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Problem-based Learning

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Problem-Based Learning (PBL)

What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

By working with PBL, students will:

Become engaged with open-ended situations that assimilate the world of work
Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.
Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.
Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).
Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.
Discuss pertinent rules for working in groups to maximize learning success.
Practice group processes: listening, involving others, assessing their work/peers.
Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).
Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

How to Orchestrate a PBL Activity

Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.
Serve as a model and resource to the PBL process; work in-tandem through the first problem
Help students secure various resources when needed.
Supply ample class time for collaborative group work.
Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher’s Role in PBL

The Role of the Students

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Problem-Based Learning

1 Understand
2 Get Started
3 Train Your Peers
4 Related Links

What is Problem-Based Learning

Problem-based learning & the classroom, the problem-based learning process, problem-based learning & the common core, project example: a better community, project example: preserving appalachia, project example: make an impact.

All Toolkits

A Learning is Open toolkit written by the New Learning Institute.

Problem-based learning (PBL) challenges students to identify and examine real problems, then work together to address and solve those problems through advocacy and by mobilizing resources. Importantly, every aspect of the problem solving process involves students in real work—work that is a reflection of the range of expertise required to solve issues in the world outside of school.

While problem-based learning can use any type of problem as its basis, the approach described here is deliberately focused on local ones. Local problems allow students to have a meaningful voice, and be instrumental in a process where real, recognizable change results. It also gives students opportunities to source and interact with a variety of local experts.

In many classrooms teachers give students information and then ask them to solve problems at the culmination of a unit. Problem-based learning turns this on its head by challenging students to define the problem before finding the resources necessary to address or solve it. In this approach, teachers are facilitators: they set the context for the problem, ask questions to propel students’ interests and learning forward, help students locate necessary resources and experts, and provide multiple opportunities to critique students’ process and progress. In some cases, the teacher may identify a problem that is connected to existing curriculum; in others the teacher may assign a larger topic and challenge the students to identify a specific problem they are interested in addressing.

This approach is interdisciplinary and provides natural opportunities for integrating a variety of required content areas. Because recognizing and making relationships between content areas is a necessary part of the problem-solving process—as it is in the real world—students are building skills to prepare them for life, work, and civic participation. Problem-based learning gives students a variety of ways to address and tackle a problem. It encourages everyone to contribute and rewards different kinds of success. This builds confidence in students who have not always been successful in school. With the changing needs of today’s world, there is a growing urgency for people who are competent in a range of areas including the ability to apply critical thinking to complex problems, collaborate, network and gather resources, and communicate and persuade others to actively take up a cause.

Problem-based learning builds agency & independence

Although students work collaboratively throughout the process, applying a wide range of skills to new tasks requires them to develop their own specialties that lead to greater confidence and competency. And because the process is student-driven, students are challenged to define the problem, conduct comprehensive research, sort through multiple solutions and present the one that allows them best move forward. This reinforces a sense of self-agency and independence.

Problem-based learning promotes adaptability & flexibility

Investigating and solving problems requires students to work with many different types of people and encounter many unknowns throughout the process. These experiences help students learn to be adaptable and flexible during periods of uncertainty. From an academic standpoint, this flexible mindset is an opportunity for students to develop a range of communication aptitudes and styles. For example, in the beginning research phases, students must gather multiple perspectives and gain a clear understanding of their various audiences. As they move into the later project phases they must develop more nuanced ways to communicate with each audience, from clearly presenting information to persuasion to defending the merits of a new idea.

Problem-based learning is persistent

Educators recognize that when students are working towards a real goal they care about, they show increased investment and willingness to persist through challenges. Problem-based learning requires students to navigate many variables including the diverse personalities on a project team, the decisions and perspectives of stakeholders, challenging and rigorous content, and real world deadlines. Students will experience frustration and failure, but they will learn that working though that by trying new things will be its own reward. And this is a critical lesson that will be carried on into life and work.

Problem-based learning is civically engaged

Because problem-based learning focuses on using local issues as jumping off points it gives students a meaningful context in which to voice their opinions and take the initiative to find solutions. Problems within schools and communities also provide opportunities for students to work directly with stakeholders (i.e. the school principal or a town council member) and experts (i.e. local residents, professionals, and business owners). These local connections make it more likely that students will successfully implement some aspect of their plan and gives students firsthand experience with civic processes.

A problem well put is half solved. – John Dewey

The problem-based learning process described in this toolkit has been refined and tested through the Model Classroom Program, a project of the New Learning Institute. Educators throughout the United States participated in this program by designing, implementing, and documenting projects. The resulting problem-based learning approach provides a clear process and diverse set of tools to support problem-based learning.

The problem-based learning process can help students define problems in new ways, explore multiple perspectives, challenge their thinking, and develop the real-world skills needed for planning and carrying out a project. Beyond this, because the approach emphasizes local and community-based issues, this process develops student drive and motivation as they work towards a tangible end result with the potential to impact their community.

Make it Real

The world is full of unsolved problems and opportunities just waiting to be addressed. The Make It Real phase is about identifying a real problem within the local community, then conducting further investigation to define the problem.

Identify what you do and don’t know about the problem Brainstorm what is known about the problem. What do you know about it at the local level? Is this problem globally relevant? How? What questions would you investigate further?

Discover the problem’s root causes and impacts on the community While it’s easy to find a problem, it’s much harder to understand it. Investigate how the problem impacts different people and places. As a result of these investigations, students will gain a clearer understanding of the problem.

Make it Relevant

Problems are everywhere, but it can often be difficult to convince people that a specific problem should matter to them. The word relevant is from the Latin root meaning “to raise” or “to lift up.” To Make It Relevant, elevate the problem so that people in the community and beyond will take interest and become invested in its resolution. Make important connections in order to begin a plan to address the problem.

Field Studies

Collect as much information as possible on the problem. Conduct the kind of research experts in the field—scientists and historians—conduct. While online and library research is a good starting point, it’s important that students get out into the real world to conduct their own original research! This includes using methods such as surveys, interviews, photo and video documentation, collection of evidence (such as science related activities), and working with a variety of experts and viewpoints.

Develop an action-plan Have students analyze their field studies data and create charts, graphs, and other visual representations to understand their findings. After analyzing, students will have the information needed to develop a plan of action. Importantly, they’ll need to consider how best to meet the needs of all stakeholders, which will include a diverse community such as local businesses, community members, experts, and even the natural world.

Make an Impact

Make An Impact with a creative implementation based on the best research-supported ideas. In many cases, making an impact is about solving the problem. Sometimes it’s about addressing it, making representations to stakeholders, or presenting a possible solution for future implementation. At the most rigorous level, students will implement a project that has lasting impact on their community.

Put your plan into action See the hard work of researching and analyzing the problem pay off as students begin implementing their plans. In so doing, they’ll act as part of a team creating a product to share. Depending on the problem, purpose, and audience, their products might be anything from a website to an art installation to the planning of a community-wide event.

Share your findings and make an impact Share results with important stakeholders and the larger community. Depending on the project, this effort may include awareness campaigns, a persuasive presentation to stakeholders, an action-oriented campaign, a community-wide event, or a re-designed program. In many cases this “final” act leads to the beginning of another project!

With the Common Core implementation, teachers have found different strategies and resources to help align their practice to the standards. Indeed, many schools and districts have discovered a variety of solutions. When considering Common Core alignment, the opportunity presented by methods like problem-based learning hinges on a belief in the art of teaching and the importance of developing students’ passion and love of learning. In short, with the ultimate goal of making students college-, career-, and life-ready, it’s essential that educators put students in the driver’s seat to collaboratively solve real problems.

The Common Core ELA standards draw a portrait of a college- and career-ready student. This portrait includes characteristics such as independence, the ability to adapt communication to different audiences and purposes, the ability to comprehend and critique, appreciation for the value of evidence (when reading and when creating their own work), and the capability to make strategic use of digital media. Developing creative solutions to complex problems provides students with multiple opportunities to develop all of these skills.

Independence

Students are challenged to define the problem and conduct comprehensive research, then present solutions. This student-driven process requires students to find multiple answers and think critically about the best way to act, ultimately building confidence and independence.

Adapting Communication to Different Audiences and Purposes

In the initial research phases, students must gather multiple perspectives and gain a clear understanding of who those audiences are. As they move into the later project phases, they must communicate in a variety of ways (including informative and persuasive methods) to reach diverse audiences.

Comprehending and Critiquing

In examining multiple perspectives, students must summarize various viewpoints, addressing their strengths and critiquing their weaknesses. Furthermore, as students develop solutions they must analyze each idea for its potential success, which compels them to critique their own work in addition to the work of others.

Valuing Evidence

Collecting evidence is essential to the process, whether through visual documentation of a problem, uncovering key facts, or collecting narratives from the community.

Strategic Use of Digital Media

The use of digital media is naturally integrated throughout the entire process. The problem-based learning approach not only builds the specific 21st century skills called for by the Common Core, it also embraces practices supported by hundreds of years of educational theory. This is not the next new thing – problem-based learning is one example of how vetted best educational practices will meet the needs of a future economy and society; and, more immediately, the new Common Core Standards.

Language Arts

The Key Design Considerations for the English Language Arts standards describe an integrated literacy model in which all communication processes are closely connected. Likewise, the problem-based learning approach expects students to read, write, and speak about the issue (whether through interviews or speeches) in a variety of ways (expository, persuasive). In addition, the Key Design Considerations describe how literacy is a shared responsibility across subject areas. Because problem-based learning is rooted in real issues, these naturally connect to science content areas (environmental sciences, engineering and design, innovation and invention), social studies (community history, geography/land forms), math (including operations such as graphing, statistics, economics, and mathematical modeling), and art. As part of this interdisciplinary model, problem-based learning follows a process that touches on key ELA skill areas including research, a variety of writing styles and formats (both reading and writing in these formats), publishing, and integration of digital media.

It’s also important to note that the Common Core calls for an increase in informational and nonfiction text. This objective is easily met through examining real problems. Quite simply, informational and nonfiction text is everywhere – in newspaper articles, public surveys, government documents, etc. Very often, when reading out of context, many students struggle to work through and comprehend these types of complex texts. Because problem-based learning authentically integrates a real purpose with reading informational text, students work harder to comprehend and apply their reading.

Note: Each project has the potential to meet many additional standards. The standards outlined here are only a sampling of those addressed by this approach.

Reading Standards

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. In the early phases of problem-based learning, students investigate the topic by reading a range of informational and persuasive texts, and by talking to a variety of experts and community members. As an essential component to these investigations on multiple perspectives, students must be able to understand the purpose of the text, the intended audience, and the individual’s position on the issue (if applicable).

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. As students consider multiple perspectives on their identified problem, they naturally will seek a wide range of print materials, media resources (videos, presentations), and formats (research studies, opinion pieces). Comparing and contrasting the viewpoints of these various texts will help students shape a more holistic view of the problem.

Writing Standards

CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. As students analyze the problem, multiple opportunities for persuasive writing emerge. In the early project phases, students might summarize their perspective on the problem using key evidence from a variety of research (online, community polling, and discussions with experts). In the later project phases, students might develop a proposal or presentation to persuade others to change personal habits or consider a larger change in the community.

Speaking & Listening Standards

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Multiple perspectives are an essential component to any problem-based project. As students investigate, they must seek a wide range of opinions and personal stories on the issues. Furthermore, this process is collaborative. Students must trust and work with each other, they must trust and work with key experts, and, in some cases, they must convince others to collaborate with them around a shared purpose or cause.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Because each problem-based project requires students to analyze information, share their findings with others, and collaborate on a variety of levels, digital media is naturally integrated into these tasks. Students might create charts, graphs, or other illustrative/photo/video displays to communicate their research results. Students might use a variety of digital formats including graphic posters, video public service announcements (PSAs), and digital presentations to mobilize the community to their cause. Inherent to these processes is special consideration of how images, videos, and other media support key ideas and key evidence and further the effectiveness of their presentation on the intended audience.

Mathematics

Simply put, math is problem solving. Problem-based learning provides multiple opportunities for students to apply and develop their understanding of various mathematical concepts within real contexts. Through the various stages of problem-based learning, students engage in the same dispositions encouraged by the Standards for Mathematical Practice

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. Problem-based learning is all about problem solving. An essential first step is understanding the problem as deeply as possible, rather than rushing to solve it. This is a process that takes time and perseverance, both individually and in collaborative student groups.

CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. As students understand and deconstruct a problem, they must begin to form solutions. As part of this process, they must have evidence (including visual and mathematical evidence) to support their position. They must also understand other perspectives to solving the problem, and they must be prepared to critique those other perspectives based on verbal and mathematical reasoning.

CCSS.Math.Practice.MP4 Model with mathematics. Throughout the process, students must analyze information and data using a variety of mathematical models. These range from charts and graphs to 3-D modeling used in science or engineering projects.

CCSS.Math.Practice.MP5 Use appropriate tools strategically. According to the Common Core Math Practices standard, “Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.” In addition to providing opportunities to use these tools, problem-based learning asks students to make effective use of digital and mobile media as they collect information, document the issue, share their findings, and mobilize others to their cause.

Students informed the school about the importance of recycling, developed systems to improve recycling options and implemented a school-wide recycling program that involved all students, other teachers, school principals, school custodians, and the county recycling center.

While investigating their local county history, students were challenged to recognize their role in the community and ultimately realize the importance of stewardship for the county’s land, history and culture. Students began by researching their local history through many first hand experiences including museum visits, local resident interviews and visits to places representing the current culture.

Challenged to find ways to make “A Better Community”, students chose to investigate recycling.

They conducted hands-on research to determine the need for a recycling program through a school survey, town trash pickup and visit to the local Landfill and Recycling Center.

Students then developed a proposal for a school-wide recycling program, interviewed the principal to address their concerns and began to carry out their plan.

Students designed recycling bins for each classroom and worked with school janitors to develop a plan for collection.

Students visited each classroom to distribute the recycling bins and describe how to use them. Students developed a schedule for collecting bins and sorting materials. The program continues beyond the initial school-year; students continue to expand their efforts.

Students created Project Playhouse, a live production for the local community. Audience members included community members, parents, and other students. In addition, students designed a quilt sharing Appalachian history, and recorded their work on a community website.

Appalachia has a rich culture full of unique traditions and an impressive heritage, yet many negative stereotypes persist. 6th grade students brainstormed existing stereotypes and their consequences on the community.

Students discussions led them to realize that, in their region, stereotypes were preventing people from overcoming adversity. They set about to conduct further research demonstrating the strengths of Appalachian heritage.

Students investigated Appalachian culture by working with local experts like Tammy Horn, professor at Eastern Kentucky University and specialist in Appalachian cultural traditions; taking a field trip to Logan Hubble Park to explore the natural region; talking with a “coon” hunter and other local Appalachians including quilters, cooks, artists, and writers.

Students developed a plan to curate an exhibition and live production for the local community. Finally, students connected virtually with museum expert Rebecca Kasemeyer, Associate Director of Education at the Smithsonian National Portrait Gallery to discuss exhibition design.

For their final projects students produced a series of works exhibiting Appalachian life, work, play and community structure including a quilt, a theatrical performance and a website.

Students invited the community to view their exhibit and theatrical performance.

Engineering teacher Bryan Coburn presented a scenario to his students inspired by the community’s very real drought, a drought so bad that cars could only be washed on specific days. Students identified and examined environmental issues related to water scarcity in their community.

Based on initial brainstorming, students divided into teams based on specific problems related to a water shortage. These included topics like watering gardens and lawns, watering cars, drinking water to name a few.

Based on their topic, students conducted online research on existing solutions to their specific problem.

Students analyzed their research to develop their own prototypes and plans for addressing the problem. Throughout the planning phase students received peer and teacher feedback on the viability of their prototypes, resulting in many edits before final designs were selected for creation.

Students created online portfolios showcasing their research, 3D designs, and multimedia presentations marketing their designs. Student portfolios included documentation of each stage of the design process, a design brief, decision matrix, a prototype using Autodesk Inventor 3D professional modeling tool, and a final presentation.

Students shared their presentations and portfolios in a public forum, pitching their proposed solution to a review committee consisting of local engineers from the community, the city water manager and the school principal.

Plan Your PBL Experience

Resources to help you plan.

Problem-based learning projects are inspired by students’ real world experiences and the pressing issues and concerns they want to address. Problem-based learning projects benefit teachers by increasing student motivation and engagement, while deepening knowledge and improving essential skills. In spite of the inherent value problem-based learning brings to any educational setting, planning a large project can be an overwhelming task.

Through the New Learning Institute’s Model Classroom, a range of problem-based learning planning tools have been developed and tested in a variety of educational settings. These tools make the planning process more manageable by supporting teachers in establishing the context and/or problem for a project, planning for and procuring the necessary resources for a real-world project (including community organizations, expert involvement, and tools needed for communicating, creating and sharing), and facilitating students through the project phases.

Here are some initial considerations when planning a problem-based learning project. (More detailed tips and planning tools follow.) These questions can help you determine where to begin your project planning. Once you have a clear idea, the problem-based learning planning tools will guide you through the process.

Are you starting from the curriculum? It’s probably tempting to jump in and define a problem for students based on the unit of study. And time constraints may make a teacher-defined problem necessary. If time permits, a problem-based learning project will be more successful if time is built-in for students to define a problem they’d like to address. Do this by building in topic exploration time, and then challenging students to define a problem based on their findings. Including this extra time will allow students to develop their own interests and questions about the topic, deepening engagement and ensuring that students are investigating a problem they’re invested in—all while covering curriculum requirements.

Are you starting from student interest? Perhaps your students want to solve a problem in the school, such as bullying or lack of recycling. Perhaps they’re concerned about a larger community problem, such as a contested piece of parkland that is up for development or a pollution problem in your local waterways. Starting with student interest can help ensure students’ investment and motivation. However, this starting point provides less direct navigation than existing projects or curriculum materials. When taking on a project of this nature, be sure to identify natural intersections with your curriculum. It also helps to enlist community or expert support.

Start Small – Focus on Practices as Entry Points

If you’re new to problem-based learning it makes sense to start small. Many teachers new to this approach report that starting with the smaller practices—such as integrating research methods or having students define a specific problem within a unit of study—ultimately sets the stage for larger projects and more easily leads them to implement a problem-based learning project.

Opportunities to address and solve problems are everywhere. Just look in your own backyard or schoolyard. Better yet, ask students to identify problems within the school community or based on a topic of interest within a unit of study. As you progress through the project, find natural opportunities for research and problem solving by working with the people who are affected by the issue and invested in solving it. Finally, make sure students share their work with an authentic audience who cares about the problem and its resolution.

Be Honest About Project Constraints

When you’re new to problem-based learning, the most important consideration is your project constraints. For example, perhaps you’re required to cover a designated set of standards and content. Or perhaps you have limited time for this project experience. Whatever the constraints, determine them in advance then plan backwards to determine the length and depth of your project.

Identify Intersections With Your Curriculum

Problem-based learning projects are interdisciplinary and have the ability to meet a range of standards. Identify where these intersections naturally occur with the topic students have selected, then design some activities or project requirements to ensure these content areas are covered.

Turn Limitations Into Opportunities

Many educators work in schools with pre-defined curriculum or schedule constraints that make implementing larger projects difficult. In these cases, it may help to find small windows of opportunity during the school day or after school to implement problem-based learning. For example, some teachers implement problem-based learning in special subject courses which have a more flexible curriculum. Others host afterschool “Genius Hour” programs that challenge students to explore and investigate their interests. Whatever opportunity you find, make the work highly visible to staff and parents. Make it an intention to get the school community exploring and designing possibilities of integrating these practices more holistically.

Take Risks and Model Perseverance

The problem-based learning process is messy and full of opportunities to fail, just like real life and real jobs. Many educators share that this is incredibly difficult for their students and themselves. Despite the initial letdown that comes with small failures, it’s important that students see the value in learning from failure and persevering through these challenges. Model risk taking for your students and when you make a mistake or face a challenge, welcome it with open arms by demonstrating what you’ve learned and what you’ll do differently next time around. Let students know that it’s okay to make mistakes; that mistakes are a welcome opportunity to learn and try something new.

Be Less Helpful

A key to building problem-solving and critical thinking capacities is to be less helpful. Let students figure things out on their own. In classroom implementation, teachers repeatedly share that handing over control to the students and “being less helpful” makes for a big mindshift. This shift is often described as becoming a facilitator, which means knowing when to stand back and knowing when to step-in and offer extra support.

Be Flexible

Recognize that there is no one-size-fits-all answer to any problem. Understanding this and being able to identify unique challenges will help students understand that an initial failure is just a bump in the road. Being flexible also helps students focus on the importance of process over product.

Experts are Everywhere

Experts are everywhere; their differing perspectives and expertise help bring learning to life. But think outside the box about who experts are and integrate multiple opportunities for their involvement. Parents and community members who are not often thought of as experts can speak to life, work, and lived historical experiences. Beyond that, the people usually thought of as experts—researchers, scientists, museum professionals, business professionals, university professors—are more available than many teachers think. It’s often just a matter of asking. And don’t take sole responsibility for finding experts! Seek your students’ help in identifying and securing expert or community support. And when trying to locate experts, don’t forget: students can also be experts.

Maintain a List of Your Support Networks

Some schools have brought the practice of working with the community and outside experts to scale by building databases of parent and community expertise and their interest in working with students. See if a school administrative assistant, student intern, or parent helper can take the lead in developing and maintaining this list for your school community.

Encourage Original Research

Online research is often a great starting point. It can be a way to identify a knowledge base, locate experts, and even find interest-based communities for the topic being approached. While online research is literally right at students’ fingertips, make sure your students spend time offline as well. Original research methods include student-conducted surveys, interviewing experts, and working alongside experts in the field.

This Learning is Open toolkit includes a number of tools and resources that may be helpful as you plan and reflect on your project.

Brainstorming Project Details (Google Presentation) This tool is designed to aid teachers as they brainstorm a project from a variety of starting-points. It’s a helpful tool for independent brainstorming, and would also make a useful workshop tool for teachers who are designing problem-based learning experiences.

Guide to Writing a Problem Statement (PDF) You’ve got to start somewhere. Finding—and defining—a problem is a great place to begin. This guide is a useful tool for teachers and students alike. It will walk you through the process of identifying a problem by providing inspiration on where to look. Then it will support you through the process of defining that problem clearly.

Project Planning Templates (PDF) Need a place to plan out each project phase? Use this project planner to record your ideas in one place. This template is great used alone or in tandem with the other problem-based learning tools.

Ladder of Real World Learning Experiences (PDF) Want to determine if your project is “real” enough? This ladder can be used to help teachers assess their project design based on the real world nature of the project’s learning context, type of activities, and the application of digital tools.

Digital Toolkit (Google Doc) This toolkit was developed in collaboration with teachers and continues to be a community-edited document. The toolkit provides extensive information on digital tools that can be used for planning, brainstorming, collaborating, creating, and sharing work.

Assessing student learning is a crucial part of any dynamic, nonlinear problem-based learning project. Problem-based projects have many parts to them. It’s important to understand each project as a whole as well as each individual component. This section of the toolkit will help you understand problem-based learning assessments and help you develop assessment tools for your problem-based learning experiences.

Because the subject of assessments is so complex, it may be helpful to define how it is approached here.

Portfolio-based Assessment

Each phase of problem-based learning has important tasks and outcomes associated with it. Assessing each phase of the process allows students to receive on-time feedback about their process and associated products and gives them the opportunity to refine and revise their work throughout the process.

Feedback-based Assessment

Problem-based learning emphasizes collaboration with classmates and a range of experts. Assessment should include multiple opportunities for peer feedback, teacher feedback, and expert feedback.

Assessment as a System of Interrelated Feedback Tools

These tools may include rubrics, checklists, observation, portfolios, or quizzes. Whatever the matrix of carefully selected tools, they should optimize the feedback that students receive about what and how they are learning and growing.

Assessment Tools

One way to approach developing assessment tools for your students’ specific problem-based learning project is to deconstruct the learning experience into various categories. Together, these categories make up a simple system through which students may receive feedback on their learning.

Assessing Process

Many students and teachers alike have been conditioned to emphasize and evaluate the end product. While problem-based learning projects often result in impressive end products, it’s important to emphasize each stage of the process with students.

Each phase of problem-based learning process emphasizes important skills, from research and data gathering in the early phases to problem solving, collaboration, and persuasion in the later phases. There are many opportunities to assess student understanding and skill throughout the process. The tools here provide many methods for students to self-assess their process, get feedback from peers, and get feedback from their teachers and other adults.

