2. Problem Based Learning (PBL) can be a wonderful alternative or addition to more traditional types of instruction. After viewing the following Power Point presentation and the links provided, evaluate your teaching and how PBL could enhance your instruction. The Discussion Questions are posted at the end. “Problem-based learning (PBL) is a total approach to education. PBL is both a curriculum and a process” (Barrows and Kelson as quoted from Levine, 2001, para 1)PBL

3. Where PBL Began...  In the late 1960s,, Dr. Howard Barrows developed PBL for the training of physicians at McMaster University in Ontario, Canada.  After much success, Dr. Barrows left McMaster University in order to set up PBL programs in other Medical schools across the United States (University of Cincinnati, 2007).  Today Medical schools and a growing number of undergraduate schools are following the PBL curriculum “Problem-based learning (PBL) is a total approach to education. PBL is both a curriculum and a process” (Barrows and Kelson as quoted from Levine, 2001, para 1)

4. Definition Problem Based Learning is a collaborative learning tool that helps students find solutions collaboratively to real world problems. Click on the link below to view a short video that will outline how PBL works: http://www.youtube.com/watch?v=vDe74b OxXLw&feature=related

5. A Teacher’s Role  Teachers do not take on tradition roles when using PBL. Teachers do not spoon feed information to students.  Instead, teachers ask questions and facilitate understanding. Questions that cause the student to self-reflect on what they are learning.  “Why are you doing that?” “How do you know that?”  When the teacher asks these questions the students are more aware of the process and therefore can use the same problem solving techniques for future learning.

6. A Student’s Role  PBL is “student-centered” and applies to real life situations that the student finds relevant. In a Problem Based Learning environment, the students have to solve the problems and come up with answers. Dr. De Gallow (2000) states that the student needs “…to take what information is known, reassemble it with information not known, and to derive a new body of knowledge” (para 4).  PBL necessitates the students use higher order thinking skills and meta-cognition. Manipulation of information leads to a better understanding of the problem and allows the student to apply this understanding in different situations.

7. PBL Advantages Disadvantages  Strengthens problem solving skills  Improves interpersonal skills  Improves written and oral communication  Makes learning relevant  Promotes self-directed instruction  Fosters self-assessment  Is only successful when coupled with proper facilitation  Can be seen as time consuming for some teachers

8. The Goals of PBL D evelop student’s decision making skills Apply their knowledge in different circumstances Tailor problems to real world experiences Create collaborative classrooms Allow teacher differentiation and support Give students a forum to defend and justify their thought processes

9. Be complex & open ended Require a final product or performance Be realistic/connect with students experiences Require a multidisciplinary solution Promote conjecture & discussion Creating A Problem Based Learning Experience Note: Use Collaborative Problem-Solving Groups

10. Problem Design PBL begins with an “ill-structured” or messy problem. The problem is fashioned in a way that it has multiple solutions. This problem is purposefully unclear to the student. This helps to generate discussion. The problem requires more information to solve than is presented to the learner. The wording in the “ill-structured” problem is one key to a successful PBL lesson design.

11. Characteristics PBL begins with the basic premise that learning should be active, relevant, integrated and constructive process that encourages exploration and expression. Learning is centered around an “ill-structured” question which is open ended and must have more than one solution. Teachers are seen as facilitators. Students work collaboratively to solve the question. Students present their findings to others. Can used used in any grade level or subjec t.

12. Instructional strategies that use students' prior knowledge in an inquiry-based, hands-on format increases student learning (Covino & Iwanicki, 1996)

13. Discussion Questions The climate in education has changed primarily due to No Child Left Behind (NCLB) and the constant pressure of big stakes standardized testing. Reflect on your current teaching situation. Do you think that your teaching has become too passive? Do your current teaching strategies mirror real world situations? Do you feel your students are stimulated and motivated? Are the pressures of meeting state and federal goals changing they way you teach? Do you think your students would be more motivated by PBL? As a teacher could PBL instruction motivate & stimulate you? If you already use PBL in your classroom, share a success story.

14. Pbl is… Advantages are… for students and teachers Encourage readers to use an example in classroom and evaluate outcomes for themselves In Summary

15. References De Gallow. (2000). University of California-Irvine. What is problem based learning?. Retrieved November 7, 2009, from http://www.pbl.uci.edu/whatispbl.html Hmelo-Silver, C.E., & Barrows, H.S. (2002). Goals and strategies of problem based learning. Retrieved November 7, 2009, from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1004&context=ijpbl Levine, A. (2001). Marcopi Center for Learning and Instruction. Problem based learning. Retrieved November 7, 2009, from http://www.mcli.dist.maricopa.edu/pbl/info.html University of Cinncinnati. (2007). An introduction of problem based learning. Retrieved November 7, 2009, from http://www.uc.edu/pbl/intro_history.shtmlhttp://www.uc.edu/pbl/intro_history.shtml Stronge, J. H., Tucker, P. D., Hindman, J. L. ( 2004). Handbook for qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

16. Rhonda Kiedinger Ashley McManus Jody Schmidt Jane White November 16, 2009 Educ 782 Instructional Analysis UW-Stout

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