Problem-Based Learning Creating opportunities for inquiry, investigation, research, and resolution.

What is Problem-Based Learning? An instructional method which focuses on the investigation and resolution of messy, “real world” problems as a context for students to learn critical thinking and problem solving skills “Students work individually and/or in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary”

A standard classroom lesson: From any Spanish-speaking country, you may choose to research one of the following: a famous author a well-known artist a nationally recognized person a style of music/dance a holiday or other festival We want to learn as much as possible about other countries. One way in which we can all learn more is to research and share different aspects of life, culture, and people in other countries. Prepare a Powerpoint presentation in which you present your findings on a topic of your choice.

A problem-based classroom lesson: Based on your reading and the statistics that you have interpreted, you are aware that Hispanic Americans face a number of challenges, culturally, emotionally, educationally, and economically. An immigrant family from > has moved to Waterford, and two of the children will be attending Waterford High School. What can be done to help the members of this family create a successful transition from their native culture to American culture, retaining important native cultural values but at the same time adapting to the demands of life in the United States and in Waterford in particular?

Benefits of PBL Makes learning relevant to the real world (and answers the dreaded question…) Moves learning from a passive activity to an active activity -- learning becomes the act of discovery Increases motivation -- students are more engaged, interested, and energetic learners as they make a personal investment in the outcome of their inquiry

More Benefits of PBL Promotes an interdisciplinary approach to learning Promotes collaborative learning Requires advanced cognitive skills, higher order thinking Requires research from multiple sources Ideal for heterogeneous classrooms Reverses teacher and student roles

Comparison of teaching methods Role of Teacher: As expert: –Directs Thinking –Holds Knowledge –Evaluates Students Role of Student: As receiver: –Inert –Inactive –Empty Lecture

Comparison of teaching methods Role of Teacher: As conductor: –Orchestrates learning –Guides rehearsal –Evaluates Students Role of Student: As follower: –Responsive –Semi-active –Waiting to be lead Direct Instruction

Comparison of teaching methods Role of Teacher: As coach: –Presents problematic situation –Models, coaches, and fades –Engages in process as co-investigator –Assesses learning Role of Student: As participant: –Actively grapples with the complexity of the situation –Investigates and resolves problem from the inside Problem-Based Learning

Teachers = Active Coaches Diagnosing needs Mentoring learning Encouraging process Questioning thinking Modeling inquiry

Setting up a PBL lesson

1. Develop a Problem that Is developmentally appropriate Is grounded in student experience Is curriculum based Accommodates various learning and teaching strategies Is ill-structured Does not result in one correct solution

A helpful strategy for planning the problem: Develop an Anticipated Problem Statement in which you anticipate what students might identify as the root issue. Use this format: *This is to be used as a problem design tool, not something to provide to students. You’ll want students to define the real problem for themselves! How can we [state the central issue]... so that [state the conditions for an acceptable solution]?

Example of an Anticipated Problem Statement: Format: How can we [state the central issue]… so that [state the conditions for an acceptable solution]? How can we find a way to return the county’s mosquito population to normal so that we do the following: Consider environmental impact (livability, biodiversity, and populations). Reduce health risks Prevent the problem from happening again Keep costs reasonable

2. Present the Problem Figure out how students will meet the problem Hook the students through the problem format Give students a role in the problem Allow students to define the real problem for themselves

Racine County, Wisconsin A Community with a Vision of the Future Richard C. Clarke, County Manager M*E*M*O Date: May 10, 2003 To: Racine County Mosquito Abatement Agency From: Richard C. Clarke Subject: Increase in the Mosquito Population As you can see from the attached newspaper item, residents of Racine County are under siege from a population of mosquitoes -- possibly the largest ever. The usual mosquito control methods seem to be ineffective in reducing the this unprecedented outbreak. Determine the cause of this outbreak and recommend appropriate solutions. I will expect to hear from you by May 17, In the meantime, I will contact the state to obtain the necessary additional funds to implement the best solution.

3. Set up the structure Once students have defined the problem, they can begin to break it down –Ideas: Any initial ideas students have about possible solutions to the problem –Facts: Facts students know about the problem (from problem statement, experience, or discussion)/what students know –Learning issues: Questions students still have that will require research/what students need to know –Action plan: Sources students will use/people, places, agencies, etc. students will consult for research

4. Gather and Share Information Teacher should check availability of resources in advance Students typically work in collaborative groups of 3-5 Student groups can assign research tasks to individual group members Information shared through charts, abstracts, discussion groups, jigsawing, etc. Students and class as a whole continually revisit the problem

5. Generate Solutions Learners begin to recommend solutions based on the information they have gathered Students’ goal is to develop best solution according to problem conditions Responsible thinkers are able to justify solution(s) with supportive evidence

6. Performance Assessment Goal is for teacher to assess LEARNING Ongoing assessments throughout process are ideal - good for assessing both individual and group accountability Teachers embed instruction to help students explore important information related to the problem Teacher typically assesses culminating performance via a rubric -- on content, presentation skills, teamwork, and fit of solution.

Assessment Options Video Presentation Panel Discussion Patient ConsultationPoster Session Letter to a committee Web page Report Map Expert Panel Debate Charts Proposal

7. Debriefing the problem Even after final product is complete, more opportunities for learning exist. Consider the following questions as a way of providing closure: –Were the strategies you used to solve the problem effective? What would you do differently? –What is the foundational or “big” issue at stake? –What did you learn academically? –What can you do now that you didn’t think you could do before?

Anti-Americanism Why are anti-American feelings prevalent around the world? What can the United States do to change this perception in the eyes of the world and improve foreign relations?

Role of the Student You are a United Nations representative for the country of ___________. At your next meeting, you will need to discuss the grievances your country has with the United States. You will also need to include a list of recommendations for the U.S. on how they can work to remedy these problems.

Questions to Think About Why do many nations/people have anti- American feelings? Did the U.S. do anything to provoke these sentiments? Has the U.S. tried to fix past actions that caused ill feelings among nations? Specifically, what grievances does your nation have with the U.S.?

Problem Statement How can we ______ so that _________? How can we, as nations, inform the President of the U.S. of past actions against us so that we can move toward a more peaceful relationship?