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

3. Problem Question 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? Problem Based Learning (PBL) can be a wonderful alternative or addition to more traditional types of instruction. Please view the following Power Point presentation and the links provided. Evaluate your teaching and how PBL could enhance your instruction. Do you think your students would be more motivated by PBL? As a teacher could more PBL instruction motivate and stimulate you? If you already use PBL in your classroom, please share a success story.

4. A Brief History “ 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) Dr. Howard Barrows has been a leader in the development of PBL. In the late 1960s, PBL was originally developed for the training of physicians at McMaster University in Ontario, Canada. In 1981, Dr. Howard Barrows left McMaster University in order to set up PBL programs in other Medical schools in the United States (University of Cincinnati, 2007). Today Medical schools and a growing number of undergraduate schools are following the PBL curriculum.

5. 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

6. A Student’s Role PBL is “student-centered”, which means that the subject matter usually applies to real life situations that the student finds relevant. When learning in a Problem Based environment students are the ones who have to solve the problems and come up with the answer. 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 also necessitates the students using higher order thinking skills and meta-cognition. This manipulation of information leads to a better understanding of the problem and allows the student to apply this understanding in different situations.

7. A Teacher’s Role A teacher does not take on the tradition role when using Problem Based learning. The teacher does not spoon feed information to the children rather the teacher is there to question the student and facilitate their understanding. They ask questions that causes the student to self-reflect on what they are learning. For example, “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. By directing students and questioning their assumptions and decisions the teacher is in the position of being able to differentiate by their style of questions.

8. PBL / Other Learning Strategies

9. Problem Design Each PBL session begins with an “ill-structured” or messy problem. This problem must be fashioned in such a way that it can have multiple solutions. This problem is purposefully unclear to the student. This helps to generate discussion. The problem requires more information to solve than is present to the learner at the time of the initial presentation. The wording in the “ill-structured” problem is one key to a successful PBL lesson design.

10. 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 subject.

11. Goals The Aim of PBL is: To develop student’s decision making skills Apply their knowledge in different circumstances Tailor problems to real world experiences Create collaborative classrooms To allow teacher differentiation and support To give students a forum to defend and justify their thought processes

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

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

14. 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.shtml

15. Rolling Credits Page?

16. CLIP ART IMAGES