Problem-Based Learning

1. Problem-Based Learning Presented by: Dr. Cody Lawson Assistant Professor Social Science Education

2. “True learning is based on discovery . . . rather than the transmission of knowledge.” John Dewey

3. Shape of the Day • What is Problem-Based Learning? • Why PBL? • Components of a PBL unit • A Sample PBL Unit • How to Design & Teach a PBL unit

4. What is PBL? • Inquiry-based • Begins with an ill-structured problem

5. The Ill-structured Problem Is based on • desired learning outcomes • learner characteristics • compelling, real world situations

6. Role of the Teacher • Designs the problem • Anticipates teaching & learning events • Investigates & gathers resources • Models and coaches students

7. Role of the Students • Confront the problem • Determine know / need to know • Define the problem • Design a plan to solve the problem • Gather information • Construct potential solutions • Select & present the ‘best fit’

8. Advantages of PBL • Any subject, any grade • Learner-centred • Students acquire content knowledge, skills and attitudes • Assessment as Learning

9. Bottom Line: PBL fosters life-long learners, and… life-long learners make good citizens!

10. Why Students Like It • Learning is driven by challenging, open-ended questions • Students collaborate • Students’ learning is self-directed • It’s authentic & relevant!

11. History of PBL • 1960’s – Discovery learning • 1970’s – McMaster University medical school • 1985 – Illinois Mathematics and Science Academy • 1990’s – Medical schools across North America and Europe • 2000’s and beyond – Elementary schools, middle schools, high schools, universities and professional schools

12. What is behind PBL? • Based on the constructivist theory of learning • Promotes active learning by challenging students to learn to learn • Inquiry-based • Well-constructed problems stimulate students’ curiosity and engagement

13. Inquiry Learning Cooperative/ Collaborative Learning Project-Based Learning Problem-Based Learning Case Studies Where does PBL fit?

14. What’s the Difference? Project-Based Learning • Individual or group • Teacher defines the problem • Teacher identifies action steps • Create a product Both • Teacher as guide • Students at centre • Real-world connections • Active learning • Self and peer assessment Problem-Based Learning • Groups • Students define the problem • Students identify action steps • Create a solution • Metacognition Bottom Line: In Problem-Based Learning, students have more control over their own learning and the processes involved.

15. Components of a PBL Unit • Stakeholder • Ill-structured Problem • Teacher as Coach • Constraints • Formative Assessment • Problem-Solving • Metacognition • Assessment

16. Student As Stakeholder • Increases ownership • Provides a form of apprenticeship in a discipline • Perspective-taking • A key decision maker • Must be someone with Authority, Responsibility, and Accountability

17. The Ill-structured Problem • Needs more information before it becomes clear • Can be solved in more than one way • Has more than one resolution • Changes sometimes with new information • Is ambiguous and unclear

18. Teacher As Coach • Metacognition • ‘Guide-on-the-side’

19. Constraints • A well-designed problem is constrained to the issues on which the teacher wants students to focus

20. Assessment • How will I know if students are learning what I want them to learn? • Many familiar assessment tools can be utilized to monitor students’ group work (skills), critical thinking (metacognition) and learning (facts)

21. Problem-Solving • Students will need to find potential solutions to the problem and determine which solution is the best fit

22. Metacognition • Students think about their thinking • What do I think the problem is? Why do I think that? Has my perspective changed? How?

23. G.R.A.S.P.S. GGoal R Role AAudience SSituation PProduct or Performance SStandards/Criteria

24. Sample Problem

25. The Flow of the Problem

26. Understand the Problem Explore the Curriculum Resolve the Problem The Flow of the Problem • Meet the problem • Know/Need to Know • Define the Problem Statement • Gather Information • Share Information • Generate Possible Solutions • Determine Best Fit Solution • Present the Solution • Debrief the Problem

27. Understand the Problem • Meet the problem • Students are introduced to the problem

28. Sample Problem • Who killed Simon & Piggy?

29. Dear Chief Gordon, We, the parents of the students of Kings Cross School for Boys, hereby file this complaint and demand that the police investigate the deaths of Piggy and Simon. It is a complete travesty that these two boys did not make it home after miraculously surviving the horrific plane crash on the island. After the crash, all of the boys went on to spend weeks on the island. They managed to organize themselves to hunt for food and build shelters and take care of each other. Yet, somehow, two of the oldest and strongest boys died on the island. It is inexplicable that such a thing should happen. We deserve answers, for ourselves and for our children. The surviving boys are traumatized by their experience and will never be the same. The least we can do is help them understand why two of their friends did not make it home. We await your prompt reply regarding the status of this complaint. Sincerely, The parents of the Kings Cross School for Boys Metropolitan Police Kings Cross _____________________________ Date: April 30, 1955 To: Investigative Team From: Chief of Police Subject: Deaths of Simon and Piggy See attached letter. Open an investigation immediately.

