Problem Based Learning (PBL)
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Transcript of Problem Based Learning (PBL)
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