design a problem-based learning experience transcript...design a problem-based learning experience ....

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Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspireProgram.org For a complete list of references, refer to the On-Demand Module ‘Design a Problem-Based Learning Experience.’

Design a Problem-Based Learning Experience Transcript

1. Introduction

Module Purpose

Transcript:

The purpose of this module is to teach you what problem-based learning - or PBL - is, why it’s beneficial, and how to design a PBL experience.

Research has found that PBL has a positive impact on student achievement (Dochy, Segers, Van den Bosschi, & Gijbels, 2003). In fact, when teachers regularly incorporate PBL into their instruction, students achieve higher grades and are more successful at applying knowledge and skills compared to students who receive conventional instruction (Dochy, Segers, Van den Bosschi, & Gijbels, 2003; Hmelo-Silver, 2004; Marle et al., 2014).

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Pre-Requisites

Transcript:

In order for a PBL experience to be successful, students should be able to work effectively in groups.

If you need more support in setting up effective group work, visit the modules entitled Developing Behaviors for Cooperative Learning and Structuring Cooperative Learning.

What is it?

Transcript:

Problem-based learning is “an instructional approach where learners grapple with meaningful problems and

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collaboratively work toward their resolution” (Rillero, 2015, p. 2). PBL can be used over the course of a single lesson or as a long-term experience such as a unit (Metz, 2015).

Benefits

Transcript:

A general benefit of PBL is that it helps prepare students for the real world by working through meaningful problems. As part of the experience, students learn critical thinking and problem-solving skills (Behizadeh, 2014; Dochy et al., 2003; Hmelo-Silver & Barrows, 2006; Lee et al., 2013; Van den Bosschi, & Gijbels, 2003).

Expert Interviews

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Transcript:

In each of the following videos, subject matter experts explain benefits of PBL for teachers and students.

Read each description then click on the video that you’d like to watch. You may watch more than one.

Benefits for Teachers:

The benefits for students is looking at a superficial level, you could argue that problem-based learning and traditional learning are equivalent in terms of outcomes. But the thing that problem-based learning does is really give an opportunity for deep conceptual learning. Students get very engaged in a topic and they want to know that topic deeply. So the deep conceptual learning is a huge piece to it. And then if you look at the world of education globally - what are the outcomes we feel are most important? You’d have to say for a workplace or for life in general that two of the most important outcomes are problem-solving and decision-making. And problem-based learning really does enhance both of those things. And finally, when you think about the metaphor that we’re not trying to fill a vessel with education but we’re trying to light a flame. Really problem-based learning is trying to light that flame, trying to get students passionate about learning. So I think all those are important benefits of problem-based learning.

There’s a lot of benefits for teachers in terms of problem-based learning. One of the biggest ones is that they don’t feel like they are the dispenser of information. That they try and create situations where students are motivated to pursue their own answers. Another big benefit of problem-based learning is that the teachers get insights into students that they normally would not get. A lot of times that could be that there are so many elements of problem-solving and decision-making and personality is really brought into it and they get to see a lot of different aspects of their students that they normally would not see. And finally, the last benefit is seeing the excitement that students have when they’re pursuing answers to a problem that they are very engaged with. So seeing that excitement really is an enriching experience for teachers.

Student Investment in Learning: For students it allows them to really grapple with the problem. To really focus on the content. To become owners of their own learning and to collaborate with each other. To work with each other. To learn twenty-first century skills of problem-solving that in other occasions they don’t have the opportunity to do.

The biggest things that I notice are how invested students become in their own learning when they have the opportunities to grapple with these problems. It’s interesting to see them talk about ideas in ways that are surprising in that you don’t think about particular ideas in a certain way and they bring it up and it’s like wow, that’s awesome that they are really thinking about this and thinking about this deeply and making the connections. And even making connections you didn’t even think about because it is coming from their perspective.

Benefits for Students: Malissa: I think there are many benefits for students using problem-based learning. I think that, especially in elementary school, I think that there is often times a lot of direct instruction happens so students are often getting the sit-and-get of information. So problem-based learning allows them to be able to grapple with new problems. It allows them to think critically. It allows them to be able to explore. It allows them to really be able to collaborate with their peers and have a lot more student-to-student interaction and teacher-to-student interaction.