30. Understand the Problem • Know/Need to Know • Students determine what they know and what they need to know to solve the problem • Students start to identify action steps toward solving the problem • Note: in some cases students may need more information or background knowledge to define the problem

31. Learning Issues Board Hunches:Simon and Piggy died on the island They were stranded on the island They got sick or injured and couldn’t get help

32. The Kicker! • On day 2, students receive a memo from the Crown Council asking for a recommendation regarding who should be charged for the boys’ deaths.

33. Understand the Problem • Define the Problem Statement • Students write a statement defining the problem • Students add to learning issues board, identify learning objectives and make a plan

34. Problem Definition Determine whether or not charges should be laid in the deaths of Simon and Piggy and against whom, while being just and fair and responding to the parents’ demand for answers.

35. Learning Objectives • Read and understand texts • Understand both literal and symbolic meanings • Use oral language • Select and use a range of reading strategies • Interpret, analyze and evaluate ideas • Write and represent ideas

36. - Darwin - Golding Expert Witnesses Explore the Curriculum • Gather information Leadership styles Themes in the novel "Lord of the Flies"

37. Explore the Curriculum • Share Information • Presentations, Jigsaw

38. Explore the Curriculum • Generate Possible Solutions

39. Who could be held responsible for Simon and Piggy’s deaths? • Ralph: failed as leader • Jack: led boys into savagery • Beast/Fear: caused boys to go crazy

40. Resolve the Problem • Determine Best Fit Solution • Evaluate the options and choose the ‘best’ one *Remember, there is no ‘right’ answer

41. Resolve the Problem • Present the Solution • Students present their proposed solution to the class • Students defend their position using criteria which are meaningful to the discipline

42. Resolve the Problem • Debrief the Problem • Students compare the different solutions proposed by each group • What are the pros/cons of each? • What would you have done differently? • Do you think your presentation was effective?

43. Examples of PBL Across The Curriculum • “Lord of the Flies” (English) • The Ebola Problem (Math/Socials/Science) • The Black Death (Social Studies/Math) • Mosquito Coast (Geography/Science/Math) • Genetic Disorder Problem (Science)

44. Designing a PBL Unit

45. Not a Topic, a Problem • Not the Civil War…The Draft Riot • Not Acids and Bases…Acid Spill on the Highway • Not art history…’Degenerate Art’ during World War II

46. Where to start • Look in the news, textbook, fiction, tv, life • Take your summative assessment activities and work backwards • Make cases out of word problems or essay questions • Example: In essay format, discuss what you think Golding says about civilization and civilized behaviour in “Lord of the Flies” • Adapt a project • Example: Genetic Disorder Problem

47. Designing a PBL Unit • Determine content – what you want students to learn • Identify the stakeholder • Create the problem • Layout the plan & identify the constraints • Plan assessment

48. Social Studies Salmon Fine Arts Science Determine Content • First Nations Culture • Careers • Geography • Conservation • International Issues/ Trade • What fish look like • Design a fish farm • First Nations Art • Stories and Legend • Protest songs • Ecology & ecosystems • Tools & technology • Pollution • Lifecycle

49. Identify the Stakeholder • Fishermen • Consumers • Fish farmers • Conservationists • Land developers • Mayor of small fishing village • Aquarium

50. Write Problem Introduction • You are a land developer who has just discovered that you will not be able to build on a parcel of land in which you have already invested a large sum of money. Plans have been drawn up and workers have been hired. You must find a way to develop the land or risk losing your money and reputation. • Follow-up with minutes from public hearing explaining the issue with developing this particular area of land: it is home to a salmon spawning stream that would be threatened by development