Problem-Based Learning: Coach Critical Teaching and Learning Events, Embed Periodic Assessments and Appropriate Instruct

1. PROBLEM BASED LEARNING Dennis Sunal, Department of Curriculum and Instruction, Science Education, College of Education, University of Alabama Coach Critical Teaching and Learning events Embed Periodic Assessments and Appropriate Instruction Build the teaching and learning template Choose a Relevant Problem of Worth Develop the PBL Learning Adventure Problem Design Problem Implementation

2. Learning Cycle • Exploration Phase

3. What Are Some of Your Ideas About Problem Based Learning? Brain Storming

4. Brain Storming Determine if the following scenario follows Problem Based Learning Guidelines

5. Problem Based LearningInquiry Learning • Scenario 1 • 8th grade students are told that they are scientists selected to study artifacts found on a distant planet. Artifacts were found, but no sign of intelligent life was present. One of the artifacts is believed to be a periodic table of elements. Based on our own periodic table, which element replaces carbon as the basis of life on this planet. (Steele, 2008)

6. Problem Based LearningInquiry Learning Scenario 1 In this lesson you will build a “mousetrap car” and investigate its motion. You will also identify the forces acting on the car and describe how these forces affect the car’s motion.

7. Invention Phase Learning Cycle

8. Different Approaches to PBL • Inquiry based • A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. It's associated with the idea "involve me and I understand." • Project based • An approach to learning focusing on developing a product or creation. The project may or may not be student-centered, problem-based, or inquiry-based. • Problem based • An approach to learning focusing on the process of solving a problem and acquiring knowledge. The approach is also inquiry-based when students are active in creating the problem.

9. What is Problem Based Learning? • Problem based learning (PBL) refocuses our teaching on student learning 1) using messy, ill-structured situations where students assume the role of stakeholder or “owner” of this situation, 2) identifying the real problems, 3) arrive at a viable solution through investigation. Teachers coach learning through probing, questioning, and challenging student thinking. • The PBL curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. • Problem-based learning began at McMaster University Medical School over 30 years ago. It has since been implemented nationally inK-16 settings.

10. Definition of an ill-defined problem In typical classroom problem solving approaches, students encounter problems afterall information is taught,giving the misleading impression that problems only arise in circumstances where all information needed for solution building is available. In PBL the order of learning is inverted to reflect real life learning and problem solving. Learning begins after students are confronted with an ill-defined problem (Gallagher, 1995). (http://www.cct.umb.edu/pblscience.html) • Three Characteristics of a Problem Based Learning • What is the situation? • What is our goal? • How are we going to get there?

11. Well Defined • The problem may be clear or there may be clear solutions to the problem • Ill Defined • The "problem" is unclear and raises questions about what is known, needs to be knownand how to find out. This opens the way for finding many problem possibilities, the nature of which are influenced by one's vantage point and experience.

12. What is Problem Based Learning Seeds of Interest + Significant Concepts + Real-worldconnections Powerful opportunities for learning Ill-Structured Problem = X

13. Defining Problem Based Learning • PBL is organized around the investigation and resolution of real-world problems. • It is a curriculum organizer and an instructional strategy. • PBL includes three main characteristics 1) It gives students ownership of their learning • Students are engaged as problem solvers • Students become self directed learners

14. 2) Organizes curriculum around a problem enabling students to learn in relevant in connected ways • Students see why they need to know this • Interdisciplinary 3) Creates a learning environment in which the teachers coach student thinking and guide student inquiry facilitating deeper levels of understanding • Students become active learners

15. Design and Implementation • The Role of Students and the Teacher 1. In PBL, the traditional teacher and student roles change. The students assume increasing responsibility for their learning. Teachers become resources, tutors, and evaluators, guiding the students in their problem solving efforts.

