instructional model problem based learning
DESCRIPTION
Morea Christenson Jordan Milliman Trent Comer Barbara Twohy Jessica H uberAlli W right AJ LeCompte. Instructional Model Problem Based Learning. “Problem-based learning aims at helping students perform in real-life situations and learn important adult roles .”. - PowerPoint PPT PresentationTRANSCRIPT
Morea Christenson Jordan Milliman Trent Comer Barbara Twohy Jessica Huber Alli Wright AJ LeCompte
Instructional ModelProblem Based Learning
“Problem-based learning aims at helping students perform in real-life situations and learn important adult roles.”
Common In-School Learning Process
Out of School Learning Process
Focus on individual performance
Unaided thought process Cultivates symbolic
thinking regarding hypothetical situations
Focuses on general skills (reading, writing, and computing)
Involves collaboration with others
Involves cognitive tools such as computers calculators, and other scientific instruments
Engages individuals directly with concrete, real objects and situations
Involves situation-specific thinking, such as whether to buy or lease a new car
Special Features of Problem Based Learning (PBL)
Question or problem –organizes instruction around socially important , personally meaningful questions/ problems
Combines subjects –solutions require application of knowledge from different areas of study
Life-applicable investigations –real solutions to real problems; define, hypothesize, analyze information, draw conclusions
Artifacts and exhibits –reports, physical model, video, computer program, Web-site, etc.; alternative methods of demonstrating knowledge to peers; non-traditional.
Collaboration –pair and small group learning; enhances social skills; provides opportunities for shared inquiry.
Goals of PBL
Help students develop their thinking, problem solving, and intellectual skills
Learn adult roles by real and simulated situations
Become independent, autonomous learners
Planning for PBL
Students work in pairs or small groups to investigate puzzling, real-life problems
Procedures explained in detail before introducing materials or breaking into groups
Requires greater demand on classroom management because teachers can easily become overwhelmed
Criteria for PBL SituationsPBL lessons are used to investigate important
problems
Authentic: anchored in students' real world situations Ill-defined: problems should pose a sense of mystery Meaningful: appropriate for level of intellectual
development Broad: allows teachers to reach their instructional
goals Effort: problem benefits from group interaction and toil
Conducting PBL LessonsFive Phases
PhasePhase 1: Orient students to problem
Phase 2: Organize students for study
Phase 3: Assist independent and group investigation
Phase 4: Develop and present artifacts and exhibits
Phase 5: Analyze and evaluate the problem-solving process
Teacher BehaviorReview objectives, describe logistics, motivate students to engage in problem-solving activityHelp students define, organize study tasks related to problemEncourage students to gather important info, conduct experiments and search for explanations, solutionAssist students in planning, preparing appropriate artifacts (videos, reports) and help share their work with othersHelp students to reflect on their investigations and the processes they used
Adaption to PBL
Gifted or talented students
Disabled students
Ensure students are allotted enough time
Facilitation is KEY
Management of PBLRules and routines
Multiple levels of learning
Cueing
Proper transitions
Monitor but do not overstep
Understand school wide procedures
Timing
Some students will finish earlier than peers
Create an environment that works for all students
Have alternate tasks for every student
Student Work
Clear stipulations for all students
Monitor progress
Develop ideas, do not formulate
Concrete procedures
Assessments
Assessments should meet the following criteria:
Pertain to the goals of instruction. Be reliable and valid. Be more than just paper and pencil.
Performance assessment and evaluation procedures are best.
Performance Assessment--Students perform what they have learned--Designed to test procedural knowledge
Important features: Includes several topics Includes a variety of tasks Takes several days to finish Measures complex skills and processes Can also be used to measure problem solving skills
and group work
Theoretical and Empirical SupportsJohn Dewey
Piaget and Vygotsky
FreireDewey
-Classrooms should mirror larger society
- Learning should be purposeful, not abstract
- Students should pursue projects of their own
interest
Piaget and Vygotsky
-Children are innately curious about the world
-Children are actively involved in in the
process of learning
-New experiences force students to activate and modify prior knowledge to create new meaning
-Learning is an active and social experience
Knowledge Deposit
The Banking Model of
Education
Cognitive-Constructivist Model
Knowledge Withdrawal
Leak
age
Sense the Situation or ProblemInteraction, Discussion, Collaboration
Activate Prior Knowledge
Regurgitation with little understanding or
connection with the world
New/modifiedknowledge
New Meaning, New Ideas, A Different World
This passive learning model teaches students to accept and adapt, not
to interact and create
Action on the world, rather than passive acceptance
“Please transition into your groups quietly.”
Debate Rules
No put downs
One person at a time talking
No two people from same side of argument talk in a row