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

2. 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

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

4. An Example

5. 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

6. 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?

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

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

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

10. 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

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

12. Problems with Sims
Time-consuming
Complexity
Lack of teacher control

13. 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

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

15. Sources
Stepien, W.J. and Gallagher, S.A "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

16. 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)

17. 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

18. 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.

19. 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

20. 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.