The Process Portfolio Tool (PDF) provides a place for students to collect their work, define their problem and goals, and reflect throughout the process. Use this as a self-assessment tool, as well as a place to organize the materials for student portfolios.

Driving & Reflection Questioning Guidelines (PDF) is a simple tool for teachers who are integrating problem-based learning into the learning process. The tool highlights the two types of questions teachers/facilitators should consider with students: driving questions and reflection questions. Driving questions push students in their thinking, challenging them to build upon ideas and try new ways to solve problems. Reflection questions ask students to reflect on a process phase once it’s complete, challenging them to think about how they think.

The Peer Feedback Guidelines (PDF) will help students frame how they provide feedback to their peers. The guide includes tips on how and when to use these guidelines in different types of forums (i.e. whole group, gallery-style, and peer-to-peer).

The Buck Institute has also developed a series of rubrics that address various project phases. Their Collaboration Rubric (PDF) can help students be better teammates. (Being an effective teammate is critical to the problem-based learning process.) Their Presentation Rubric (PDF) can help students, adult mentors, and outside experts evaluate final presentations. Final presentations are often one of the most exciting parts of a project.

Assessing Subject Matter and Content

A common concern that emerges in any problem-based learning design is whether projects are able to meet all required subject matter content targets. Because many students are required to learn specific content, there is often tension around the student-directed nature of problem-based learning. While teachers acknowledge that students go deeper into specific content during problem-based learning experiences, teachers also want to ensure that their students are meeting all content goals.

Many teachers in the New Learning Institute’s Model Classroom Program addressed this issue directly by carefully examining their curriculum requirements throughout the planning and implementation phases. Begin by planning activities and real world explorations that address core content. As the project evolves, revisit content standards to mark off and record additional standards met and create a contingency plan for those that have not been addressed.

The Buck Institute’s Rubric for Rubrics (DOC) is an excellent source for designing a rubric to fit your needs. Developing a rubric can be the most simple and effective tool for planning a project around required content targets.

Blended learning is another emerging trend that educators are moving towards as a way to both address individualized skill needs and to create space for real world project strategies, like problem-based learning. In these learning environments, students address skill acquisition through blended experiences and then apply their skills through projects and other real world applications. To learn more about blended models, visit Blend My Learning .

Assessing Mindsets and Skills

In addition to assessing process and subject matter content, it may be helpful to consider the other important mindsets and skills that the problem-based learning project experience fosters. These include persistence, problem solving, collaboration, and adaptability. While problem-based learning supports the development of a large suite of 21st century mindsets and skills, it may be helpful to focus assessments on one or two issues that are most relevant. Some helpful tools may include:

The Buck Institute offers rubrics for Critical Thinking (PDF), Collaboration (PDF), and Creativity and Innovation (PDF) that are aligned to the Common Core State Standards. These can be used as is or tailored to your specific needs.

The Character Growth Card (PDF) from the CharacterLab at Kipp is designed for school assessments more than it is for project assessment, but the list of skills and character traits are relevant to design thinking. With the inclusion of a more relevant, effective scale, these can easily be turned into a rubric, especially when paired with the Buck Institute’s Rubric for Rubrics tool.

Host a Teacher Workshop

Teachers are instrumental in sharing and spreading best practices and innovative strategies to other teachers. Once you’re confident in your conceptual and practical grasp of problem-based learning, share your knowledge and expertise with others.

The downloadable presentation decks below (PowerPoint) are adaptable tools for helping you spread the word to other educators. The presentations vary in length and depth. A 90-minute presentation introduces problem-based learning and provides a hands-on opportunity to complete an activity. The half-day and full day presentations provide in-depth opportunities to explore projects and consider their classroom applications. While this series is structured in a way that each presentation builds on the previous one, each one can also be used individually as appropriate. Each is designed to be interactive and participatory.

Getting Started with Problem-based Learning (PPT) A presentation deck for introducing educators to the Learning is Open problem-based learning process during a 90-minute peer workshop.

Dig Deeper with Problem-based Learning – Half-day (PPT) A presentation deck for training educators on the Learning is Open problem-based learning process during a half-day peer workshop.

Dig Deeper with Problem-based Learning – Full day (PPT) A presentation deck for training educators on the Learning is Open problem-based learning process during a full day peer workshop.

Setting up Learning Experiences Using Real Problems

This New York Times Learning Blog article explores how projects can be set-up with real problems, providing many examples and suggestions for this approach.

Title: “ Guest Lesson | For Authentic Learning Start with Real Problems ” Type: Article Source: Suzie Boss. New York Times Learning Blog

Guest Lesson: Recycling as a Focus for Project-based Learning

There are many ways to set-up a project with a real world problem. This article describes the problem of recycling, providing multiple examples of student projects addressing the issue.

Title: “ Guest Lesson | Recycling as a Focus for Project-Based Learning ” Type: Article Source: Suzie Boss. New York Times Learning Blog

Problem-based Learning: Professional Development Inspires Classroom Project

This video features how the Model Classroom professional development workshop model worked in practice, challenging teachers to collaboratively problem-solve using real world places and experts. It also shows how one workshop participant used her experience to design a yearlong problem-based learning project for first-graders called the “Streamkeepers Project.”

Title: Mission Possible: the Model Classroom Type: Video Source: New Learning Institute

Problem-based Learning in an Engineering Class: Solutions to a Water Shortage

Engineering teacher Bryan Coburn used the problem of a local water shortage to inspire his students to conduct research and design solutions.

Title: “ National Project Aims to Inspire the Model Classroom ” Type: Article Source: eSchool News

Making Project-based Learning More Meaningful

This article provides great tips on how to design projects to be relevant and purposeful for students. While it addresses the larger umbrella of project-based learning, the suggestions and tips provided apply to problem-based learning.

Title: “ How to Reinvent Project-Based Learning to Make it More Meaningful ” Type: Article Source: KQED Mindshift

PBL Downloads

Guide to Writing a Problem Statement (PDF)

A walk-through guide for identifying and defining a problem.

Project Planning Templates (PDF)

A planning template for standalone use or to be used along with other problem-based learning tools.

Process Portfolio Tool (PDF)

A self-assessment tool to support students as they collect their work, define their problem and goals, and make reflections throughout the process.

More PBL Downloads

Getting Started with Problem-based Learning (PPT)

A presentation deck for introducing educators to the Project MASH problem-based learning process during a 90-minute peer workshop.

Dig Deeper with Problem-based Learning – Half-day (PPT)

A presentation deck for training educators on the PBL process during a half-day peer workshop.

Dig Deeper with Problem-based Learning – Full day (PPT)

A presentation deck for training educators on the PBL process during a full day peer workshop.

Center for Teaching Innovation

Resource library.

Establishing Community Agreements and Classroom Norms
Sample group work rubric
Problem-Based Learning Clearinghouse of Activities, University of Delaware

Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

Working in teams.
Managing projects and holding leadership roles.
Oral and written communication.
Self-awareness and evaluation of group processes.
Working independently.
Critical thinking and analysis.
Explaining concepts.
Self-directed learning.
Applying course content to real-world examples.
Researching and information literacy.
Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to  work in groups  and to allow them to engage in their PBL project.

Students generally must:

Examine and define the problem.
Explore what they already know about underlying issues related to it.
Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
Evaluate possible ways to solve the problem.
Solve the problem.
Report on their findings.

Getting Started with Problem-Based Learning

Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
Establish ground rules at the beginning to prepare students to work effectively in groups.
Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.).  San Francisco, CA: Jossey-Bass. 

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

The problem must motivate students to seek out a deeper understanding of concepts.
The problem should require students to make reasoned decisions and to defend them.
The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.
Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?
How will the problem be structured?
How long will the problem be? How many class periods will it take to complete?
Will students be given information in subsequent pages (or stages) as they work through the problem?
What resources will the students need?
What end product will the students produce at the completion of the problem?
Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.
The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

Where can I learn more?

PBL through the Institute for Transforming Undergraduate Education at the University of Delaware
Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning . Sterling, VA: Stylus.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers.

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Problem Based Learning

Published by Clara de Boer Modified over 5 years ago

Presentation on theme: "Problem Based Learning"— Presentation transcript:

Problem-Based Learning (PBL)

Understanding by Design Stage 3

Office of Faculty Development

SUNITA RAI PRINCIPAL KV AJNI

Assessing Student Learning

Science Inquiry Minds-on Hands-on.

Big Ideas and Problem Solving in Junior Math Instruction

Technology and Motivation

ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.

Interstate New Teacher Assessment and Support Consortium (INTASC)

A Framework for Inquiry-Based Instruction through

11/07/06John Savery-University of Akron1 Problem-Based Learning:An Overview John Savery The University of Akron.

1 Linked Learning Summer Institute 2015 Planning Integrated Units.

Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.

Instructional Design for Language Learning Software Constructivist approach: creative use of software Language Learning -contextualized: not isolated chunks.

Problem-Based Learning. Process of PBL Students confront a problem. In groups, students organize prior knowledge and attempt to identify the nature of.

Project Based Learning What, Why & How. Objectives for Today Have you experience the beginning of a project (= Making your own project) Analyze your experience,

Understanding Problem-Based Learning. How can I get my students to think? Asked by Barbara Duch This is a question asked by many faculty, regardless of.

EDN:204– Learning Process 30th August, 2010 B.Ed II(S) Sci Topics: Cognitive views of Learning.

Morea Christenson Jordan Milliman Trent Comer Barbara Twohy Jessica HuberAlli Wright AJ LeCompte Instructional Model Problem Based Learning.

About project

Our Mission

Guiding Students to Harness Mistakes for Learning

With practice and an eventual shift in mindset, students can understand that mistakes are fundamental to how we learn.

Illustration of the Thinker made of paper trash

As students begin to build the skills they desire, such as solving early puzzles or making circles instead of scribbles, they often experience the frustration of not doing it “right.” Even when we assure them that there is no right or wrong when starting out, or that with practice they'll get better and better, many still suffer distress.

Students often have misunderstandings about mistakes. They may think that speed in comprehension represents knowledge or that mistakes are a sign of lesser intelligence.

For many students in school, their greatest fear is to make a mistake in front of their classmates and suffer a self-imposed humiliation. Let them know that all their classmates have the same fears. Help them understand that setbacks provide opportunities for them to revise their brains’ inaccurate memory circuits, which, if uncorrected, could impede future understanding. Working through periods of confusion strengthens the correct durable networks their brains ultimately construct. Allowing students to make mistakes and correct them with a positive attitude builds their understanding and solidifies accurate learning connections.

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Help students persevere through mistakes

Learning is a process of going from the unknown to the known and involves detours through uncertainty and mistakes. By encouraging students to think beyond single approaches and giving them opportunities to make decisions and mistakes, you help them build perseverance and mistake tolerance.

Once students have accomplished goals, reminding them of how they overcame challenges boosts their perseverance after mistakes. Help them recall the experiences when with effort and practice, they made fewer mistakes and enjoyed the pleasure of success. For example, “Remember when you were learning to play soccer and you kept trying even though you felt like giving up?” “Think back to when you struggled to play basic chords on the guitar, and now you have mastered so many!” “Do you remember how your first attempts to write were challenging and now it’s easy for you?”

You can also promote opportunities for students to take the risk of making mistakes when you provide examples of people they admire, who have described their own struggles with mistakes. As Michael Jordan has said , “I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. I’ve failed over and over and over again in my life. And that is why I succeed.”

You expand perseverance and understanding with questions that have more than one correct answer. Try extending your wait time—don’t give the answers to their questions before all students have enough time to really consider the question and predict possible answers. Ask students questions where they need to explain their reasons and consider alternative or additional solutions .

Utilize Class Discussions

The power of peers is harnessed when you promote class discussions about mistakes. Start by describing some whopper mistakes that you’ve made and how your life went on even after these big mistakes. Invite students to share mistakes they made in the past and how they felt and reacted. Ask them what they would do differently now confronting similar issues.

Students can discuss examples such as these:

Sending a text message or media posting without considering all possible outcomes
Judging people too quickly from appearances or initial interactions
Making preventable mistakes by starting an assignment before reading all the instructions
Rushing through reading and finding they don’t remember what they read
Choosing the first multiple-choice answer that seems right without looking at the other options that really included the most correct response

Knowing that their peers have had similar experiences can help students feel less shame about mistakes—everyone makes them, and it’s OK.