16. The role of the student and teacher S S Students as active self-directed problem solvers S S “Ill-Structured” Problem Teacher as cognitive coach S S Teacher as Problem solving colleague T S T S Teacher assumes dual roles

17. Matching Learning Outcomes to Instructional Methods

18. Expository – Verification – Guided – Discovery - Inquiry Discovery Goal Specific Learning Outcomes . Content: Facts – Concepts – Generalizations Inquiry Low Level – Mid Level – High Level Skills: (use a balance) – (predicting) – (experimenting & designing a project Affective: Attending – Responding – Valuing & Dispositions

19. Essential Features of Inquiry and Variations

20. Design and Implementationcontinued 2. PBL allows students to take different perspectives on the subject • Students are involved in finding the problem and discovering a solution • Students identify what they know and what they need to know • Students decide the direction the investigation is going to go in • Students identify several solutions and decide which one has the best fit 3. Teachers act as collaborators and as a cognitive coach • Construct a teaching and learning template with clear goals for each event. • Goals support student thinking at different levels • Content has interdisciplinary connections • Teachers anticipate embedding essential instruction and assessments at critical points

21. Problem-based Learning: Developing a Driving Question • What makes a good driving question? • Meaningful to students (students would encounter similar problems in the real world) •  Includes relevant content (aligned with assessment and learning outcomes) •  Involves authentic problem solving (students can’t “guess” the right answer) •  Lends itself to collaboration (students need to work cross discipline) •  Is broad and complex enough to allow individual investigations (open-ended, ill-structured, messy; more than one solution; more than one solution path) •  Supports self-directed learning (requires skills learners will need to solve problems in their lives and careers) •  Is it feasible? Can it be done in the given timeframe?

22. Problem-based Learning: Developing a Driving Question • Consider the following 2 steps when developing a question • 1. Identify important learning outcomes (work backward from a topic; use • your standards) • a. Choose a central idea, concept, or principle from your course • b. Think of a typical assignment, end-of-chapter questions • c. List learning outcomes • i. Content knowledge • ii. Process skills • a. Research skills • b. Collaboration • c. Decision-making • d. Self-directed learning • 2. Identify relevant context • a. Consider real-world context where concepts, principles, • knowledge and skills are applied • i. Map your community • ii. Match what people do in their daily work • iii. Tie projects to local and national events • iv. Focus on community service

23. b. Develop a story within which to embed the key idea identify in Step 1 i. Be attuned to current “stories” in the news that address relevant content a. Water quality of local creek b. Complaints of special needs students who can’t use their wheelchairs on the city’s sidewalks c. Plans to convert the old library into a museum

24. Changing ineffective driving questions into effective questions  Not this: What is global warming?  But this: How will global warming affect our community?  Not this: What are the causes of the Great Depression?  But this: Could the Great Depression happen again?  Not this: Is nature interconnected?  But this: What does the study of our local pond teach us about the oceans?  Not this: Why is genetic engineering bad?  But this: How does the debate over genetic engineering affect our future?

25. Design and Implementation Coach Critical Teaching and Learning events Embed Periodic Assessments and appropriate instruction A L I G N O U T C O M E S P R E P S T U D E N T S C O A C H S T U D E N T S Choose a Relevant Problem of Worth Build the teaching and learning template Develop the PBL Learning Adventure C H O O S E P R O B L E M Problem Design Problem Implementation

26. Choosing a problem Draw ideas from current events A topic theme or central issue from your curriculum Students’ interest and learning characteristics • Problem of worth to the student • Relevant to the local community and school curriculum • The teacher designs a problem that shows how science concepts are relevant to local problems in the community • Problems can come from local newspaper, TV station, community leaders, or Internet. Are other communities experiencing similar problems and how are they handling it?

27. Develop the PBL Learning Adventure Consider outcomes for students, yourself, and school Develop Problem Documents, problem statement, and performance assessment • Play with different ideas • Map ideas out • Problems that may occur • Connections to curriculum • Connection to real world • Connection to other subjects • Know where you are going • Identify learning outcomes exposed by the problem • Describe the performance • What meaningful assessment will allow students to interact with the problem as “stakeholder’s” and show what they have learned in an authentic way.