Jackie: Again, I think it goes back to knowing your students and what their background knowledge is, what their background information is. Whether it’s from home experiences or whether or not it’s their interactions with the content. And so when you design these problem-based experiences, you’re doing that with your students in mind. So you’re almost constructing opportunities intentionally where you know they’re gonna have buy-in, they’re gonna have experiences to bring to the table. And then it makes those conversations and those

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discussions so much more rich and genuine.

Mindsets and Beliefs

Transcript:

There are many things that an educator should do in order to be successful at problem-based learning. Here are three essential mindsets of effective PBL facilitators (Hmelo-Silver & Barrows, 2006).

The first mindset is to view learning as “sense making” for students (Hmelo-Silver & Barrows, 2006). This means that you believe in working with students to make sense of content and concepts instead of just giving them the information.

The second mindset is to understand that the planning and implementation of PBL is a process that evolves through experience for both the teacher and students (Hmelo-Silver & Barrows, 2006; Licht, 2014). In other words, don’t expect perfection. The process is messy, but worthwhile.

Finally, during a PBL experience the teacher believes that he or she is a co-learner along with the students (Behizadeh, 2014; Hmelo-Silver & Barrows, 2006; Kohn, 2008).

Ask yourself: To what extent do these mindsets feel comfortable to me? How can I make myself more comfortable with these mindsets?

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Three Steps

Transcript:

Now that you have an idea about what PBL is and the benefits associated with it, it’s time to learn how to design an experience. For the purposes of this module, we will create an experience meant to be used for a single lesson.

According to Professor Peter Rillero (2015), there are nine salient components required of any problem-based learning experience. We have consolidated these nine components into three steps.

2. Designing an Experience

Overview

Transcript:

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The quality of the problem is central to the learning experience (Dewey, 1926, Hmelo-Silver, 2004). During step one you can have students identify their own problem or assign them one from the curriculum. Here is a set of criteria that should be applied to the problem students investigate.

Criteria

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Transcript:

Click on each criterion to learn more about it.

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Scenario

Transcript:

Let’s check for your understanding of the first step.

During language arts, Mrs. Fowler’s 6th grade class has been investigating state nutrition requirements and comparing them to the food that is offered at school. Students have expressed excitement and motivation about this unit. Mrs. Fowler decides to connect this same topic to an upcoming math unit on ratios and proportions. She examines the standards and creates the following problem to present to the class:

In preparation for the experience, Mrs. Fowler stops at local fast-food restaurants and collects menus that display nutritional information. Students have not received any instruction on ratios and proportions yet this school year. Once the problem has been presented, each group will identify the materials they need, how to work through the problem, and how to present their solutions to the class.

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Check for Understanding

Transcript:

Based on the information you have about the problem, check the boxes to indicate the criteria that were met. Click Submit when you are finished.

Review Scenario

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CFU Feedback

Transcript:

Let’s take a look. The problem that Mrs. Fowler’s class is using definitely meets all of the criteria. It’s meaningful to students and student-centered since they helped develop it. The problem was presented before any instruction, so it meets the criterion of presenting the problem first. Even though students may have some background knowledge on ratios and proportions, they haven’t been taught how to solve the problem. The problem guides the learning approach since students will be planning how to develop their own solutions and present them to the class.

Remember: a problem-based learning experience hinges on the quality of the problem that students will work to solve (Hmelo-Silver, 2004).

Create the Experience

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Transcript:

Step two is when you plan for how students will collaborate, solve, and share their findings. During this step you will also identify social skills that may be assessed. These criteria are distinct but also closely related, so we will talk about them together.

Develop a Solution

Transcript:

To meet this criterion, students are given the time, materials, and structures to develop their own solution. This might include creating a group contract that includes norms and a timeline for the experience (Lee et al., 2013).

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Collaborate

Transcript:

Students need time to collaborate. To meet this criterion, teachers plan for how they will support students while they grapple with the problem. There will be times when students aren’t sure of what to do, but remember, that’s part of the process.

Share Solutions

Transcript:

Most PBL experiences have more than one correct answer. Once students finish the experience, they share a description of the problem, methods used, and evidence to support their solution (Marle et al., 2012). It is possible that students may not identify a solution. During this time, plan for what students will share if this is the

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case.

Planning for how students will collaborate, develop, and then share a solution is important because it provides focus and direction to the PBL experience.

Evaluate

Transcript:

As a teacher works through steps one and two, he will pre-identify outcomes to assess. Now he plans for how and when to assess the outcomes using formative and summative assessment.

While there is not a formal process for evaluating the skills and knowledge learned during a PBL experience, (Jonassen, 2000), there are guidelines.

