Part 2: Problem-Based Learning

Part 2: Problem-Based Learning

As we begin this week’s post, let’s take a quick look at the three terms we are focusing on before we jump into Problem-Based Learning.

Project-Based Learning Problem-Based Learning Challenge-Based Learning
Project Based Learning (PBL) is the ongoing act of learning about different subjects simultaneously. This is achieved by guiding students to identify, through research, a real-world problem (local to global) developing its solution using evidence to support the claim and presenting the solution through a multimedia approach based in a set of 21st-century tools. Problem-Based Learning (PBL or PrBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes Challenge Based Learning (CBL) is a framework designed to improve learning and organizational behavior around authentic learning experiences that encourage learners to leverage the technology they use in their daily lives.

Problem-Based Learning

When we get to Problem-Based Learning the first thing I ran into that helps muddy the waters is that they use the same abbreviation (PBL) as Project Based Learning. So instead of adding to our confusion, from here on out PBL is for Project Based Learning and Problem Based Learning will be used in its entirety. 

Problem-Based Learning is essentially a teaching method that involves complex real-world problems used as the delivery tool to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. Critical thinking, problem-solving and communication skills are import in this model of presentation since the students will construct their knowledge based on the assignments. Other skills that will be important with this type of learning are strong interpersonal skills, along with the ability to find and evaluate research materials. One goal of Problem-Based Learning is to create a lifelong learner out of the student.

With a belief that we can take any subject and turn it into a Problem-Based Learning opportunity; all it takes is a little forethought. Check out this article from the Center for Innovation at the University of Illinois at Urbana; they dive deeper into Problem-Based Learning and referenced a book entitled The Power of Problem-Based Learning written by Barbara J. Duch, Susan E. Groh, Deborah E. Allen. They lay out the characteristics of Problem-Based Learning which will help teachers plan to use Problem-Based Learning across disciplines:

  • The problem must motivate students to seek a deeper understanding of concepts.
  • The problem should require students to make reasoned decisions and to defend them.
  • The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
  • If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
  • If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

Before You Start:

For a teacher to develop problems for this kind of learning there are a few steps that need to be done before the class is introduced to the problem. This layout comes from the research that I reference paragraphs before:

  • Choose a central idea, concept, or principle that is always taught in a course, and then think of a typical end-of-chapter problem, assignment, or homework assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.
  • Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
  • The problem needs to be introduced in stages so that students will identify learning issues that will lead them to research the targeted concepts. The following are some questions that may help guide this process:
    • What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?
    • How will the problem be structured?
    • How long will the problem be? How many class periods will it take to complete?
    • Will students be given information in subsequent pages (or stages) as they work through the problem?
    • What resources will the students need?
    • What end product will the students produce at the completion of the problem?
  • Write a teacher’s guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher’s guide can indicate plans or options for cycling through the pages of the problem, interspersing the various modes of learning.
  • The final step is to identify key resources for students. Students need to learn to identify and use learning resources on their own, but it can be helpful if the instructor shows a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library.

How to Move On:

Once you have completed this upper part, you too can be ready to use Problem-Based Learning for in your class.

For teachers who are interested in using Problem-Based Learning; your lessons don’t stray too far from three types of delivery: case studies, role-plays, and simulations. For case studies, the aforementioned work needs to be written up in a case study format, for role playing students improvise scenes based on character descriptions over something like a play and Simulations is similar to creating a role-playing game that goes over many weeks, nowadays though, simulations often involve computer-based programs (think Sims or Civilization).

Examples:

Classroom Examples of Problem-Based Learning with a short description from where it is from (Use these as a guideline for creating your own, since they have not been vetted by our Academic Department):

  • Create a Constitution
    • This lesson plan is based on the MU School of Education’s template. The topic idea is derived from John Barell’s chapter on Problem-Based Learning: The Foundation for 21st Century Skills
  • Above-Ground Storage Tank Design Project
    • At this point in the unit, students have learned about Pascal’s law, Archimedes’ principle, Bernoulli’s principle, and why above-ground storage tanks are of major concern in the Houston Ship Channel and other coastal areas. In this culminating activity, student groups act as engineering design teams to derive equations to determine the stability of specific above-ground storage tank scenarios with given tank specifications and liquid contents. With their floatation analyzes completed, and the stability determined, students analyze the tank stability in specific storm conditions. Then, teams are challenged to come up with improved storage tank designs to make them less vulnerable to uplift, displacement and buckling in storm conditions. Teams present their analyzes and design ideas in short class presentations.
  • Advancing Change through Public Awareness
    • As diseases become stronger in nature, available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them?  In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research why this issue needs to be brought to the attention of the public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.
  • Bridges
    • In this unit of study students learn about different types of bridges and how to design and build their own bridge. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership’s Teacher Leadership Team. It includes any instructional materials within this unit of study.
  • Building a Bungee Jump
    • A bungee jump involves jumping from a tall structure while connected to a large elastic cord. Design a bungee jump that is “safe” for a hard-boiled egg. Create a safety egg harness and connect it to a rubber band which is you’re the “bungee cord.”, attach your bungee cord to a force sensor to measures the forces that push or pull your egg.

See PrBL in Action:

Check out this video on Problem-Based Learning and next week we will look at Challenge-Based Learning:

Sammamish High School in Sammamish, Washington

South Orangetown School District in New York

Resources:

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