBL

Help students develop their thinking, problem solving, and intellectual skills

Learn adult roles by real and simulated situations

Become independent, autonomous learners

Planning for PBL

Students work in pairs or small groups to investigate puzzling, real-life problems

Procedures explained in detail before introducing materials or breaking into groups

Requires greater demand on classroom management because teachers can easily become overwhelmed

Criteria for PBL SituationsPBL lessons are used to investigate important

problems

Authentic: anchored in students' real world situations Ill-defined: problems should pose a sense of mystery Meaningful: appropriate for level of intellectual

development Broad: allows teachers to reach their instructional

goals Effort: problem benefits from group interaction and toil

Conducting PBL LessonsFive Phases

PhasePhase 1: Orient students to problem

Phase 2: Organize students for study

Phase 3: Assist independent and group investigation

Phase 4: Develop and present artifacts and exhibits

Phase 5: Analyze and evaluate the problem-solving process

Teacher BehaviorReview objectives, describe logistics, motivate students to engage in problem-solving activityHelp students define, organize study tasks related to problemEncourage students to gather important info, conduct experiments and search for explanations, solutionAssist students in planning, preparing appropriate artifacts (videos, reports) and help share their work with othersHelp students to reflect on their investigations and the processes they used

Adaption to PBL

Gifted or talented students

Disabled students

Ensure students are allotted enough time

Facilitation is KEY

Management of PBLRules and routines

Multiple levels of learning

Cueing

Proper transitions

Monitor but do not overstep

Understand school wide procedures

Timing

Some students will finish earlier than peers

Create an environment that works for all students

Have alternate tasks for every student

Student Work

Clear stipulations for all students

Monitor progress

Develop ideas, do not formulate

Concrete procedures

Assessments

Assessments should meet the following criteria:

Pertain to the goals of instruction. Be reliable and valid. Be more than just paper and pencil.

Performance assessment and evaluation procedures are best.

Performance Assessment--Students perform what they have learned--Designed to test procedural knowledge

Important features: Includes several topics Includes a variety of tasks Takes several days to finish Measures complex skills and processes Can also be used to measure problem solving skills

and group work

Theoretical and Empirical SupportsJohn Dewey

Piaget and Vygotsky

FreireDewey

-Classrooms should mirror larger society

- Learning should be purposeful, not abstract

- Students should pursue projects of their own

interest

Piaget and Vygotsky

-Children are innately curious about the world

-Children are actively involved in in the

process of learning

-New experiences force students to activate and modify prior knowledge to create new meaning

-Learning is an active and social experience

Knowledge Deposit

The Banking Model of

Education

Cognitive-Constructivist Model

Knowledge Withdrawal

Leak

age

Sense the Situation or ProblemInteraction, Discussion, Collaboration

Activate Prior Knowledge

Regurgitation with little understanding or

connection with the world

New/modifiedknowledge

New Meaning, New Ideas, A Different World

This passive learning model teaches students to accept and adapt, not

to interact and create

Action on the world, rather than passive acceptance

“Please transition into your groups quietly.”

Debate Rules

No put downs

One person at a time talking

No two people from same side of argument talk in a row