Problem-Based Learning

1. Problem-Based Learning A quest to build contextual learning environments that offer students authentic, open-ended, complex, higher-order tasks Presented by Steve Gregor

2. Two Truths and a Lie • I have scaled Machu Picchu • I went bungee jumping recently • I was born without a lung Presented by Steve Gregor

3. Presented by Steve Gregor

4. Polling Instructions Presented by Steve Gregor

5. Live Audience Poll 1 Presented by Steve Gregor

6. Constructivism: The Foundation of PBL Presented by Steve Gregor

7. What is a problem? Presented by Steve Gregor

8. What is a problem? • A problem is not something that is wrong or not working properly • A problem is not something that needs to be fixed, such as an economic problem or a broken down car Presented by Steve Gregor

9. What is a problem? • Understanding a puzzling phenomenon • Finding a better way to do something • Designing or building something • Predicting a new outcome Presented by Steve Gregor

10. Presented by Steve Gregor

11. What is a problem? A problem can best be thought of as a goal where the correct path to its solution is not known. Presented by Steve Gregor

12. PBL Essentials • Students must have the responsibility for their own learning • The problem simulations must be ill-structured and allow for free inquiry • Learning should be integrated from a wide range of disciplines Presented by Steve Gregor

13. Live Audience Poll 2 Presented by Steve Gregor

14. PBL Essentials • Collaboration is essential • What students learn during their self-directed learning must be applied back to the problem with reanalysis and resolution • A closing analysis of what has been learned from work with the problem and a discussion of what concepts and principles have been learned is essential • Self and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit Presented by Steve Gregor

15. PBL Essentials • The activities carried out in problem-based learning must be those valued in the real world • Student assessments must measure student progress towards the goals of problem-based learning • Problem-based learning must be the pedagogical base in the curriculum and not part of a didactic curriculum Presented by Steve Gregor

16. PBL Essentials Presented by Steve Gregor

17. Role of the Teacher • Facilitator or educational coach Presented by Steve Gregor

18. PBL motivates… • Students are involved in active learning • Working with real problems that are relevant to their own lives. Presented by Steve Gregor

19. PBL Explained Presented by Steve Gregor

20. PBL Objectives: Students will… • Engage the problems they face in life and career with initiative and enthusiasm • Problem-solve effectively using an integrated, flexible and usable knowledge base • Employ effective self-directed learning skills to continue learning as a lifetime habit • Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed learning skills • Collaborate effectively as a member of a group Presented by Steve Gregor

21. Live Audience Poll 3 Presented by Steve Gregor

22. PBL and WebQuests WHAT THEY AREN'T • “Write a report on ..” in which information is copied • Only knowledge and comprehension levels of thinking are addressed Presented by Steve Gregor

23. Similarities • Foster higher level thinking - analysis, creative thinking, critical thinking. • An introduction is given that sets the stage including some background information. The introduction may be presented using documents or a web page. • Students are put into a situation in which they confront adult type problems (fuzzy - not cookbook type). • Students are actively engaged with learning and are empowered to determine the outcome. Presented by Steve Gregor

24. Similarities • Students at beginning have insufficient information. • There is no one "right" or "correct" answer to the problem. • The solution to the problem is not done using a step-by-step approach, but rather in a method that often changes the solution as new information is added. Presented by Steve Gregor

25. Similarities • Students need best solution possible by a given date. • Learning could involve a single academic discipline or integrated disciplines. • Performance is authentically assessed using the same rubrics for all. • Teachers assume an active role of instructing and coaching. Presented by Steve Gregor

26. Dissimilarities • Structure • PBL generally is more ill-structured than WebQuest • Student Role • PBL • Students generally define the problems and conditions for resolution. • Students decide how to access, evaluate and utilize information. • Students usually determine their own strategies for defining the problem, seeking information, analyzing and testing the data and making a product. • Students usually determine their own roles. Presented by Steve Gregor

27. Dissimilarities • WebQuest • Students are supplied the conditions for resolution of the problem. • Students are supplied with key questions to answer and concepts to investigate. • Students are usually assigned clearly defined roles. Presented by Steve Gregor

28. Dissimilarities • Information • PBL • Students are expected to take a more active role in determining the best information sources. • WebQuest • Pointers to information are suggested or provided. Presented by Steve Gregor

29. Dissimilarities • Process • PBL • The process students take to reach their goals is ill defined at the beginning and are determined by the students, perhaps with appropriate coaching. • WebQuest • The process is mapped out in clearly defined steps. • Guidance is given on how to organize information. Presented by Steve Gregor

30. Dissimilarities • Product • PBL • Student products (way of presenting solution) may vary more than WebQuests. • WebQuest • Student products are usually asked to be of the same type. Presented by Steve Gregor

33. PBL Resources Presented by Steve Gregor