Ed, Elizabeth, and KimberlyUW-Stout

Spring 2008

Discussion question option 1: ◦ When considering implementing a Problem-Based

Learning curriculum in your own teaching environment: (a) What do you foresee as possible conflicts in adapting

your teaching style? (b) What considerations must you make for diverse learning

styles of your students? 

Discussion question option 2:◦ Which classroom environment is PBL more

inclusive for facilitation of this type of learning: (a) K-3, 4-8, 9-12, College, and why? Give some examples. 

“PBL expects students to collectively experience contextualized, relevant, ill structured problems and to strive to find and create meaningful solutions.” (Igo, 2008).

Students are presented with an authentic problem.

“The idea is to use the problem to introduce the concepts and problem solving skills necessary to solve the problem.” (Massa, 2008).

Developed originally at McMaster University. Has grown and been adapted by many

educators and professionals since the 1970s.

Can be a messy situation◦ Should not be easy or clear-cut

Can be confusing to a degree to provoke curiosity by students

Parameters may be blurry and expand or shrink over-time

Is intended to have multiple possible solutions Does not require a “correct” answer Is not stagnant or uniform

◦ Should be malleable over the course of investigation

◦ May lead to cross-curricular learning

Problem analysis◦ Students have an authentic problem presented to them◦ In groups they frame and analyze the problem

Determine what they know, need to know, outline the situation, and develop probable outcomes

Self-directed learning◦ Students need to work to find the information needed as indicated in the

analysis◦ Set learning goals◦ Determine resources needed to solve the problem◦ Split up the tasks amongst themselves

Brainstorming ◦ Students share new knowledge with group◦ Listen to each other to determine own level of learning

Solution testing◦ Determine a tentative solution◦ Determine if the possible solution satisfies the desired outcomes◦ If it satisfies desired outcomes, it is presented to peers to validate the

solution◦ If it is not validated, the above steps are repeated

This flow chart illustrates the process or stages of a PBL lesson from start to finish.

Note the ill structure and unclear path

Chart from http://www.usc.edu/hsc/dental/ccmb/usc-csp/chartpbl.pdf

Increased student involvement Deeper meaning and understanding gained by

students Incorporates all learning styles: audio, visual and

hands on. Uses a step-by-step process that deals with the

discovery facts not emotions. Working a real-time problem within a group as you

would in workforce. Enables you to learn and work out the complexities

of group dynamics in a safe setting. Scenarios do have a solution. Group receives one grade for the group.

Frustration by students because of ill structure nature of problem

Requires teacher to adapt and facilitate to a very high degree Problems within the group quickly come to a head due to time

constraints. Students may not have sufficient expertise to provide a viable

solution. Scenarios may not provide enough background information to

identify the real problems. Facilitator may not have a sufficient expertise to deal with the

scenario Facilitator may not have sufficient expertise to be able to deal

with problems that arise within group dynamics. Only one grade received, some group members may work

harder than others but still receive the same grade.

Teacher as coach◦ Teacher facilitates learning by:

Monitoring the learning process rather than direct instruction

Pointing students in the correct direction of resources and skills to facilitate solution seeking

Asking questions to keep the process moving and students interested

Effective Questioning Techniques http://www.phy.ilstu.edu/pte/311content/questioning/techniques.html Dealing with the dynamics involved with group work so

the process does not bog down Student as active problem-solver

◦ Students are active in every phase of identifying and solving the problem

Task: Teacher has a city designed and built by students ◦ The students may not know what the final outcome is, only they need to build a

city. ◦ The inquiry is very open allowing the students to discover aspects that may not

have been apparent. ◦ Teacher introduces various scenarios/problems to students throughout the

semester. Each scenario deals with a different aspect of the city. Example: Having a sewage system.

Students identify the facts about sewage systems; brainstorm ideas about what the problem really is and what they think about the situation.

This may lead to: How various systems work, alternative sewage systems, environmental issues, the role that soil plays in waste disposal, the impact on the water supply, waste disposal legislation, debates about the pros and cons of public/private operations, water contamination and/or purification etc.

The next scenario/problem may take them in-depth into different aspects of water purification systems, building on the knowledge they gained in the previous scenario/problem.

◦ At the end of the semester, the city is built, and in-depth research has been done on each piece of the city’s infrastructure. (Cox-Peterson, A., Shuler, C., Thompson, P., Wang, H., 1998).

Remember hands-on materials are important in PBL lessons:◦ Hands-on materials are powerful tools to learn concepts

and to test hypotheses in order to refine ideas ◦ A scenario/problem that has a learning need about why a

seed won’t grow could utilize a kit to test soil samples, or water samples, or a weather study could result.

◦ Anticipate what may be needed so that materials are on hand.

◦ Think artistically: field sketching, clay, botanical drawing, dance, plays, robot building, etc

(Cox-Peterson, A., et al, 1998)

This example is a full PDF of a PBL lesson about genetics from start to finish, for a 7th grade class that covers Language Arts, Math and Science curriculum. (Smyre, K. 2002). ◦ http://www.ncsu.edu/pbl/pdf/KathySmyrePBLunit.pdf

For additional PBL lesson examples, consult the following sites:◦ http://www.amphi.com/teachers/pgreenleaf/edtech/pblactivities.html◦ http://www.ncsu.edu/pbl/index.html

◦ http://www.udel.edu/pbl/problems/

Cox-Peterson, A., Shuler, C., Thompson, P., Wang, H., USC California Science Project Leadership Cohort (1998). Problem Bases Learning: PBL Quick Facts. Retrieved April 4, 2008, from http://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htm

Igo, C., Moore, D., Ramsey, J., & Ricketts, J. (2008, January). The Problem-Solving Approach. Techniques: Connecting Education & Careers, 83(1), 52-55. Retrieved April 5, 2008, from Academic Search Elite database.

Illinois Mathematics and Science Academy (August 2006). Problem-Based Learning Network @ IMSA. Retrieved 3, April 2008 from http://www2.imsa.edu/programs/pbln/

Illinois State University Department of Physics. (No date). Effective Questioning Techniques. Retrieved April 4, 2008, from

http://www.phy.ilstu.edu/pte/311content/questioning/techniques.html Massa, N. (2008, Winter). Problem-Based Learning (PBL). New England

Journal of Higher Education, 22(4), 19-20. Retrieved April 5, 2008, from Academic Search Elite database.

Smyre, K. (2002). The Bottom Line. Retrieved April 3, 2008 from http://www.ncsu.edu/pbl/pdf/KathySmyrePBLunit.pdf

White, Harold B. (1996). Dan Tries Problem-Based Learning: A Case Study.To Improve the Academy Vol. 15 (pp. 75 - 91). Stillwater, OK: New Forums Press and the Professional and Organizational Network in Higher Education from http://www.udel.edu/pbl/dancase3.html