First, teachers should identify a reasonable number of outcomes to assess (Jonassen, 2000). Outcomes refer to learning objectives, goals, and skills to be assessed.

In addition, the experience should have pre-planned assessment opportunities. Information from assessments should be used to inform teachers if outcomes have been met and if they need to re-teach (Rillero, 2015).

For more information on how to assess group work, visit the module entitled Assessing Students During Cooperative Learning.

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3. Tips for Getting Started

Expert Interviews

Transcript:

Now you know about the three steps of a PBL experience, take a moment to watch experts share tips for getting started.

Read each description then click on the video that you’d like to watch. You may watch more than one.

PBL and Teacher Preparation:

The biggest advice is, of course, to have experiences in your methods classes or other types of programs where they experience problem-based learning as a learner. A lot of times, our students are not familiar with this and so, often times, it’s a good thing to do. And it doesn’t have to take a whole lot of class time. You can do it in maybe two class periods, or three class periods. So have them experience it, model it, and then point out the specific features of the problem-based learning that you just modeled so that it’s much easier for them to incorporate it.

So, when I was teaching high school in the Bronx. I was writing a science research program and we had students creating science research projects that they would enter into science fairs. And that was really the ultimate in problem-based learning because they would come up with their own problem to pursue. And really it gave me so much insight into my students because you see what types of problems they are interested in and you see how they go about pursuing their projects. When we have a deadline, you see how they respond to the pressure of trying to get things done. So one of the great things that I enjoyed about problem-based learning is I really got to know my students on a different level.

Assessment Considerations: It is important when you are thinking about designing these environments to think about what your end goal is. Where is it that you want students to end up? How do you know that they are getting there? What activities will it take for students to really understand the concepts along the way that are very important to answering the question? So, to start from your standards and knowing where you want them to get is very vitally important.

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One helpful tip for assessment is to think about what are the big concepts you want for students to understand. And to create assessments that allow you to see their growth over time. They don’t all have to be the exact same assessments, but if they can be, that’s great. But if it’s an assessment that really gets at the concepts that you really want students to understand. Especially at different points so you can see that growth over time. It’s very helpful for you and the students to see where they’re at.

The Value of Struggle: Jackie: Yeah. I think with a lot of careful planning, it’s gonna feel really weird at first - is my experience - is that it’s new for the students and it’s new for the teacher. And being transparent with your students and telling them this is new, this is gonna feel funny, this is gonna be a learning experience for all for all of us, I think levels the playing field in how they see you as a teacher because you are fumbling and you are trying to figure out how to run your classroom this way. And it’s encouraging for them to know that if I’m struggling with this at first, it’s because it’s a hard task and it’s gonna be worthwhile for them to learn how to grapple with these problems and be solution-seeking on their own. But that’s a shift, it’s a shift for the teacher and it’s a shift for the students. So just to open that dialogue and be encouraging and transparent with your students.

Malissa: I think really intentional planning from the very beginning.

Jackie: Yeah, I think there’s a lot of information on the internet on really cool and exciting projects you can’t wait to bring into your classroom. But you need to start with your standards and you need to know what are your outcomes first. What is it that you want your students to learn? And just because you find a project that is really cool and exciting, you don’t know if that’s going to get your students to the outcomes. So make sure you start with your standards. Make sure you’re really thinking about what those outcomes are along the way.

Malissa: And I think starting with your standards. And then after you’ve started with your standards, really thinking about the students that are sitting right in front of you. And thinking about what your knowledge is about those students to really be able to differentiate the experience based on who is in front of you.

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Call to Action

Transcript:

Consider the following quote:

“If children know there is someone standing over them who knows all the answers, they are less inclined to find the answers for themselves.” During a problem-based learning experience, it may be difficult to watch students struggle. Remember, part of a teacher’s job is to guide students and not just give them the answers. Through PBL, your students will learn how to seek out information to solve real-world problems that are meaningful to them. Ultimately, PBL will help develop critical thinking and problem-solving skills.

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4. Bears on a Boat

Model Context

Transcript:

You will be presented with an exemplar PBL experience. The experience is called Bears on a Boat. This experience was presented in two different settings. Click on “Teacher Educator” to hear a description of how this PBL experience was used in a teacher preparation program. If you are a teacher, click on “Teacher” to hear how it was used in a classroom.

Teacher Educator

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Transcript:

The Bears on a Boat experience was modeled to teacher candidates. Teacher candidates role-played and participated as elementary students. Once the experience was complete, the candidates processed how problem-based learning could be applied to their own contexts.

