Problem-Based Learning

Educating for Innovation

Heather Mullins

Professional Development Consultant

North Carolina Department of Public Instruction

http://rt3region7.ncdpi.wikispaces.net

“The formulation of a problem is often more essential than its solution.”

–Albert Einstein

http://www.factsofworld.com/albert-einstein-facts

Learning Targets

Why Problem-Based Learning?

Heidi Hayes Jacobs: What year are we preparing our students for?

Table Talk

• What will it take to get to the point of developing curriculum as Jacobs suggests?

• What can we do that is in our control right now?

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What we ValuedThen and Now

20th Century View

• Completing homework and class work correctly

• Mastering the basics must occur before students move to broader skills

• Educational Success = Reproducing Knowledge

21st Century View

• Generating and applying knowledge

• Using creative and critical approaches to problem-solving and decision-making

• Educational Success = Extrapolating from what we know and applying that knowledge to novel situations

A Generation Ago…• Teachers could expect

that what they taught would last students a lifetime.

• One of our greatest challenges was FINDING information.

• Our major task was to be able to RECALL it.

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=ffIgHt8bPXC-hM:&imgrefurl=http://etseq.law.harvard.edu/2011/09/calling-all-research-assistants/&docid=V1tM9aDn74BVyM&imgurl=http://etseq.law.harvard.edu/wp-content/uploads/2011/09/Card_Catalog_Student-401x600.jpg&w=401&h=600&ei=T1oQT4VPp-PRAZHw_KwD&zoom=1&iact=rc&dur=305&sig=114730900127101918374&page=3&tbnh=132&tbnw=90&start=40&ndsp=20&ved=1t:429,r:13,s:40&tx=14&ty=95

Now…• Our world is experiencing

rapid economic and social change

• Schools must prepare students for jobs that have not yet been created, technologies that have not yet been invented, and problems that we do not yet know will arise.

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And yet…

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Times have changed…So What?

• We need a way to engage students that represents the way learning occurs in the world outside the classroom.

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How does PBL work?

Why Should I Buy In?

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What Problem/Project-Based Learning is NOT

VS

• Students begin an extended process of collaborative inquiry in response to a complex question, problem, or challenge

• Students learn all they need to know first

• A project oriented toward their unit of study is assigned at the end

• Problem and process are the emphasis

• Students analyze, evaluate, research, and create new meaning

• Project or product is the emphasis

• Students reproduce knowledge or extend knowledge from what has been learned

What PBL is NOT…

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Problem-Based is not Project-Oriented

Project-Based vs. Problem-Based

Essential to Success in PBL

• Establish a need to know and do.

• Capturing interest begins the inquiry process for students

• An entry event should engage students emotionally and intellectually and make them feel invested.

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FACS Entry DocumentA customer experienced flu-like symptoms twelve hours after eating shrimp and steak at a Japanese restaurant. The restaurant had previously passed all health inspections. The food was prepared on the table in front of patrons. Since the chef used an FDA appropriate means to sanitize his hands and wore a hat, the restaurant denied that the customer developed his symptoms from his meal. Your job as the health inspector is to determine the cause of the customer's illness, and provide a rationale for your findings.

FACS Scenario: Table Talk• Why is this a problem that

students would be interested in solving?

• How is it relevant?• How does this scenario

integrate other content areas?• If students were asked to

work on this PBL unit, what would they need to know to be successful?

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What Happens Next?

It all begins with an entry document…

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Attention Grabbing Entry Document

Propaganda Scenario

• Why is propaganda a topic students would be interested in exploring?

• How is it relevant? • For what content area was this

scenario developed? • What content areas could be

integrated into this PBL lesson?

What PBL is

Let’s Just Face It…

Challenges• Class Time

• Scheduling

• Prep Time

• Integration of Content Areas

• Formative Feedback

• Time on Task

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It All Goes Back to our Cheese

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www.mullinshe.wordpress.com

What Students Experience

Impressions

Time for a Break!

