Problem Based Problem Based LearningLearning (PBL) (PBL)

David W. DillardDavid W. Dillard

Arcadia Valley CTCArcadia Valley CTC

Objectives

1. Define Problem Based Learning (PBL)

2. Develop the components or “concepts” of PBL

3. Steps to develop a PBL lesson plan4. Explain how PBL can be used in the

classroom5. Modeling

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.

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.

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

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

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.

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

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

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

Components of PBL

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

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

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

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)

Brainstorming

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

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

Presentation I

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

Presentation II

Presented to class Peer review Teacher review

Presented to judges Presented to governing body Published (newspaper, school

paper)

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

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

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

How Do I Use PBL in My Classroom

Conduct the lesson Evaluate the student work

Evaluate the lesson Evaluate the PBL process

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

http://www.udel.edu/pbl/others.html

http://school.discovery.com/schrockguide/assess.html