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Problem Based Learning

Problem Based Learning. What is it? Why should I do it? How do I do it?. http:// www.edutopia.org /project-based-learning-overview. Questions you pondered:. How would you define Problem Based Learning? What makes a PBL unit different from traditional units?

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Problem Based Learning

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  1. Problem Based Learning What is it? Why should I do it? How do I do it?

  2. http://www.edutopia.org/project-based-learning-overview

  3. Questions you pondered: • How would you define Problem Based Learning? • What makes a PBL unit different from traditional units? • How can you use what we learned about backward design to help you develop PBL units? • How is the PBL approach consistent with what Sherrye taught you about teaching to both sides of the brain? continued

  4. Did you find units? What do you think? • Required components of a PBL – your thoughts. Let’s make a list. Is it better than the optional template? We can revisit this list after our discussion.

  5. PBL is an inquiry process thatresolves questions, curiosities, doubts, and uncertainties about complex phenomena in life.

  6. Elements you are likely to find in a PBL unit • Problem Statement – often in scenario form: “You are a paleontologist (or city planner) responsible for…” • Various roles to be assumed by students • Opportunities to analyze situation, raise questions • Investigations – often within collaborative groups – to search for answers

  7. Critical analysis of findings and drawing of reasonable conclusions • Finding to share, presentations often in front of peers or interested/informed audiences • Various kinds of assessments – informal and formal, authentic, by students and teachers NOTE: These may vary by students’ ages and abilities but each PBL has as its core a problematic situation to be addressed.

  8. Why should I do PBL?

  9. Examples of PBL Experiences • Kindergarteners with some learning difficulties posing questions to figure out what the water cycle is and determining how to explain it to an NBC executive searching for a “weather person.” • Twelfth-grade Chemistry students must determine whether or not to approve the construction of a nuclear power plant for their community.

  10. Third graders posing questions about why sun flares “fall out into space,” why school buses are painted yellow, how people dressed thousands of years ago, and why there are no women presidents (yet!) • Middle school students with learning difficulties want to figure out what law enforcement, education, and emergency services are needed for a new business relocating to your town.

  11. How do I get started? • Environment Core Values PBL.pdf in PBL on wiki or hard copy Alone Small Groups Large group

  12. K-W-L • What we Know • What we Want to find out • What have we Learned

  13. Thinking/Inquiry JournalsPossible Sentence Stems • What I wonder about now is…. • What this means to me is…. • This reminds me of (other ideas, concepts, experiences)…. • What is important here is…. • I feel…. • What I’m learning is…. • How this relates to my own experience….

  14. Quality Responding by Teacher • What do you wonder about now? • Does this suggest any new approaches, ideas to you worth investigating? • What kinds of connections and relationships are becoming evident to you now? • Where should/need we go from here?

  15. Factoids and Character Descriptions • Share a fact that is full of meaning and can lead to fascinating inquiries and discussions. • What does it mean to you? • What are the key elements/causes/consequences here? • What does it make you think of? What connections and relationships do you see? Please explain the similarities and differences. • What questions do you have now?

  16. PBL Strategies

  17. KWHLAQ • K – What do we think we already Know about the subject? • W – What do we Want/Need to find out about it? • H – How are where will we search for answers? How will we organize our investigations (e.g., Time, Access to Resources, Reporting • L – What do we expect to Learn? What have we Learned? • A – How will we Apply what we have learned? • Q – What new Questions do we have following our inquiry?

  18. O-T-Q • O – Observe objectively • T – Think reflectively • Q – Question frequently

  19. Three Approaches • Teacher-Directed Inquiry • May be the easiest to begin with because it is one with which we are familiar • Teacher decides what and how students will study • Teacher-Student Shared Inquiry • Students identify some of the questions they want to investigate. • KWHLAQ • Student-Directed Inquiry • Students pose a question they want to work on. • Probably small group, not whole class

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