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http://www.google.com/imgres?hl=en&client=firefox-a&hs=MyB&sa=X&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&prmd=imvnsur&tbnid=DyOhwQpKPZWYPM:&imgrefurl=http://justelectromusic.blogspot.com/2011/01/bucketheads-bomb-hausjacker-remix.html&docid=1-7W_8L2fy69yM&imgurl=http://1.bp.blogspot.com/_YmCO-ae2yqQ/TS0D_k_g1hI/AAAAAAAAAbo/C1WkHmZnGRc/s1600/1794.jpg&w=1280&h=1024&ei=m-8RT-K2D4-HtwfsiICIAg&zoom=1&iact=rc&dur=510&sig=114730900127101918374&page=1&tbnh=138&tbnw=140&start=0&ndsp=20&ved=1t:429,r:15,s:0&tx=77&ty=90

Four Stages of PBL

Another Approach to Engagement

Question

Student Responsibilities in PBL

Justification for PBL

• Open-ended, ill-structured problems allow for creative thinking and problem solving

• Collaborative decision making helps students to communicate and look to each other as sources of wisdom

http://blog.inigral.com/beyond-facebook/

Why Now is the Perfect Time

• New Standards & New Local Curricula

• Emphasis on 21st Century Skills

• Alignment with Revised Bloom’s Taxonomy

• College and Career Readiness (CCR)

48

Web 2.0 RBT Tools

http://techtoolsforschools.blogspot.com/2011/09/blooms-taxonomy-mashups.html

Career and College Ready Students…

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Why we need PBL….

Reasons why Inquiry-Reasons why Inquiry-Based Learning is Good Based Learning is Good

for Studentsfor Students

Top 6Top 6

What Students Experience

http://www.youtube.com/watch?v=uZxYSe26O9I&feature=player_embedded#!

#1: Critical Thinking Skills

#2: Opportunities to Collaborate

#3: Flexibility and Adaptability

#4: Communication Skills

#5: Evaluation Skills

Which do you choose?

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#6: Creativity

Questions?

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What’s Out There?

• Explore the Resources:

• http://www.delicious.com/stacks/view/EIh6oj

• 15 Minutes

• Use the Chart Paper provided to share:– Site URL– Why you liked the site– What you discovered

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=U6FOTedRFpztIM:&imgrefurl=http://www.betterbuildingprices.com.au/builders-complaints-declining-thanks-to-building-brokers&docid=bN2XtFWOpD8L2M&imgurl=http://betterbuildingprices.com.au/wp-content/uploads/2010/12/searching-the-net.jpg&w=500&h=375&ei=R4oQT-THF9Sutwe3o-X3AQ&zoom=1&iact=rc&dur=559&sig=114730900127101918374&page=3&tbnh=133&tbnw=177&start=39&ndsp=20&ved=1t:429,r:1,s:39&tx=81&ty=61

Steps to Getting Started

• Think BIG, start small.   – Have a broad yet clearly defined vision of

where you and your colleagues are going.  

– What do you want your school to look like in 3-5 years? 

– What will students be doing in the classroom?  How will teachers be working together? 

– Start with small, attainable steps.

Agree to One PBL Unit

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Table Activity

• Look at the standards for a course you teach.

• With your colleagues, brainstorm one particular concept that would make a good PBL Unit.

• Share with the whole group via Poll Everywhere.

• 15 minutes.

Revisit Learning Targets

Evaluation

Contact InformationE-mail: heather.mullins@dpi.nc.gov

Skype: waterlovers3

Phone: 828.244.8759 (H)

Blog: www.mullinshe.wordpress.com

Wiki: www.rt3region7.ncdpi.wikispaces.net

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.

Berliner, D. C. (1992). Redesigning classroom activities for the future. Educational Technology, 32(5), 7-13.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Chi, M. T. H., & Glaser, R. (1985). Problem-soving ability. In R. J. Sternberg (Ed.) Human abilities: An information-processing approach (pp. 227-250). New York: W. H. Freeman & Co.

Cognition and Technology Group at Vanderbilt (CTGV). (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.

Collins, A., Brown, J. S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp.453-494). Hillsdale, NJ: Erlbaum.

References

Hattie, J., & Purdie, N. (1998). The SOLO model: Addressing fundamental measurement issues. In B. Dart & G. Boulton-Lewis (Eds.), Teaching and learning in higher education. Camberwell, Australia: ACER Press.

Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343-364.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press.

Niedelman, M. (1991). Problem solving and transfer. Journal of Learning Disabilities, 24(6), 322-329.

Rye, J. A., & Rubba, P. A. (2002). Scoring concept maps: An expert map-based scheme weighted for relationships. School Science & Mathematics, 102(1), 33-44.

Skemp, R. R. (1978). Relational understanding and instrumental understanding. Arithmetic Teacher, 26(3), 9-15.

Stepien, W.J., & Pyke, S.L. (1997). Designing problem-based learning units. Journal for the Education of the Gifted, 29(4), 380-400.

References