Problem-Based Learning Models 4/26/2017 Problem-Based Learning Models A teaching strategy designed to teach problem-solving skills and content, and to develop self-directed learning Two models: Problem-Solving Model Inquiry Model Eggen & Kauchak. 2006. Strategies & Models for Teachers

Video Clip Classroom Observation: Tim Bedley 4/5 Combo Class

Problem-Based Learning: An Overview 3 Common characteristics: Problems used as a focal point for student inquiry / investigation Students are actively involved in solving problems or answering questions Teachers facilitate & guide

Teacher’s Role as a Facilitator: Pose problems Ask probing questions Create risk-free environment Develop high interest challenges Monitor progress

Goals of Problem-Based Learning Model 3 Interrelated goals: To develop student understanding & ability to investigate systematically To develop self-directed learning To acquire content knowledge (not a major goal)

Theoretical Foundations of Problem Solving Model Based on work of John Dewey: experiential learning 2. Lev Vygotsky: socio-cultural, interactive learning

John Dewey 1859-1952 Beliefs: Children learn by exploring their environment Children learn by interacting with others – especially their peers Schools need to take advantage of how children learn Knowledge should be delivered through teacher lecture or just learned in books Schools should bring the outdoors inside Learning should be guided by the scientific method

Vygotsky’s Social-Cultural Theory Learning occurs when children interact with each other in social situations

Problem-Solving Model 5 steps: Identify the problem Represent the problem Select a strategy Implement the strategy Evaluate the results

Planning for Problem-Solving Activities Short Term: Solve the problem Understand the content Long Term: Understand the process Become self-directed learner

Phases of Problem-Solving Models Learning & Motivation Function Phase 1: Identify the Problem Teacher & student collaborate Attracts attention Motivates, challenges Phase 2: Represent the Problem Students use drawings & analogies Activates background knowledge Reduces work load on working memory Phase 3: Select a Strategy Students select best strategy Develops metacognition Begins schema development Phase 4: Implement the Strategy Strategy is implemented using data Promotes involvement Phase 5: Evaluate results Students analyze results to see if solution makes sense Facilitates transfer Advances schema development

Inquiry Model Inquiry is both a teaching strategy and a way of discovering how the world works Inquiry is central to scientific thinking

Inquiry Model differs from other models in 3 ways: Teachers do not intrude on student inquiry process 2. Allocating time is important – most inquiries take longer than one class period 3. Main objectives: to develop inquiry skills and to develop self-directed learning

4 Steps of Inquiry Model Identify inquiry topic & learning objectives 2. Identify inquiry questions 3. Plan for data gathering 4 Allocate time

Inquiry Model: Learning & Motivation Functions Phase Learning & Motivation Function Phase 1: Identify Question Question / problem provides focus for student investigation Attracts attention Motivates & challenges Phase 2: Generate Hypotheses Students generate hypotheses Activates background knowledge Begins schema development Phase 3: Gather Data: Students gather data related to hypotheses Develops metacognition Involves students Phase 4: Asses Hypotheses Students assess validity of hypotheses based on data Promotes competence Achieves equilibrium Phase 5: Generalize Students generalize based on hypothesis assessment Facilitates transfer Advances schema development