problem-based learning
Post on 15-Feb-2016
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Presented by Steve Gregor 1
Problem-Based LearningA quest to build contextual learning
environments that offer students authentic, open-ended, complex, higher-order tasks
Two Truths and a Lie
• I have scaled Machu Picchu• I went bungee jumping recently• I was born without a lung
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Polling Instructions
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Live Audience Poll 1
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Constructivism: The Foundation of PBL
Formalized constructivist
theory•Individuals construct new knowledge from their experiences•Articulated mechanisms to show how learners internalize new knowledge
Assimilation•Incorporate the new experience into an existing framework without changing that framework•The process of reframing one's mental representation of the external world to fit new experiences
Accommodation
•The process of reframing one's mental representation of the external world to fit new experiences•The mechanism by which failure leads to learning
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What is a problem?
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What is a problem?
• A problem is not something that is wrong or not working properly
• A problem is not something that needs to be fixed, such as an economic problem or a broken down car
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What is a problem?
• Understanding a puzzling phenomenon
• Finding a better way to do something
• Designing or building something
• Predicting a new outcome
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What is a problem?
A problem can best be thought of as a goal where the correct path to its solution is not known.
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PBL Essentials
• Students must have the responsibility for their own learning
• The problem simulations must be ill-structured and allow for free inquiry
• Learning should be integrated from a wide range of disciplines
Live Audience Poll 2
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PBL Essentials
• Collaboration is essential• What students learn during their self-directed
learning must be applied back to the problem with reanalysis and resolution
• A closing analysis of what has been learned from work with the problem and a discussion of what concepts and principles have been learned is essential
• Self and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit
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PBL Essentials
• The activities carried out in problem-based learning must be those valued in the real world
• Student assessments must measure student progress towards the goals of problem-based learning
• Problem-based learning must be the pedagogical base in the curriculum and not part of a didactic curriculum
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PBL Essentials
Student-centered
Problem-based
Inquiry-based
Integrated
Collaborative
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Role of the Teacher
• Facilitator or educational coach
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PBL motivates…
• Students are involved in active learning
• Working with real problems that are relevant to their own lives.
PBL Explained
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PBL Objectives: Students will…
• Engage the problems they face in life and career with initiative and enthusiasm
• Problem-solve effectively using an integrated, flexible and usable knowledge base
• Employ effective self-directed learning skills to continue learning as a lifetime habit
• Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed learning skills
• Collaborate effectively as a member of a group
Live Audience Poll 3
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PBL and WebQuests
WHAT THEY AREN'T• “Write a report on ..” in which
information is copied • Only knowledge and
comprehension levels of thinking are addressed
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Similarities
• Foster higher level thinking - analysis, creative thinking, critical thinking.
• An introduction is given that sets the stage including some background information. The introduction may be presented using documents or a web page.
• Students are put into a situation in which they confront adult type problems (fuzzy - not cookbook type).
• Students are actively engaged with learning and are empowered to determine the outcome.
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Similarities
• Students at beginning have insufficient information.
• There is no one "right" or "correct" answer to the problem.
• The solution to the problem is not done using a step-by-step approach, but rather in a method that often changes the solution as new information is added.
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Similarities
• Students need best solution possible by a given date.
• Learning could involve a single academic discipline or integrated disciplines.
• Performance is authentically assessed using the same rubrics for all.
• Teachers assume an active role of instructing and coaching.
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Dissimilarities
• Structure • PBL generally is more ill-structured than
WebQuest • Student Role
• PBL • Students generally define the problems and conditions
for resolution. • Students decide how to access, evaluate and utilize
information. • Students usually determine their own strategies for
defining the problem, seeking information, analyzing and testing the data and making a product.
• Students usually determine their own roles.
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Dissimilarities
• WebQuest • Students are supplied the conditions for
resolution of the problem. • Students are supplied with key questions
to answer and concepts to investigate. • Students are usually assigned clearly
defined roles.
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Dissimilarities
• Information • PBL
• Students are expected to take a more active role in determining the best information sources.
• WebQuest • Pointers to information are suggested or
provided.
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Dissimilarities
• Process • PBL
• The process students take to reach their goals is ill defined at the beginning and are determined by the students, perhaps with appropriate coaching.
• WebQuest • The process is mapped out in clearly defined
steps. • Guidance is given on how to organize
information.
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Dissimilarities
• Product • PBL
• Student products (way of presenting solution) may vary more than WebQuests.
• WebQuest • Student products are usually asked to be of the
same type.
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PBL Resources
PBL Samples http://www.ncsu.edu/pbl/pbl_lessons/lessons.html
Natural Science http://www.pbs.org/wnet/nature/teach1.html
Indian Reservation Controversies
http://lcweb2.loc.gov/ammem/ndlpedu/lessons/97/reservation/teacher.html
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