1. By: Courtney, Pablo, Kathy, Jorge, & Katie

2.  Student-centered- rather than sitting in a lecture, students are encouraged to solve problems set in a real world framework.  PBL is a constructivist theory. http://www.iop.org/education/higher_education/stem/problem-based/page_50125.html

3.  The problems are often complex and open-ended, requiring real thought and inquiry.  The students work together in small groups supported by a staff facilitator.  The groups enable the students to test and develop their level of understanding as they discuss their theories and findings with others. http://www.iop.org/education/higher_education/stem/problem-based/page_50125.html A PBL approach means that students take a greater part in their own learning.

4.  Cognitivism Jerome Bruner Epistemic Motivation  Pragmatism John Dewey Principle of Autonomous Learning

5.  PBL originated in the medical field  Medical school programs found lectures followed by clinicals to be an ineffective way to produce future physicians.  A new strategy of learning was created due to the new technology and medical discoveries.  Late 1950’s- Case Western Reserve University  Late 1960’s- McMaster University in Canada http://online.sfsu.edu/~rpurser/revised/pages/problem.htm

6.  From kindergarten to college, students who are taught through direct instruction are found to be bored with their education.  Students have trouble seeing that what they are being taught has relevance to real-world situations. http://online.sfsu.edu/~rpurser/revised/pages/problem.htm

7.  PBL can give students a deeper understanding of the theories and principles behind the material and can be more engaging than a direct instruction approach.  PBL eases transition to life beyond school as it mirrors how people work in the real world. Encountering a complex problem Working in a group/collaboration Dividing up tasks Employing communication skills/respect Promotes critical thinking Promotes self-directed learning All aspects of real-life jobs!

8. “Results indicated high levels of perceived success with problem- based learning. On all the identified components of changes in students learning processes and self-efficacy—self-confidence, group dynamics, self-motivation, and independence—all students indicated problem-based learning had positive reactions. Results indicated all students benefited from problem-based learning in one way or another.” Nancy Cerezo, University of North Carolina Greensboro, Greensboro, North Carolina Problem-Based Learning in The Middle School: A Research Case Study of the Perceptions of At-Risk Females, Published by RMLE Online, Research in Middle Level Education, 2004 Volume 27, Number 1. Research study done by Ahmed Faris in 2008 evaluated if PBL implementation in a 9th grade science class full of students who typically show disinterest in learning about science could have a positive impact. The conclusion of the research showed that 22 of the 25 students that participated indicated that they now had a high interest in learning science.

9.  A predetermined set of steps to analyze and solve a problem description, or 'task'  A group of students meeting up to 'tackle the problem' in one or more phases of the PBL process  A facilitator, coaching the group's learning process  Self-formulated learning goals, directing individual study activities  A rich and accessible learning environment http://wiki.triastelematica.org/index.php/Education:Problem-based_learning

10. Phase 1- Pre-discussion as a group Clarifying text and terms Brainstorm Analyze problem and possible solutions Formulate individual objectives Phase 2- Individual study in order to help meet group objectives Individual work to accomplish set goals and to gain an understanding that will ensure a complete project Phase 3- Post-discussion as a group The group members bring together their findings, discuss and come to an agreement on the solution http://wiki.triastelematica.org/index.php/Education:Problem-based_learning

12.  Might be too abstract for concrete- thinkers.  Ill-structured learning negates teacher planning and active instruction.  Influence of the facilitator on the group  Negative group dynamics

13.  As students are using new technology to create their solution, they are learning new ways to implement that new technology.  As teams construct their presentations, they can use social networking or collaborative websites.

14. Success was determined, rather, by whether or not the students "owned" the problem as a real problem for them, as the problem with which they really were engaged. http://wik.ed.uiuc.edu/index.php/Problem-Based_Learning_in_Middle_and_High_School

15. http://www.iop.org/education/higher_education/stem/resources/page_43344.html