Learning from mistakes leads to discovery

When “learning” is errorless and effortless, the acquisition of new knowledge is limited. To be true learners, students need opportunities to construct their understanding, in addition to making and revising mistakes along the way.

Explain to students how learning from mistakes—understanding where they made the mistake—is powerful cement for their brains to construct the correct understanding and solutions. For example, an error recognized in homework, tests, or class participation may be disappointing, but with timely feedback and opportunities to build accurate memory, their brains rewire neural pathways with the faulty information and will avoid the same mistake next time.

This is because the brain has a system that promotes accurate and strong memories in response to mistakes, enhanced by timely feedback . Called the nucleus accumbens or reward center , this storage house of dopamine responds when making predictions, choices, or answers to questions. Through the nucleus accumbens, dopamine is released from its storage area, resulting in the cementing of accurate predictions and the opportunity to revise incorrect ones.

This reward center is always sending a baseline flow of dopamine to the prefrontal cortex—the region where stored memories are assembled to solve a problem, answer a new question, or make a decision. When the nucleus accumbens gets timely feedback that a correct prediction (answer, choice, decision) was made, there is extra dopamine flow to that memory consolidation network in the prefrontal cortex. The resulting satisfying pleasure reinforces the network of stored memories that guided that correct prediction. When errors occur, the flow of dopamine drops, and the brain seeks to prevent that drop in the future. Thus, with timely corrective feedback, the drop in dopamine triggers the construction of more accurate memory circuits.

Students Will See Mistakes as Opportunities

Learning from their mistakes now will help your students evolve into future learners perceiving problems as opportunities and help them to have perseverance to exceed the status quo. As they build mistake tolerance and tenacity through setbacks, they’ll view mistakes as opportunities that increase understanding and skills rather than as indicators of failure.

By building their power of perseverance through their inevitable setbacks, errors, and mistakes, you’ll help your students develop the blueprints needed to confidently manage and flourish through future challenges, solve new problems, and become creative innovators.

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Problem Based Learning - PowerPoint PPT Presentation

Problem Based Learning

Problem-based learning is a system for organizing portions of a school's ... how do we do a quadrat study when what do we have to publish how will we be assessed ... – powerpoint ppt presentation.

Problem-based learning is a system for organizing portions of a school's curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in solving problems.
Engage - Define and investigate a research question or problem.
Inquire and Investigate - Access, process, and apply information through a variety of resources including the use of current technology, i.e., Internet.
Evaluate and Justify - Interpret results develop solutions for real-world application.
Communicate - Information, conclusions and personal responses.
Learning? Students divide issues into "facts" and "opinions."
Students form research teams around the issues.
Students review what they know, and, more importantly, what they don't know.
Students decide which topics will be tackled by individual team members based on talent or interest and which issues will become the task of the group at large.
Teams develop a research plan to study their issue.
Questions they consider may include
Are you sure of the "facts"?
What else do we need to know?
Where can we find the information that we need?
When can we get this information?
How will we get this information?
How can we evaluate and justify this information?
The class analyzes the feasibility of the individual research plans and investigates a practical application of a class research study.
Teams conduct considerable research, largely via Internet, as teams challenge each other's findings.
Students dismiss nondocumented information as unreliable and concentrate on supportable issues.
Students massage these supportable issues in a final class research study.
Individual teams complete tasks as the research continues.
Students reconvene as a class and determine if all of the research issues have been resolved.
Students attach old concepts to new ideas as they progress through the problem.
How are we doing?
What's working?
What is not working?
How do we know?
Students communicate their study results to a larger audience.
The study is planned and directed by the students and facilitated by their teacher.
Students collect data and analyze and compare it with other datasets.
Students use a problem-based learning (PBL) strategy.
Students use technology (i.e., Internet, word processing, interactive charts and graphs, etc.) in their work.
Students work in cooperative learning groups simulating a research mode in which scientist engage.
Meet the Problem The research question is ill-structured in nature and must be thoroughly analyzed by investigation, inquiry and experience before it can be solved.
Relating "hunches" and determining fact from opinion.
Assessing what is known by critical analysis.
Developing an action plan that is a product of many minds.
Gathering information/organizing/sharing information from various special focus g
Generating preliminary solutions based on information interpreted in action groups through cooperative learning strategies such as jigsaw.
Revisiting the problem and analyzing solutions from various focus groups critically to determine viability.
Assessing/Debriefing to make certain that all special interest groups are heard.
Solving the problem appropriate to conditions of problem - cooperation, compromise, common sense!
Problem-based learning requires an artful combination of the following components. A skilled teacher/facilitator recognizes the value of each step and takes the time for proper preparation, assimilation, involvement, and development of the outcomes.
Reliance on problems to drive the curriculum - The problems do not test skills they assist in the development of the skills themselves.
The problems are truly ill-structured - There is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.
Students solve the problems - Teachers are the coaches and facilitators.
Students are only given guidelines for how to approach problems - There is no one formula for student approaches to the problem.
Authentic, performance based assessment - is a seamless part and end of the instruction.
What Are the Benefits?
Using PBL as a strategic tool in the classroom entails the development of the teacher as facilitator of learning, the class as strategic learners and problem solvers, and the district as an innovator and embracer of productive, progressive education. Effective PBL strategies will result in the following benefits for the teacher, the classroom, and the district
PBL makes students more engaged in learning because they are hard wired to respond to dissonance and because they feel they are empowered to have an impact on the outcome of the investigation.
PBL offers students an obvious answer to the questions, Why do we need to learn this information?" and "What does what I am doing in school have to do with anything in the real world?
The ill-structured problem scenario calls forth critical and creative thinking by suspending the guessing game of, What's the right answer the teacher wants me to find?
PBL promotes metacognition and self-regulated learning by asking students to generate their own strategies for problem definition, information gathering, data-analysis, and hypothesis-building and testing, comparing these strategies against and sharing them with other students' and mentors' strategies.
PBL engages students in learning information in ways that are similar to the ways in which it will be recalled and employed in future situations and assesses learning in ways which demonstrate understanding and not mere acquisition. (Gick and Holyoak, 1983).
Problems encountered resemble the nature of problems encountered in the real world. Problems provide clues, context, and motivation they are the maps which guide learners to useful facts and concepts.
Since the problem cannot be clearly approached on the first encounter, it becomes a challenge, promoting creative thinking and developing organizational skills.
Prior knowledge provides a foundation for establishing a framework for extending learning opportunities for all parties involved in the process.
Misconceptions about teaching and learning, curriculum, math and science instruction, and learner content level understandings are revealed.
The legitimacy of the group's as well as the individual's learning goals are established.
The process empowers the group (student and educator alike at their own level) to assume responsibility for directing learning, defining and analyzing problems, and constructing solutions.
Transfer of knowledge and skills is enhanced through the use of multiple tasks and problem concepts to help form functional abstractions.
Participants are instructed in becoming responsible members of a learning community by active participation in the PBL process.
The PBL process models a strategy that can become a foundation for a life skill- vocational training for future problem solvers.
Common understandings and unexamined assumptions are articulated district-wide as the PBL process is employed - providing direction and opportunities for staff development activities for the future.
Clearly define a problem from an ill-structured situation.
Establish and prioritize learning issues, separating fact from opinion.
Develop alternative hypotheses through group brainstorming and mind mapping.
Access, evaluate, and utilize data from a variety of sources - electronic resources playing a major role.
Alter initial hypotheses after research and evaluation of new information.
Develop clearly stated solutions that fit the problem and its inherent conditions, based on sound research and logical interpretation of this information in a group setting.
role of the problem
role of the teacher
role of the learner
Problem-based learning begins with the introduction of an ill-structured problem on which all learning centers. Teachers assume the role of cognitive and metacognitive coach rather than knowledge-holder and disseminator students assume the role of active problem-solvers, decision-makers, and meaning-makers rather than passive listeners.
Models/coaches/fades in
Asking about thinking
Monitoring learning
Probing/ challenging students' thinking
Keeping students involved
Monitoring/ adjusting levels of challenge
Managing group dynamics
Keeping process moving
Active participant
Constructing meaning
Ill-structured
Appeals to human desire for resolution/stasis/harm ony
Sets up need for and context of learning which follows
is messy and complex in nature
requires inquiry, information-gathering, and reflection
is changing and tentative
has no simple, fixed, formulaic, right solution
a scientist at the state department of nuclear safety. Some people in a small community feel their health is at risk because a company keeps thorium piled above ground at one of their plants. What action, if any, should be taken? Summer Challenge 1992, IMSA
a consultant to the Department of Fish and Wildlife. A first draft of a plan for the reintroduction of wolves to Yellowstone has received strong, negative testimony at hearings. What is your advice regarding the plan? John Thompson, Ecology, IMSA
a science advisor at NASA. A planet much like the earth has experienced massive destruction of elements of its biosphere. What is causing the destruction of plant life? Can new plants from earth be successfully introduced to help save the planet's environment?
a thirty-six year old single working mother with a five year old daughter. Upon your husband's death, you receive 20,000 in worker's compensation and 10,000 in stock option shares. How can you invest this money so that by your daughter's 18th birthday, its growth is maximized? LuAnn Malik, Community College of Aurora, Aurora, CO
a member of President Truman's Interim Committee. What advice will you give the President to help end the war in the Pacific? An atomic bomb has just been detonated at Los Alamos. Bill Stepien, American Studies, IMSA
invited to participate in a special session of your school board to determine whether Huckleberry Finn should be taught in your school district given its inclusion on a state censorship list. Ed Plum, American Literature, District 214, Barrington, IL
a stockholder of a major oil refinery in Louisiana which has mined oil from wetlands in the southern part of the state. You have received pressure from publicity about the wetlands to make it property of the federal government so that it can be protected. What will you do? Christine Vitale, 4-5 multi-grade, Arlington Heights, IL
This is a simplified model. Note that it is an iterative model. Steps two through five may be conducted concurrently as new information becomes available and redefines the problem. Step six may occur more than once--especially when teachers place emphasis on going beyond "the first draft."
Present the problem statement. Introduce an "ill-structured" problem or scenario to students. They should not have enough prior knowledge to solve the problem. This simply means they will have to gather necessary information or learn new concepts, principles, or skills as they engage in the problem-solving process.
List what is known. Student groups list what they know about the scenario. This information is kept under the heading "What do we know?" This may include data from the situation as well as information based on prior knowledge.
Develop a problem statement. A problem statement should come from the students' analysis of what they know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of a client.
List what is needed. Presented with a problem, students will need to find information to fill in missing gaps. A second list is prepared under the heading "What do we need to know?" These questions will guide searches that may take place on-line, in the library, and in other out-of-class searches.
List possible actions, recommendations, solutions, or hypotheses. Under the heading "What should we do?" students list actions to be taken (e.g., questioning an expert), and formulate and test tentative hypotheses.
Present and support the solution. As part of closure, teachers may require students to communicate, orally and/or in writing, their findings and recommendations. The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis.
Students need more information than is initially presented to them. Missing information will help them understand what is occurring and help them decide what actions, if any, are required for resolution.
2. There is no right way or fixed formula for conducting the investigation each problem is unique.
3. The problem changes as information is found.
4. Students make decisions and provide solutions to real-world problems. This means there may be no single "right" answer.
The use of open-ended, probing questioning when initiating and perpetuating inquiry into the ill-structured problem is a key component to the success of the PBL experience. A strategy known as Socratic questioning is designed to elicit a wealth of ideas and facts from any group. When using Socratic questioning with younger audiences, considerable patience, coupled with a warm and inviting classroom atmosphere is essential.
raise basic issues.
probe beneath the surface.
pursue problematic areas of thought.
help participants discover the structure of their own thoughts.
help participants develop a sensitivity to clarity, accuracy, and relevance.
help participants arrive at judgments based on their own reasoning.
helps participants note claims, evidence, conclusions, questions at issue, assumptions, implications, consequences, concepts, interpretations, points of view, . . . all considered to be the elements of thought. (Paul, 1993)
Clarification
Probe assumptions
Probe reasons and evidence
Reveal differing viewpoints and perspectives
Probe implications and/or consequences
Used for responding to questions
listen carefully to each other, and take the issues and comments seriously.
thoughtfully reflect on the issues and look beneath the surface.
look for reasons, evidence, assumptions, inconsistencies, implications and/or consequences, examples or counter-examples, and respect other perspectives.
seek to differentiate knowledge from beliefs (facts from opinions).
maintain a "healthy" level of skepticism, or play "devil's advocate."
remain open-minded, and not allow themselves to "shutdown" when the views of others do not match their own
The taxonomy of Socratic questions, created by Richard Paul, is not a hierarchy in the traditional sense. The categories build upon each other, but they do not necessarily follow a pattern or design. One question's response will lead into another category of questioning not predetermined by the teacher/facilitator. In keeping with the PBL philosophy, this aspect of the model is most conducive! The role of the skilled teacher/facilitator is to keep the inquiry "train on track," but, also, to allow the students to "travel to a viable destination" of their own design.
Questions that Probe Reasons and Evidence
What do you mean by ____?
What is your main point?
How does _____ relate to _____?
Could you put that another way?
Is your basic point _____ or _____?
What do you think is the main issue here?
Let me see if I understand you do you mean _____ or _____?
How does this relate to our problem/discussion/iss ue?
What do you, Mike, mean by this remark? What do you take Mike to mean by his remark?
Jane, can you summarize in your own words what Richard said? . . . Richard, is this what you meant?
Could you give me an example?
Would this be an example, . . .?
Could you explain this further?
Would you say more about that?
Why do you say that?
What are you assuming?
What is Jenny assuming?
What could we assume instead?
You seem to be assuming _____. Do I understand you correctly?
All of your reasoning depends on the idea that _____. Why have you based your reasoning on _____ instead of _____?
You seem to be assuming _____. How do you justify taking that for granted?
Is that always the case? Why do you think the assumption holds here?
Why would someone make that assumption?
What would be an example?
How do you know?
Why do you think that is true?
Do you have any evidence for that?
What difference does that make?
What are your reasons for saying that?
What other information do you need?
Could you explain your reasons to us?
Are these reasons adequate?
What led you to that belief?
How does that apply to this case?
What would change your mind?
But, is that good evidence for that belief?
Is there a reason to doubt that evidence?
Who is in a position to know that is true?
What would you say to someone who said that ____?
Can someone else give evidence to support that view?
By what reasoning did you come to that conclusion?
How could we find out if that is true?
What are you implying by that?
When you say _____, are you implying _____?
But, if that happened, what else would happen as a result? Why?
What effect would that have?
Would that necessarily happen or only possibly/probably happen?
The term "imply" will require clarification when used with younger students.
What is an alternative?
If _____ and _____ are the case, then what might also be true?
If we say that ____ is ethical, how about _____?
How can we find out?
What does this question assume?
Would _____ ask this question differently?
How could someone settle this question?
Can we break this question down at all?
Is this question clear? Do we understand it?
Is this question easy or hard to answer? Why?
Does this question ask us to evaluate something? What?
Do we all agree that this is the question?
To answer this question, what other questions must we answer first?
I'm not sure I understand how you are interpreting this question. Is this the same as _____?
How would _____ state the issue?
Why is this issue important?
Is this the most important question, or is there an underlying question that is really the issue?
"Capture" ideas as they are generated
Organize these ideas in a meaningful manner
Prioritize ideas generated from class discussion
Separate "fact" from "opinion"
Help to establish learning issues and develop focus areas for group work
Establish a "starting point" based on the "ill-structured" problem (In this case, "Prairie Restoration/Planting" may be the logical choice.)
Students brainstorm ideas surrounding the starting point.
A recorder records responses without comment.
Items will be categorized and grouped by group consensus (Format A).
Items will be analyzed as "fact" or "opinion" through group consensus (Format B).
The KWL strategy is a comprehension device successfully utilized in reading classrooms for some time. For the purpose of pre-assessment, the traditional KWL strategy will be modified. The transfer of this strategy from Language Arts to the Science classroom as a research Plan of Action organizer is a positive movement. As we place students in the role of Student Researcher, it is wise to provide such a tool to aid in the construction of a knowledge base. It is, furthermore, an opportunity for the teacher to assess the prior knowledge and abilities with which the student(s) enter the classroom.
A simple Pre-Assessment tool will precede this KWL implementation. Student will submit the Pre-Assessment for informal evaluation and maintain the document in their portfolios for evidence of their progress throughout the unit.
The implementation of KWL as a Journal option is a powerful strategy. As the student writes, metacognition is activated. Students are more apt to THINK as they write. The teacher, as facilitator, will present the problem and document student responses to the KWL on large newsprint or the chalkboard.
K - What do the students already KNOW about the topic? (Brainstorm the products of the Pre-Assessment tool, allowing all students a voice in the process. Accept all responses.) When the item generating "energy" is depleted, save the information and create three columns on the chalkboard or other appropriate place.
W - What do the students NEED to know about the topic? (Mind Mapping is a strategy that may provide significant assistance as students attempt to separate fact from fiction.) Proceed to separate "facts" from "opinion" and place the facts in the "Know" column and the opinions in the "Need to Know" column.
L - What will the students LEARN or hope to learn (do and hope to do) about the topic? (Project Rubrics) These "learning issues" will evolve as the Mind Mapping, or other strategy, reveals "clusters" of information and/or skills needed to form the resolution to the problem. Associated with the content based learning issues are the considerations of technology and cooperative group behavior.
Implementation of the Plan of Action, research, refinement, and resolution.
A Mind Map is a graphic organizer, which will ease some of the "messiness" associated with the Engaged Learning process. Utilizing this strategy in conjunction with KWL, the skillful facilitator can help Student Research Teams separate fact from opinion, isolate key components for refining the "ill-structured problem", and develop a Plan of Action.
Mind maps can be modeled to the entire class using some generic topic such as "Natural Area". ( See example below)
Mind maps can ( and will) become messy. Note obvious overlaps below. Image a continuation of this map with non-human enemies eating a specific plant, but, in turn, providing a valuable assist to the plant as a mode of seed dispersal. Many expansion possibilities exist.
Students can use mind maps to define research sub-topics for individual Student Research Team members, facilitating team Action Plans.
Mind maps provide structure for the learning experience and should be carefully assessed by the Teacher/Facilitator.
After completing the initial brainstorming, students meet in cooperative learning groups to plan their research strategy. An effective way to develop synergy within the classroom setting is to have individual groups of students determine which of the "learning issues" they would like to pursue. Assuming that there are multiple issues within the classroom, each group will have at least one issue to research. It is all right to have two groups independently researching the same issue and collaborating at the end to meld the best information into a reliable component.
The role(s) of each group member (coordinator, recorder, reporter, etc.).
The task(s) of each group member (refine research directions, establish specialty areas, etc.).
How students will gather information about learning issues established previously through research.
How students will formulate and test hypotheses.
How students will rethink and/or revamp initial ideas to reflect newfound knowledge and understanding.
Throughout the work, students will keep notes in their journals. The action plan, when completed, will lead to final preparation and execution of reporting study results.
Group 3 Preliminary Work Plan Linda Lynn, Scott Smith, John Thomas, Jenny White
John - Planning
Complete Know/Need to Know
Brainstorm research questions
Develop work plan
Jenny - Review requirements assign tasks
Look over "Prairie Research Links
How do we do a quadrat study? When?
What do we have to publish?
How will we be assessed??
What resources are available?
Do we want to collaborate with other students?
How will we report our progress?
Linda - Do assigned tasks. Check from time to time --
What we have learned
What do we still need to do? to know?
Scott - Analyze our results. Prepare online publications
Publish data online
Write report
Publish report online
Can come from anywhere Literature, TV, news, newspapers
A loosely structured case or prompt embedded with links to desired outcomes
Small group collaborative learning
A one sentence case can drive the curriculum for weeks
Use of hands-on materials for hypothesis testing
Learning is open
Center for Problem-Based Learning from Illinois Math and Science Academy http//www.imsa.edu/team/ cpbl/cpbl.html
Exploring the Environment - Goals and Objectives of PBL http//www.cotf.edu/ete/teacher/tprob/teach erout.html
South Dakota State University Assessment of PBL Learning http//edweb.sdsu.edu/clrit/learningtree/ PBL/webassess/studentNclasses.html
University of Delaware - Center for Teaching Effectiveness http//www.udel.edu/pbl/cte/jan95-wh at.html
Air Quality Curriculum Products http//www4.nau.edu/eeop/aqcp/pbl_resources.asp
Tutorial on Problem based learning http//www-ed.fnal.gov/trc/tutorial/
Nature, Problem-based learning resources for teachers http//www.pbs.org/wnet/nature/teach_reso urces.html
Problem based learning scenarios http//www.usc.edu/hsc/dental/ccmb/usc-csp/mainpgs cen.html
Visual of the PBL Process http//www.usc.edu/hsc/d ental/ccmb/usc-csp/chartpbl.pdf
Two web-based PBL situations
http//www.mason.gmu.edu/pnorton/Zerkon.html
http//www.imsa.edu/team/cpbl/whatis/Bisonproj/pbl acknowl.html
The Chalk Tray http//kancrn.kckps.k12.ks.us/Harmo n/breighm/pbgoals.html
Instep Instructional Designs http//www5.cet.edu/d esigns/ddennis/tprint.html

