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Problem-Based Learning (PBL)

Problem-Based Learning (PBL) . In the Maryland Summer Centers. Our Goal.

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Problem-Based Learning (PBL)

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  1. Problem-Based Learning (PBL) In the Maryland Summer Centers

  2. Our Goal • “The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old questions from a new angle, requires creative imagination and marks real advances. . .” • -Albert Einstein

  3. Cognitive Processes of Gifted Students • Conceptualizing: “front-end”analysis • Recognizing the problem • Generating a series of steps • Setting priorities • Selecting information/allocating and generating resources • Evaluating solutions

  4. MSC Cognitive Goals • Does the cognitive goal for your center focus on “problem formulation” and require “creative imagination” rather than focus on skill-building? • Does the cognitive goal for your center challenge the gifted student’s cognitive processes?

  5. Problem-Based Learning • Organizes curriculum and instruction around “ill-structured” problems • Requires the application of skills and knowledge • Interdisciplinary • Develops critical and creative thinking, collaboration, and joy in learning

  6. The Ill-Structured Problem • Problem must be identified and defined • Additional information is needed to solve the problem • Multiple solutions are possible • Problem has a social context • There is a high motivation to solve the problem

  7. Phases in PBL • Prepare the learners for PBL • Introduce the Problem • Determine What Do We Know/Need to Know (KNK) • Create/Refine the Problem Statement • Gather information • Generate Possible Solutions • Determine Best Fit • Present the Solution (Performance/Product) • Debrief the Process

  8. 1. Prepare the Learner • Engage students in teambuilding activities that require them to share ideas and listen to each other • Create a climate of trust and comfort with open-ended problem-solving • Goal: Teacher as Coach

  9. 2. The Problem Scenario • In what ways is the problem authentic? • What is engaging about the problem? • What is the role of the students? • What are the issues connected to this problem?

  10. 3. What do we know/need to know? • What do you know about the problem? How do you know that? • What information do you need to accomplish the task? How can you find it? • What questions do you still have? What else should you consider? • What can we do to get more information? What are some good resources?

  11. 4. Define the Problem • How can we as interdisciplinary artists create a work of art which exercises the creativity of each student, provides a performance opportunity for each participant and embraces the theme of our Center?

  12. 5. Gathering Information • What are sources of information? (Where can we get information?) • How do we verify source validity and determine relevance? (Is it important? How do you know?) • What do you understand about the problem?

  13. 6. Generating Possible Solutions • Do we have enough information? (Revisit KNK) • What are our options? • What are possible solutions? • Do the proposed solutions meet the conditions in the problem statement?

  14. 7. Determining Best Fit • Have we considered all the stakeholders? The criteria? • What are the pros and cons of each solution? • In what ways might you need to defend your position? • Is this a realistic solution? • Have we reached consensus about the best fit?

  15. 8. Presenting the Solution • How can we communicate effectively with the audience? • What should be presented and how should it be presented? • What would constitute a good performance?

  16. 8A. Performance Assessment • Create a rubric to evaluate the components of the presentation/product(Evaluative Criteria) • List required components • Describe levels of performance on each component

  17. 9. Debrief the Problem and Process • What worked and what didn’t? How do we know? • What did you see in other presentations that differed from yours? • What would you have included/left out? • What would be the best solution? • Did everyone participate/contribute? • Did we gain higher order thinking skills?

  18. An Effective Problem Scenario • Engages the learner in a messy problem • Doesn’t give too much information • Gives learners a sense of their stake in the issue • Gives learners a role to play (product)

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