Problem Based Learning Through Simulations

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Presentation transcript:

Problem Based Learning Through Simulations Strategies for a democratic classroom Dr. Allen Guidry – All rights reserved

Problem Based Learning (PBL) recognizes the need to develop problem solving skills recognizes the necessity of helping students to acquire knowledge and skills necessary for democratic citizenship

The nature of PBL In PBL environments, students act as professionals and confront problems as they occur

An Example

The nature of PBL Reliance on ill-structured problems (like those in real life) to drive the curriculum Students solve the problems Students are only given guidelines for how to approach problems Authentic, performance based assessment

Three stages of PBL Stage 1: Encountering and Defining the Problem What do I know? What do I need to know? What resources will help me find out more?

Three stages of PBL Stage 2: Accessing, Evaluating and Utilizing information Print Human Electronic

Three stages of PBL Stage 3: Synthesis and Performance Multi-media production Written paper Panel discussion

Simulations as PBL Simulation is an interactive teaching strategy based in “REALITY”

Goals of simulations Explore complex social problems Relate course content to real-life problems and situations Develop social skills through development of communication skills Teach procedural knowledge

Benefits of Sims Interactive and fun Problem-centered HOTS Learning by doing Realistic Democratic (student-centered)

Problems with Sims Time-consuming Complexity Lack of teacher control

Developing simulations Start with pre-packaged commercial simulations As you find what you like and learn how to facilitate, develop your own content-specific simulations

Examples of simulations Real world word problems Scientific dilemmas Mock Trials Performance Skits

Sources Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 Barrows, H. (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years. score.rims.k12.ca.us/problearn.html www.samford.edu/pbl/process_probdesign.html

How to Construct a PBL Lesson A good PBL problem has the following characteristics. Is engaging and oriented to the real-world Generates multiple hypotheses Requires team effort Is consistent with desired learning outcomes Builds upon previous knowledge/experiences Promotes development of higher order cognitive skills (Bloom 1956)

How to Construct a PBL Lesson – What? ID several complex issues from curriculum and real-world experiences ID concepts and learning opportunities around those issues (SCOS key concepts) Choose concept/issue combination that is most engaging and can be turned into an ill structured problem

How to Construct a PBL Lesson – Who? ID possible roles and situations through which problem can be viewed and/or assessed Establish responsibilities for these roles without dictating solution to the problem Provide backdrop through which problem can be viewed.

How to Construct a PBL Lesson – How? 7. Construct statement or question that defines the problem 8. Follow PBL steps: Stage 1: Encountering and Defining the Problem Stage 2: Accessing, Evaluating and Utilizing information Stage 3: Synthesis and Performance Debrief

The problem and the setting You are a teacher who has just attended a fantastic, enlightening workshop (led by a quite handsome and capable facilitator) on Problem Based Learning and simulations. You decide to try the new strategy out and write a problem based lesson rooted in the SSSCOC curriculum during your planning period.