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Blog > Interactive PowerPoint presentations in class

Interactive PowerPoint presentations in class

03.08.2023 • #powerpoint #tips.

Presentations can be a great way to make your lessons exciting and informative and to informative and to better communicate information to your students. Many students do not feel engaged and integrated enough with normal presentations. To increase the attention span and arouse enthusiasm, interactive elements such as quizzes, word clouds or feedback rounds can help, to significantly increase learning success.

Common problems that arise during presentations in class

Presentations are a central element of the learning process, but they often involve challenges that need to be overcome. We have highlighted four common problems that often accompany presentations in class:

1. Lack of interaction

Standard PowerPoint presentations offer limited opportunities for audience interaction and engagement. They lack features to gather feedback or answer questions in real time and respond to requests.

2. Student passivity

Students are often forced into a passive role when the focus is only on the slides and the presenter simply delivers them in a heavy-handed manner.

3. Time managementt

Creating good presentations can take a lot of time and can be a difficult task for some.

4. Information Overload

Too much information at once, without a break can overwhelm and scare away younger students in particular. It's hard to focus on what's important and grasp the key messages.

4 ideas for interactive presentations in classes

Interactive presentations demonstrably increase learning success and retention. This is also confirmed by a study of the Keele University . The results here show very clearly to what extent involving the audience increases attention as well as knowledge transfer. It was found that the grades of the participants improved by 3.7%, as well as and the failure rate was reduced by 4.4% over the whole school year. were reduced.

1. Interactive classroom engagement

Students can ask questions anonymously and provide interactive feedback. This encourages active participation in the classroom and creates an open learning environment. Teachers could respond spontaneously to questions or interesting discussion points and customize lessons.

Here are some ways to better engage students in the classroom:

Voting on the desired teaching material : Teachers can include an interactive survey where students choose from a variety of topics they would like to learn more about in class. This allows students to help shape the lesson and contribute their interests.
Surveys in which subject areas the students need more support : Teachers can start a survey to identify areas where students are having difficulty or need more explanation. This can help to tailor the lessons to the needs of the students.
Anonymous questions about ambiguities in specific subject areas : For example, students can use SlideLizard to anonymously ask questions about topics they didn't fully understand. These questions can then be discussed in class to clarify misunderstandings and deepen understanding.

2. Brainstorming and unleashing creativity

Interactive slides enable teachers and students to collaboratively brainstorming sessions into the presentation, and to create a presentation. The feature allows ideas to be collected and structured on virtual pinboards. and structure them. The result is an interactive collaboration that unleashes creativity and promotes the exchange of ideas. encourages.

Here are some ideas on how to incorporate brainstorming in the classroom:

Brainstorming for possible solutions : When addressing complex problems or challenges, teachers can ask students to brainstorm different solutions together on an interactive slide. This encourages teamwork and creative thinking.
Collection of ideas for projects : Teachers can use an interactive slide where students can collect creative ideas for upcoming projects. These ideas can then be discussed and developed together.
Solutions for social challenges : Students can brainstorm and discuss ideas for addressing real-world social problems such as poverty, inequality, or pollution.