Teacher

Transcript:

The lesson was taught to a class of third-grade students who are predominately English Language Learners. You will notice a strong focus on language acquisition skills through the use of sentence frames and numerous opportunities for structured conversation. Students were also provided vocabulary with an accompanying physical action.

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Lesson Plan

Transcript:

Now examine the lesson plan for Bears on a Boat. Click on each highlighted section for an explanation of how each criterion is met. Then, select “Proceed” when you are ready to continue.

The Problem is Meaningful

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Pre-Planned and Focused Outcomes

The Problem Guides the Learning Approach

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The Problem is Presented First

The Experience is Student-Centered

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Students Collaborate

Students Share Their Solution

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Students Develop a Solution

Pre-Planned Assessment

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Transition

Transcript:

Bears on a Boat is an exemplar experience because it clearly meets each criterion. This lesson would be a good first PBL experience for teachers and students because they could focus on the process of problem-based learning.

5. Evaluate a PBL Experience

Diagnostic

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Transcript:

Now that you’ve looked at a model PBL experience, it’s time to take a self-assessment to help determine your next steps. Read through each statement and select “yes”, “no”, or “unsure” as it applies to each one. When you are finished, click Submit.

If you selected “Yes” for at least four of the statements, you may be ready to brainstorm your own problem-based learning experience. If you selected mostly “No” and “Unsure”, you might benefit from evaluating a PBL plan before designing your own.

Next Steps

Transcript:

At this point you can choose to evaluate a sample PBL experience or proceed to the conclusion.

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Introduction

Transcript:

You’ve chosen to evaluate a problem-based learning experience. You will do this by reading Mrs. Kahn’s plan. You will then identify the criteria she met for each step.

Step 1

Transcript:

Step one is to establish the problem. Read the problem Mrs. Kahn’s students voted on.

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Click Proceed when you are ready to continue.

Mrs. Kahn's Explanation

Transcript:

Listen to her explanation.

Mrs. Kahn: This is our first PBL experience and the first lesson in a unit on functional text. My classroom is structured around cooperative learning and students work very well in groups. I thought it would increase student buy-in if we created the problem together. Once the class voted on a problem to solve, each group spent the rest of the lesson planning a timeline for the experience.

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Transcript:

Review the criteria for step one and click on the criteria that she fully meets.

Exemplar

Transcript:

Mrs. Kahn met three of the four criteria for step one. Click on each criterion to read about how it is met or not met. Click Proceed when you are ready to continue.

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The Problem is Meaningful

The Problem is Presented First

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The Experience is Student-Centered

The Problem Guides the Learning Approach

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Step 2

Transcript:

During step two, the teacher plans for how students will collaborate and then share their solutions. Listen to Mrs. Kahn’s explanation.

Mrs. Kahn: I think students will really take ownership of this experience if they structure it themselves. I don’t plan to assess a social skill, but I will observe for one. I can keep this experience student-centered by allowing students to choose how they will present their solution. When students present, they must include: a description of the problem, how they tested and developed a solution, and evidence to support the solution.


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Transcript:

Review the criteria for step two and click on the criteria that she fully meets.

Exemplar

Transcript:

Mrs. Kahn met all of the criteria for step two. Click on each criterion to read about how it is met or not met. Click Proceed when you are ready to continue.

Students Develop a Solution

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Students Collaborate

Students Share Solutions

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Step 3

Transcript:

During step three, the teacher plans how and when to use formative and summative assessment. Listen to Mrs. Kahn’s explanation.

Mrs. Kahn: I plan to use the pencil and paper test from our curriculum to test their content knowledge at the end. I’m pretty sure it’s aligned to what we will be doing. During the experience I’m sure questions will come to me that I can ask students and use as formative assessment.


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Transcript:

Review the criteria for step three and click on the criteria that she fully meets.

Exemplar

Transcript:

Mrs. Kahn did not meet the criteria for step three. Click on each criterion to read about how it is met or not met. Click Proceed when you are ready to continue.

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Pre-Identified and Focused Outcomes

Multiple Pre-Identified Assessment Opportunities

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Final Thoughts

Transcript:

Remember, PBL is a process for both the teacher and students. When students grapple with problems that are meaningful to them, they will develop critical thinking and problem-solving skills while working toward a solution (Rillero, 2015). Use the three steps as you design and implement different experiences in your own classroom.

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