28. Develop the PBL Learning Adventure Consider outcomes for students, yourself, and school Develop Problem Documents, problem statement, and performance assessment • Know how you are going to get there • The anticipated problem statement • How will students be introduced to the problem? • How will you create the scenario and organize the information so that the students understand the issue? • What are their roles? • How will students make the journey? • Know what to do when you have arrived • How will you access student performance?

29. Build the Teaching/Learning Template Teacher designs and engages students in a problem-based inquiry modeling an iterative problem solving heuristic or strategy Teacher empowers students as investigators of the problem, affirms their control of the inquiry, while serving as metacognitive guides or coaches for the process Teacher coaches from the sidelines as the students move toward the generation of solutions and problem resolution Define Teaching and learning events Appropriate embedded instruction Embedded assessments Time frame of PBL unit Teacher’s Role Students’ Role Students are empowered to investigate needed information, pursue logical lines of inquiry and actively learn. Students are coached and supported as they become self-regulated learners Students apply knowledge skills and habits of mind to meaningful and authentic activity. Students develop as self-directed learners and problem solvers Students are hooked by intriguing problematic situations and are engaged by the process

30. Build the teaching/learning template Appropriate embedded instruction When do you do it? Do you lecture? Embedded assessments What would it look like? How do you know they are learning? Time frame of PBL unit

31. Coach Critical Thinking and Learning Events Meet the problem Identify what we need to know Define the problem Gather and share information Generate Solutions Determine the best fit of the solutions Debrief the problem • Guidelines for Questioning as PBL Coaches • Actively listen to what students are and are not saying (what they know and need to know) • Ask question that requires higher level thinking • Give students an appropriate amount of response time • Avoid the temptation to interrupt or correct • Probe to extend student thinking • Challenge data, assumption, and sources • Avoid feedback that cues students to “rightness” of their statement

32. Embed Periodic Assessments and Appropriate Instruction Periodic Assessments Appropriate Instruction as needed within the flow of the problem. Examples include guest speakers, mini-lessons, field trips and targeted lab experiments. • Monitor student engagement • Make sure all students are contributing equally • Embedded Instruction • Planned by teacher to help students explore important information related to problem • Incorporate lessons on science content or skills • Embedded Assessments • Provide instructors with feedback on student thinking • Prompt students to address the relationship among events and learning during the problem sequence

33. Benefits of Problem Based Learning • Activates Prior Knowledge and facilitates new learning • Increases student ability to recall and apply knowledge • Increased motivation • Relevancy • Higher Order Thinking • Encourages students to learn how to learn

34. The Benefits of Problem Based Learning PBL • Student centered learning • Learning from real world problems • Open discussion • Real life skills • Less structure • Learning outside the classroom • Imparts ability to apply knowledge • Interesting and fun Traditional • Teacher Centered • Learning from books • Lectures • Traditional assessment • Structured setting • Learning usually occurs in classroom • Absorbing facts • Rote memorization • Students not engaged Both • Teachers and students • Projects • Long-term assignments • Daily work • Meets five days a week • Group work • Computers

35. Is this Problem Based Learning? • Scenario 2 continued • In this lesson you will build a “mousetrap car” and investigate its motion. You will design an experiment that will enable you to measure the speed of the car as it moves after the trap is released. • What can be done to make it problem based learning?

36. Is this Problem Based Learning? Motion of a Mousetrap Car Scenario 2 continued You have been asked to assist a school group to successfully meet a challenge to race mousetrap cars. What do you need to know to do this? In your group, build a “mousetrap car” and investigate its motion. You will design an experiment that will enable you to measure the speed of the car as it moves after the trap is released. You will also identify the forces acting on the car and describe how these forces affect the car’s motion.

37. What Questions or Ideas Do You Have? Discussion/Reflection

38. PROBLEM BASED LEARNING Dennis Sunal, Department of Curriculum and Instruction, Science Education, College of Education, University of Alabama (dwsunal@bama.ua.edu) Coach Critical Teaching and Learning events Embed Periodic Assessments and appropriate instruction Build the teaching and learning template Choose a Relevant Problem of Worth Develop the PBL Learning Adventure Problem Design Problem Implementation