3. Learning with quizzes

Interactive quizzes are a highlight of PowerPoint presentations. Teachers can check what students have already learned in a playful way and track the learning success. The students in turn experience a motivating sense of achievement when they answer the quiz questions correctly. This makes the learning process not only entertaining, but also effective.

Here are some concrete ideas for how teachers can use quizzes in a meaningful way in the classroom:

Short knowledge tests during the presentation : Teachers can include a short quiz after each section of a presentation to ensure that students understand the key concepts before moving on to the next section.
Preparation for exams : Teachers can create more comprehensive quizzes that cover the entire subject matter and help students prepare for upcoming exams.
Continuous knowledge checks : Teachers can create regular, short quizzes to ensure that knowledge learned builds and deepens consistently over time.

4. Flexibility in teaching through discussions

Additional slides can also be used or set aside to be be flexible to the needs of the students. Teachers can react spontaneously to respond spontaneously to questions or interesting discussion points and individually.

Here are some ways teachers can use discussions to engage students more fully in the classroom:

Small group discussions : Teachers can divide students into small groups and have them discuss on different slides. Each group can then present their findings or conclusions.
Feedback and reflexion : After a presentation or lecture, teachers can ask questions on a slide that encourage students to reflect on what they have heard. These questions can then be discussed together.
Visualize discussions as a word cloud : The students' contributions and thoughts from a discussion can be visualized on a slide as a word cloud. Frequently mentioned words are displayed larger, which draws the focus to dominant topics or trends. This provides a visual summary of the discussion and encourages analysis of the most important aspects.

Tips: Create interactive presentations

One tool that can help you create interactive presentations is SlideLizard. SlideLizard offers a wide range of interactive features, such as word clouds, polls, quizzes or feedback rounds for your teaching. You can integrate the interactive slides directly into your PowerPoint presentation and the results of polls or word clouds during the lesson are automatically visualized in real time. Learn more about interactive teaching with SlideLizard here.

Using interactive PowerPoint presentations with SlideLizard allows teachers to take teaching to a new level and overcome these problems. By combining word clouds, quizzes, interactive feedback sessions, and brainstorming sessions, SlideLizard creates an inspiring learning environment where students can actively participate in the classroom and unlock their potential. Let's use this creative and innovative approach to unleash the potential of visual connection and take teaching in schools to a new level. Learning can be so much fun!

About the author.

Annika Fachberger

Annika is dedicated to graphics and videos. At SlideLizard she supports the design team with her creative ideas.

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Top 10 Challenges to Teaching Math and Science Using Real Problems

Nine in ten educators believe that using a problem-solving approach to teaching math and science can be motivating for students, according to an EdWeek Research Center survey.

But that doesn’t mean it’s easy.

Teachers perceive lack of time as a big hurdle. In fact, a third of educators—35 percent—worry that teaching math or science through real-world problems—rather than focusing on procedures—eats up too many precious instructional minutes.

Other challenges: About another third of educators said they weren’t given sufficient professional development in how to teach using a real-world problem-solving approach. Nearly a third say reading and writing take priority over STEM, leaving little bandwidth for this kind of instruction. About a quarter say that it’s tough to find instructional materials that embrace a problem-solving perspective.

Nearly one in five cited teachers’ lack of confidence in their own problem solving, the belief that this approach isn’t compatible with standardized tests, low parent support, and the belief that student behavior is so poor that this approach would not be feasible.

The nationally representative survey included 1,183 district leaders, school leaders, and teachers, and was conducted from March 27 to April 14. (Note: The chart below lists 11 challenges because the last two on the list—dealing with teacher preparation and student behavior—received the exact percentage of responses.)

Trying to incorporate a problem-solving approach to tackling math can require rethinking long-held beliefs about how students learn, said Elham Kazemi, a professor in the teacher education program at the University of Washington.

Most teachers were taught math using a procedural perspective when they were in school. While Kazemi believes that approach has merit, she advocates for exposing students to both types of instruction.

Many educators have “grown up around a particular model of thinking of teaching and learning as the teacher in the front of the room, imparting knowledge, showing kids how to do things,” Kazemi said.

To be sure, some teachers have figured out how to incorporate some real-world problem solving alongside more traditional methods. But it can be tough for their colleagues to learn from them because “teachers don’t have a lot of time to collaborate with one another and see each other teach,” Kazemi said.

What’s more, there are limited instructional materials emphasizing problem solving, Kazemi said.

Though that’s changing, many of the resources available have “reinforced the idea that the teacher demonstrates solutions for kids,” Kazemi said.

Molly Daley, a regional math coordinator for Education Service District 112, which serves about 30 districts near Vancouver, Wash., has heard teachers raise concerns that teaching math from a problem-solving perspective takes too long—particularly given the pressure to get through all the material students will need to perform well on state tests.

Daley believes, however, that being taught to think about math in a deeper way will help students tackle math questions on state assessments that may look different from what they’ve seen before.

“It’s myth that it’s possible to cover everything that will be on the test,” as it will appear, she said. “There’s actually no way to make sure that kids have seen every single possible thing the way it will show up. That’s kind of a losing proposition.”

But rushing through the material in a purely procedural way may actually be counterproductive, she said.

Teachers don’t want kids to “sit down at the test and say, ‘I haven’t seen this and therefore I can’t do it,’” Daley said. “I think a lot of times teachers can unintentionally foster that because they’re so urgently trying to cover everything. That’s where the kind of mindless [teaching] approaches come in.”

Teachers may think to themselves: “’OK, I’m gonna make this as simple as possible, make sure everyone knows how to follow the steps and then when they see it, they can follow it,” Daley said.

But that strategy might “take away their students’ confidence that they can figure out what to do when they don’t know what to do, which is really what you want them to be thinking when they go to approach a test,” Daley said.

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The Daily Digest

Learning problems: identify them to better help your child

Posted: January 3, 2024 | Last updated: January 3, 2024

<p>In most countries around the world, children have been back at school for around a month now. As the kids settle back into their routines and finally start getting down to their more serious school work, some parents may be worried to learn that their child is struggling academically.</p>

Learning issues can be very distressing for parents and children

In most countries around the world, children have been back at school for around a month now. As the kids settle back into their routines and finally start getting down to their more serious school work, some parents may be worried to learn that their child is struggling academically.

<p>Learning disorders or disabilities are a growing concern for parents and teachers. But what exactly is a learning disorder and how should the children concerned be taken care of?</p>

A matter of growing concern

Learning disorders or disabilities are a growing concern for parents and teachers. But what exactly is a learning disorder and how should the children concerned be taken care of?

<p>According to the World Health Organization (WHO), learning disabilities are "permanent disorders of neurological origin that affect the acquisition, understanding, use and processing of verbal or non-verbal information".</p>

Persistent troubles

According to the World Health Organization (WHO), learning disabilities are "permanent disorders of neurological origin that affect the acquisition, understanding, use and processing of verbal or non-verbal information".

<p>It must be kept in mind that the origin of these disorders is neurological and has nothing to do with the intelligence of the child. Neither parents nor teachers are therefore responsible for their appearance.</p> <p>@Ben White / Unsplash</p>

A neurological origin

It must be kept in mind that the origin of these disorders is neurological and has nothing to do with the intelligence of the child. Neither parents nor teachers are therefore responsible for their appearance.

@Ben White / Unsplash

<p>Concretely, these disorders are manifested through difficulties in the acquisition of fundamental school knowledge, such as reading, spelling or arithmetic.</p> <p>@Santi Vedri / Unsplash</p>

Difficulties in learning at school

Concretely, these disorders are manifested through difficulties in the acquisition of fundamental school knowledge, such as reading, spelling or arithmetic.

@Santi Vedri / Unsplash

<p>Other areas of child development may be affected, such as mastery of oral language, attention, memory, gestural activities, spatial vision and the ability to organize oneself.</p> <p>@Marisa Howenstine / Unsplash</p>

Other disrupted areas of development

Other areas of child development may be affected, such as mastery of oral language, attention, memory, gestural activities, spatial vision and the ability to organize oneself.

@Marisa Howenstine / Unsplash

<p>These disorders should not be confused with learning difficulties. Learning difficulties are temporary and often linked to socio-emotional factors such as family problems, economic difficulties or frequent changes of school.</p> <p>@Element5 Digital / Unsplash</p>

Not to be confused with learning difficulties

These disorders should not be confused with learning difficulties. Learning difficulties are temporary and often linked to socio-emotional factors such as family problems, economic difficulties or frequent changes of school.

@Element5 Digital / Unsplash

<p>According to data from the Nantes University Hospital Center, 3 to 5% of children in an age group are affected by at least one of these disorders, and 1% of them present a severe form.</p> <p>@Aaron Burden / Unsplash</p>

What is the proportion of children concerned?

According to data from the Nantes University Hospital Center, 3 to 5% of children in an age group are affected by at least one of these disorders, and 1% of them present a severe form.

@Aaron Burden / Unsplash

Specific disorders

Unlike certain non-specific disorders (deficiencies, genetic diseases, autism, mental delays), specific learning disabilities correspond to a structural neurodevelopmental disturbance leading to a lasting and severe disability. But what are they?

@Markus Spiske / Unsplash

Dysphasia is a long-lasting specific disorder of oral language development in children.

@Jason Rosewell / Unsplash

<p>Dyslexia is a specific disorder characterized by difficulties in learning to read. Often associated with a difficulty in spelling, it is characterized in particular by a poor association between graphemes (written signs) and phonemes (sounds), and by an inability to quickly grasp a word as a whole.</p> <p>@Johnny McClung / Unsplash</p>

Dyslexia is a specific disorder characterized by difficulties in learning to read. Often associated with a difficulty in spelling, it is characterized in particular by a poor association between graphemes (written signs) and phonemes (sounds), and by an inability to quickly grasp a word as a whole.

@Johnny McClung / Unsplash

Dysorthography

Dysorthography is a specific disorder of the acquisition of written language, characterized by significant difficulties in spelling.

@Annie Spratt / Unsplash

Dyscalculia

Dyscalculia manifests itself in children through a faulty perception of numerical quantities. Frequently associated with a language or coordination disorder, it leads to difficulties in memorizing and learning mathematical operations.

<p>Dyspraxia is characterized by motor problems, especially in the planning and coordination of movements. Difficulty automating certain gestures, such as writing, tends to lead to other disorders.</p> <p>@Wayne Lee-Sing / Unsplash</p>

Dyspraxia is characterized by motor problems, especially in the planning and coordination of movements. Difficulty automating certain gestures, such as writing, tends to lead to other disorders.

@Wayne Lee-Sing / Unsplash

<p>Attention deficit disorder (ADD) causes children to be unable to concentrate and maintain their attention during an activity. Sometimes combined with other learning disabilities, they lead to careless errors and difficulty following instructions.</p> <p>@Andy Kelly / Unsplash</p>

Attention disorders

Attention deficit disorder (ADD) causes children to be unable to concentrate and maintain their attention during an activity. Sometimes combined with other learning disabilities, they lead to careless errors and difficulty following instructions.

@Andy Kelly / Unsplash

With or without hyperactivity

Attention deficits can present with hyperactivity (ADHD) or without (simple ADD).

@Mi Pham / Unsplash

<p>These disorders can be recognized through different symptoms: hyperactivity (for attention disorders), difficult coordination of movements, confusion between words, difficulties of orientation in space.</p> <p>@Michal Parzuchowski / Unsplash</p>

Recognize the symptoms

These disorders can be recognized through different symptoms: hyperactivity (for attention disorders), difficult coordination of movements, confusion between words, difficulties of orientation in space.

@Michal Parzuchowski / Unsplash

<p>A learning disability can only be detected with certainty after excluding other factors: intellectual or neurosensory impairment, psychiatric difficulties or difficulties linked to the social environment.</p> <p>@notethanun / Unsplash</p>

Other factors to assess

A learning disability can only be detected with certainty after excluding other factors: intellectual or neurosensory impairment, psychiatric difficulties or difficulties linked to the social environment.

@notethanun / Unsplash

<p>The diagnosis requires a specialized assessment, carried out by a speech therapist for learning language and mathematics, or by a psychomotor therapist for motor or perception difficulties.</p> <p>@Adam Winger / Unsplash</p>

Detection tools

The diagnosis requires a specialized assessment, carried out by a speech therapist for learning language and mathematics, or by a psychomotor therapist for motor or perception difficulties.

@Adam Winger / Unsplash

What about support?

There is no "miracle recipe" for learning disabilities. However, appropriate care by a specialist can manage them, if not cure them.

@Sebastian Pandelache / Unsplash

<p>An essential point: the child must be reassured and correctly informed about the difficulties he is going through. They must also be able to benefit from time, calm and help in organizing their work.</p> <p>@Gabriel Vasiliu / Unsplash</p>

Reassure the child

An essential point: the child must be reassured and correctly informed about the difficulties he is going through. They must also be able to benefit from time, calm and help in organizing their work.

@Gabriel Vasiliu / Unsplash

<p>Pedagogical adaptations are also desirable at school, such as extra time during tests, oral reading of instructions for children with reading difficulties, or the possibility of using a computer for those with writing difficulties. .</p>

Adapt educational tools

Pedagogical adaptations are also desirable at school, such as extra time during tests, oral reading of instructions for children with reading difficulties, or the possibility of using a computer for those with writing difficulties. .

<p>In Los Angeles, teachers struck over payment for three days, pushing the shutdown of the second-largest school district in the US. Teachers are doing something similar in Washington to complain about class sizes.</p>

Tips for teachers

In addition, certain practices allow teachers to promote the learning of the children concerned: using visual content, giving precise instructions, varying the volume and tone of voice, and above all maintaining a warm and welcoming climate in the classroom!

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Marines say no more ‘death by PowerPoint’ as Corps overhauls education

WASHINGTON, D.C. ― Marines and those who teach them will see more direct, problem-solving approaches to how they learn and far less “death by PowerPoint” as the Corps overhauls its education methods .

Decades of lecturers “foot stomping” material for Marines to learn, recall and regurgitate on a test before forgetting most of what they heard is being replaced by “outcomes-based” learning, a method that’s been in use in other fields but only recently brought into military training.

“Instead of teaching them what to think, we’re teaching them how to think,” said Col. Karl Arbogast, director of the policy and standards division at training and education command .

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Arbogast laid out some of the new methods that the command is using at the center for learning and faculty development while speaking at the Modern Day Marine Expo.

“No more death by PowerPoint,” Arbogast said. “No more ‘sage on the stage’ anymore, it’s the ‘guide on the side.’”

To do that, Lt. Col. Chris Devries, director of the learning and faculty center, is a multiyear process in which the Marines have developed two new military occupational specialties, 0951 and 0952.

The exceptional MOS is in addition to their primary MOS but allows the Marines to quickly identify who among their ranks is qualified to teach using the new methods.

Training for those jobs gives instructors, now called facilitators, an entry-level understanding of how to teach in an outcomes-based learning model.

Devries said the long-term goal is to create two more levels of instructor/facilitator that a Marine could return to in their career, a journeyman level and a master level. Those curricula are still under development.

The new method helps facilitators first learn the technology they’ll need to share material with and guide students. It also teaches them more formal assessment tools so they can gauge how well students are performing.

For the students, they can learn at their own pace. If they grasp the material the group is covering, they’re encouraged to advance in their study, rather than wait for the entire group to master the introductory material.

More responsibility is placed on the students. For example, in a land navigation class, a facilitator might share materials for students to review before class on their own and then immediately jump into working with maps, compasses and protractors on land navigation projects in the next class period, said John deForest, learning and development officer at the center.

That creates more time in the field for those Marines to practice the skills in a realistic setting.

Marines with Marine Medium Tiltrotor Squadron (VMM) 268, Marine Aircraft Group 24, 1st Marine Aircraft Wing, fire M240-B machine guns at the Marine Corps Air Station Kaneohe Bay range, Hawaii, March 5. (Lance Cpl. Tania Guerrero/Marine Corps)

For the infantry Marine course, the school split up the large classroom into squad-sized groups led by a sergeant or staff sergeant, allowing for more individual focus and participation among the students, Arbogast said.

“They have to now prepare activities for the learner to be directly involved in their own learning and then they have to steer and guide the learners correct outcome,” said Timothy Heck, director of the center’s West Coast detachment.

The students are creating products and portfolios of activities in their training instead of simply taking a written test, said Justina Kirkland, a facilitator at the West Coast detachment.

Students are also pushed to discuss problems among themselves and troubleshoot scenarios. The role of the facilitator then is to monitor the conversation and ask probing questions to redirect the group if they get off course, Heck said.

That involves more decision games, decision forcing cases and even wargaming, deForest said.

We “put the student in an active learning experience where they have to grapple with uncertainty, where they have to grapple with the technical skills and the knowledge they need,” deForest said.

That makes the learning more about application than recall, he said.

Todd South has written about crime, courts, government and the military for multiple publications since 2004 and was named a 2014 Pulitzer finalist for a co-written project on witness intimidation. Todd is a Marine veteran of the Iraq War.

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The Algebra Problem: How Middle School Math Became a National Flashpoint

Top students can benefit greatly by being offered the subject early. But many districts offer few Black and Latino eighth graders a chance to study it.

The arms of a student are seen leaning on a desk. One hand holds a pencil and works on algebra equations.

By Troy Closson

From suburbs in the Northeast to major cities on the West Coast, a surprising subject is prompting ballot measures, lawsuits and bitter fights among parents: algebra.

Students have been required for decades to learn to solve for the variable x, and to find the slope of a line. Most complete the course in their first year of high school. But top-achievers are sometimes allowed to enroll earlier, typically in eighth grade.

The dual pathways inspire some of the most fiery debates over equity and academic opportunity in American education.

Do bias and inequality keep Black and Latino children off the fast track? Should middle schools eliminate algebra to level the playing field? What if standout pupils lose the chance to challenge themselves?

The questions are so fraught because algebra functions as a crucial crossroads in the education system. Students who fail it are far less likely to graduate. Those who take it early can take calculus by 12th grade, giving them a potential edge when applying to elite universities and lifting them toward society’s most high-status and lucrative professions.

But racial and economic gaps in math achievement are wide in the United States, and grew wider during the pandemic. In some states, nearly four in five poor children do not meet math standards.

To close those gaps, New York City’s previous mayor, Bill de Blasio, adopted a goal embraced by many districts elsewhere. Every middle school would offer algebra, and principals could opt to enroll all of their eighth graders in the class. San Francisco took an opposite approach: If some children could not reach algebra by middle school, no one would be allowed to take it.

The central mission in both cities was to help disadvantaged students. But solving the algebra dilemma can be more complex than solving the quadratic formula.

New York’s dream of “algebra for all” was never fully realized, and Mayor Eric Adams’s administration changed the goal to improving outcomes for ninth graders taking algebra. In San Francisco, dismantling middle-school algebra did little to end racial inequities among students in advanced math classes. After a huge public outcry, the district decided to reverse course.

“You wouldn’t think that there could be a more boring topic in the world,” said Thurston Domina, a professor at the University of North Carolina. “And yet, it’s this place of incredibly high passions.”

“Things run hot,” he said.

In some cities, disputes over algebra have been so intense that parents have sued school districts, protested outside mayors’ offices and campaigned for the ouster of school board members.

Teaching math in middle school is a challenge for educators in part because that is when the material becomes more complex, with students moving from multiplication tables to equations and abstract concepts. Students who have not mastered the basic skills can quickly become lost, and it can be difficult for them to catch up.

Many school districts have traditionally responded to divergent achievement levels by simply separating children into distinct pathways, placing some in general math classes while offering others algebra as an accelerated option. Such sorting, known as tracking, appeals to parents who want their children to reach advanced math as quickly as possible.

But tracking has cast an uncomfortable spotlight on inequality. Around a quarter of all students in the United States take algebra in middle school. But only about 12 percent of Black and Latino eighth graders do, compared with roughly 24 percent of white pupils, a federal report found .

“That’s why middle school math is this flashpoint,” said Joshua Goodman, an associate professor of education and economics at Boston University. “It’s the first moment where you potentially make it very obvious and explicit that there are knowledge gaps opening up.”

In the decades-long war over math, San Francisco has emerged as a prominent battleground.

California once required that all eighth graders take algebra. But lower-performing middle school students often struggle when forced to enroll in the class, research shows. San Francisco later stopped offering the class in eighth grade. But the ban did little to close achievement gaps in more advanced math classes, recent research has found.

As the pendulum swung, the only constant was anger. Leading Bay Area academics disparaged one another’s research . A group of parents even sued the district last spring. “Denying students the opportunity to skip ahead in math when their intellectual ability clearly allows for it greatly harms their potential for future achievement,” their lawsuit said.

The city is now back to where it began: Middle school algebra — for some, not necessarily for all — will return in August. The experience underscored how every approach carries risks.

“Schools really don’t know what to do,” said Jon R. Star, an educational psychologist at Harvard who has studied algebra education. “And it’s just leading to a lot of tension.”

In Cambridge, Mass., the school district phased out middle school algebra before the pandemic. But some argued that the move had backfired: Families who could afford to simply paid for their children to take accelerated math outside of school.

“It’s the worst of all possible worlds for equity,” Jacob Barandes, a Cambridge parent, said at a school board meeting.

Elsewhere, many students lack options to take the class early: One of Philadelphia’s most prestigious high schools requires students to pass algebra before enrolling, preventing many low-income children from applying because they attend middle schools that do not offer the class.

In New York, Mr. de Blasio sought to tackle the disparities when he announced a plan in 2015 to offer algebra — but not require it — in all of the city’s middle schools. More than 15,000 eighth graders did not have the class at their schools at the time.

Since then, the number of middle schools that offer algebra has risen to about 80 percent from 60 percent. But white and Asian American students still pass state algebra tests at higher rates than their peers.

The city’s current schools chancellor, David Banks, also shifted the system’s algebra focus to high schools, requiring the same ninth-grade curriculum at many schools in a move that has won both support and backlash from educators.

And some New York City families are still worried about middle school. A group of parent leaders in Manhattan recently asked the district to create more accelerated math options before high school, saying that many young students must seek out higher-level instruction outside the public school system.

In a vast district like New York — where some schools are filled with children from well-off families and others mainly educate homeless children — the challenge in math education can be that “incredible diversity,” said Pedro A. Noguera, the dean of the University of Southern California’s Rossier School of Education.

“You have some kids who are ready for algebra in fourth grade, and they should not be denied it,” Mr. Noguera said. “Others are still struggling with arithmetic in high school, and they need support.”

Many schools are unequipped to teach children with disparate math skills in a single classroom. Some educators lack the training they need to help students who have fallen behind, while also challenging those working at grade level or beyond.

Some schools have tried to find ways to tackle the issue on their own. KIPP charter schools in New York have added an additional half-hour of math time to many students’ schedules, to give children more time for practice and support so they can be ready for algebra by eighth grade.

At Middle School 50 in Brooklyn, where all eighth graders take algebra, teachers rewrote lesson plans for sixth- and seventh-grade students to lay the groundwork for the class.

The school’s principal, Ben Honoroff, said he expected that some students would have to retake the class in high school. But after starting a small algebra pilot program a few years ago, he came to believe that exposing children early could benefit everyone — as long as students came into it well prepared.

Looking around at the students who were not enrolling in the class, Mr. Honoroff said, “we asked, ‘Are there other kids that would excel in this?’”

“The answer was 100 percent, yes,” he added. “That was not something that I could live with.”

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson

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Ukrainian educators and learners need our support

We are deeply troubled and concerned by the violence and loss of life resulting from the Russian invasion of Ukraine. We stand with the people of Ukraine and we hope for the swiftest and most peaceful possible end to the current crisis.

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However, as the situation continues to escalate, it is vital that we are able to ensure that our platform is used according to our own guidelines and standards. Therefore, in addition to suspending sales, we will be taking all possible and necessary steps to suspend access to Kahoot! services in Russia, with the eventual exception of self-study mode which will feature only content verified by Kahoot!.

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Problem Based Learning

Sep 07, 2014

1.75k likes | 3.44k Views

Problem Based Learning. What is problem-based learning. Problem-based learning is a system for organizing portions of a school's curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in solving problems. Problem-based learning results.

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Presentation Transcript

What is problem-based learning • Problem-based learning is a system for organizing portions of a school's curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in solving problems.

Problem-based learning results • Engage - Define and investigate a research question or problem. • Inquire and Investigate - Access, process, and apply information through a variety of resources including the use of current technology, i.e., Internet. • Evaluate and Justify - Interpret results; develop solutions for real-world application. • Communicate - Information, conclusions and personal responses.

After the Students are Introduced to the Problem • Learning? Students divide issues into "facts" and "opinions." • Students form research teams around the issues. • Students review what they know, and, more importantly, what they don't know. • Students decide which topics will be tackled by individual team members based on talent or interest and which issues will become the task of the group at large. • Teams develop a research plan to study their issue.

After Students are introduced to the problem: • Questions they consider may include: • Are you sure of the "facts"? • What else do we need to know? • Where can we find the information that we need? • When can we get this information? • How will we get this information? • How can we evaluate and justify this information?

After Students are introduced to the problem: • The class analyzes the feasibility of the individual research plans and investigates a practical application of a class research study. • Teams conduct considerable research, largely via Internet, as teams challenge each other's findings. • Students dismiss nondocumented information as unreliable and concentrate on supportable issues. • Students massage these supportable issues in a final class research study.

After Students are introduced to the problem: • Individual teams complete tasks as the research continues. • Students reconvene as a class and determine if all of the research issues have been resolved. • Students attach old concepts to new ideas as they progress through the problem.

After Students are introduced to the problem: • Questions they consider may include: • How are we doing? • What's working? • What is not working? • How do we know? • Students communicate their study results to a larger audience.

Find the Problem: • The study is planned and directed by the students and facilitated by their teacher. • Students collect data and analyze and compare it with other datasets. • Students use a problem-based learning (PBL) strategy. • Students use technology (i.e., Internet, word processing, interactive charts and graphs, etc.) in their work. • Students work in cooperative learning groups simulating a research mode in which scientist engage.

Meet the Problem: The research question is ill-structured in nature and must be thoroughly analyzed by investigation, inquiry and experience before it can be solved.

Frame the Problem:Students will need to collect the "missing components"- information not provided but necessary for a viable solution. As part of this process, students will gather data, hypothesize, prioritize, organize and analyze through methods that include: • Relating "hunches" and determining fact from opinion. • Assessing what is known by critical analysis. • Developing an action plan that is a product of many minds. • Gathering information/organizing/sharing information from various special focus g

Frame the Problem • Generating preliminary solutions based on information interpreted in action groups through cooperative learning strategies such as jigsaw. • Revisiting the problem and analyzing solutions from various focus groups critically to determine viability. • Assessing/Debriefing to make certain that all special interest groups are heard. • Solving the problem appropriate to conditions of problem - cooperation, compromise, common sense!

Characteristics of Problem-Based Learning Problem-based learning requires an artful combination of the following components. A skilled teacher/facilitator recognizes the value of each step and takes the time for proper preparation, assimilation, involvement, and development of the outcomes.

Characteristics identified by W. J. Stepien • Reliance on problems to drive the curriculum - The problems do not test skills; they assist in the development of the skills themselves. • The problems are truly ill-structured - There is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes. • Students solve the problems - Teachers are the coaches and facilitators. • Students are only given guidelines for how to approach problems - There is no one formula for student approaches to the problem. • Authentic, performance based assessment - is a seamless part and end of the instruction.

Problem-Based Learning - What Are the Benefits?

Using PBL as a strategic tool in the classroom entails the development of the teacher as facilitator of learning, the class as strategic learners and problem solvers, and the district as an innovator and embracer of productive, progressive education. Effective PBL strategies will result in the following benefits for the teacher, the classroom, and the district:

Motivation • PBL makes students more engaged in learning because they are hard wired to respond to dissonance and because they feel they are empowered to have an impact on the outcome of the investigation.

Relevance and Context • PBL offers students an obvious answer to the questions, Why do we need to learn this information?" and "What does what I am doing in school have to do with anything in the real world?

Higher Order Thinking • The ill-structured problem scenario calls forth critical and creative thinking by suspending the guessing game of, What's the right answer the teacher wants me to find?

Learning How to Learn • PBL promotes metacognition and self-regulated learning by asking students to generate their own strategies for problem definition, information gathering, data-analysis, and hypothesis-building and testing, comparing these strategies against and sharing them with other students' and mentors' strategies.

Authenticity • PBL engages students in learning information in ways that are similar to the ways in which it will be recalled and employed in future situations and assesses learning in ways which demonstrate understanding and not mere acquisition. (Gick and Holyoak, 1983).

Benefits • Problems encountered resemble the nature of problems encountered in the real world. Problems provide clues, context, and motivation; they are the maps which guide learners to useful facts and concepts. • Since the problem cannot be clearly approached on the first encounter, it becomes a challenge, promoting creative thinking and developing organizational skills. • Prior knowledge provides a foundation for establishing a framework for extending learning opportunities for all parties involved in the process. • Misconceptions about teaching and learning, curriculum, math and science instruction, and learner content level understandings are revealed. • The legitimacy of the group's as well as the individual's learning goals are established.

Benefits • The process empowers the group (student and educator alike at their own level) to assume responsibility for directing learning, defining and analyzing problems, and constructing solutions. • Transfer of knowledge and skills is enhanced through the use of multiple tasks and problem concepts to help form functional abstractions. • Participants are instructed in becoming responsible members of a learning community by active participation in the PBL process. • The PBL process models a strategy that can become a foundation for a life skill- vocational training for future problem solvers. • Common understandings and unexamined assumptions are articulated district-wide as the PBL process is employed - providing direction and opportunities for staff development activities for the future.

Very simply stated, PBL develops students who can: • Clearly define a problem from an ill-structured situation. • Establish and prioritize learning issues, separating fact from opinion. • Develop alternative hypotheses through group brainstorming and mind mapping. • Access, evaluate, and utilize data from a variety of sources - electronic resources playing a major role. • Alter initial hypotheses after research and evaluation of new information. • Develop clearly stated solutions that fit the problem and its inherent conditions, based on sound research and logical interpretation of this information in a group setting.

How does PBL compare with other instructional approaches?

Considerations • role of the problem • role of the teacher • role of the learner

Problem-based learning begins with the introduction of an ill-structured problem on which all learning centers. Teachers assume the role of cognitive and metacognitive coach rather than knowledge-holder and disseminator; students assume the role of active problem-solvers, decision-makers, and meaning-makers rather than passive listeners.

Problem-Based Learning causes a shift in roles

Teacher as Coach • Models/coaches/fades in: • Asking about thinking • Monitoring learning • Probing/ challenging students' thinking • Keeping students involved • Monitoring/ adjusting levels of challenge • Managing group dynamics • Keeping process moving

Student as active problem solver • Active participant • Engaged • Constructing meaning

Problem as initial challenge and motivation • Ill-structured • Appeals to human desire for resolution/stasis/harmony • Sets up need for and context of learning which follows

Problem-based learning has as its organizing center the ill-structured problem that ... • is messy and complex in nature • requires inquiry, information-gathering, and reflection • is changing and tentative • has no simple, fixed, formulaic, right solution

Examples of ill-structured problems used in PBL • You are • a scientist at the state department of nuclear safety. Some people in a small community feel their health is at risk because a company keeps thorium piled above ground at one of their plants. What action, if any, should be taken? Summer Challenge 1992, IMSA • a consultant to the Department of Fish and Wildlife. A first draft of a plan for the reintroduction of wolves to Yellowstone has received strong, negative testimony at hearings. What is your advice regarding the plan? John Thompson, Ecology, IMSA • a science advisor at NASA. A planet much like the earth has experienced massive destruction of elements of its biosphere. What is causing the destruction of plant life? Can new plants from earth be successfully introduced to help save the planet's environment?

You are • a thirty-six year old single working mother with a five year old daughter. Upon your husband's death, you receive $20,000 in worker's compensation and $10,000 in stock option shares. How can you invest this money so that by your daughter's 18th birthday, its growth is maximized? LuAnn Malik, Community College of Aurora, Aurora, CO • a member of President Truman's Interim Committee. What advice will you give the President to help end the war in the Pacific? An atomic bomb has just been detonated at Los Alamos. Bill Stepien, American Studies, IMSA • invited to participate in a special session of your school board to determine whether Huckleberry Finn should be taught in your school district given its inclusion on a state censorship list. Ed Plum, American Literature, District #214, Barrington, IL • a stockholder of a major oil refinery in Louisiana which has mined oil from wetlands in the southern part of the state. You have received pressure from publicity about the wetlands to make it property of the federal government so that it can be protected. What will you do? Christine Vitale, 4-5 multi-grade, Arlington Heights, IL

Short Cut to Problem-Based Learning: This is a simplified model. Note that it is an iterative model. Steps two through five may be conducted concurrently as new information becomes available and redefines the problem. Step six may occur more than once--especially when teachers place emphasis on going beyond "the first draft."

1. • Present the problem statement. Introduce an "ill-structured" problem or scenario to students. They should not have enough prior knowledge to solve the problem. This simply means they will have to gather necessary information or learn new concepts, principles, or skills as they engage in the problem-solving process.

2. • List what is known. Student groups list what they know about the scenario. This information is kept under the heading: "What do we know?" This may include data from the situation as well as information based on prior knowledge.

3. • Develop a problem statement. A problem statement should come from the students' analysis of what they know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of a client.

4. • List what is needed. Presented with a problem, students will need to find information to fill in missing gaps. A second list is prepared under the heading: "What do we need to know?" These questions will guide searches that may take place on-line, in the library, and in other out-of-class searches.

5. • List possible actions, recommendations, solutions, or hypotheses. Under the heading: "What should we do?" students list actions to be taken (e.g., questioning an expert), and formulate and test tentative hypotheses.

6. • Present and support the solution. As part of closure, teachers may require students to communicate, orally and/or in writing, their findings and recommendations. The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis.

Creating the ill-structured Problem: • Students need more information than is initially presented to them. Missing information will help them understand what is occurring and help them decide what actions, if any, are required for resolution. • 2. There is no right way or fixed formula for conducting the investigation; each problem is unique. • 3. The problem changes as information is found. • 4. Students make decisions and provide solutions to real-world problems. This means there may be no single "right" answer.

PBL Socratic Questioning

The Role of Questioning in Problem-Based Learning The use of open-ended, probing questioning when initiating and perpetuating inquiry into the ill-structured problem is a key component to the success of the PBL experience. A strategy known as Socratic questioning is designed to elicit a wealth of ideas and facts from any group. When using Socratic questioning with younger audiences, considerable patience, coupled with a warm and inviting classroom atmosphere is essential.

Socratic questioning promotes synthesis of information into discernible categories of "fact" and "opinion." This strategy will attempt to: • raise basic issues. • probe beneath the surface. • pursue problematic areas of thought. • help participants discover the structure of their own thoughts.

help participants develop a sensitivity to clarity, accuracy, and relevance. • help participants arrive at judgments based on their own reasoning. • helps participants note claims, evidence, conclusions, questions at issue, assumptions, implications, consequences, concepts, interpretations, points of view, . . . all considered to be the elements of thought. (Paul, 1993)

While it is difficult to establish a concrete format for questioning within a variety of circumstances, Socratic questioning includes a taxonomy of questions that may be utilized diagnostically as the teacher/facilitator moderates discussion and verbal inquiry. The categories are as follows: • Clarification • Probe assumptions • Probe reasons and evidence • Reveal differing viewpoints and perspectives • Probe implications and/or consequences • Used for responding to questions

Participants involved in the PBL experience must be willing to: • listen carefully to each other, and take the issues and comments seriously. • thoughtfully reflect on the issues and look beneath the surface. • look for reasons, evidence, assumptions, inconsistencies, implications and/or consequences, examples or counter-examples, and respect other perspectives. • seek to differentiate knowledge from beliefs (facts from opinions). • maintain a "healthy" level of skepticism, or play "devil's advocate." • remain open-minded, and not allow themselves to "shutdown" when the views of others do not match their own

Taxonomy of Socratic Questioning The taxonomy of Socratic questions, created by Richard Paul, is not a hierarchy in the traditional sense. The categories build upon each other, but they do not necessarily follow a pattern or design. One question's response will lead into another category of questioning not predetermined by the teacher/facilitator. In keeping with the PBL philosophy, this aspect of the model is most conducive! The role of the skilled teacher/facilitator is to keep the inquiry "train on track," but, also, to allow the students to "travel to a viable destination" of their own design.

Questions that Probe Reasons and Evidence

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