Problem-Based Learning Wiley Middle School Joseph Cutts and Phyllis Harvey

Problem Based Learning (PBL) is a learning/teaching methodology based on the principle of using problems as a starting point for the acquisition of new knowledge and a learning/teaching methodology designed to create learning through experience and the reinforcement of existing knowledge. “The Teacher’s part, then, in the process of instruction is that of a guide, director or superintendent of the operations by which the pupil teaches himself.” - Joseph Payne, 1883 from Lectures on the Science and Art of Education Source:

PBL Characteristics: Problems are “real world” in nature for the learners: they can see the need to know the information in their future. Problems activate prior knowledge: learners are able to “hook” new content on some existing experience or information. Problems mimic ways in which new information will be applied later: either in assessment or practice. Source:

Philosophy of PBL: Learners prefer to participate in decision- making about their learning. Learners bring lots of information to new learning (no blank slates here). PBL reinforces existing knowledge and creates a starting point for acquiring new content. PBL problems enhance the integration of new information. Source:

PBL Aims to Create Learners Who... Know what they know with confidence. Know what they do not know with confidence. Can effectively and efficiently access new information and integrate it with existing knowledge. Apply the new information to problem resolution. Source:

Why PBL? The learning is relevant. The learning is more retrievable. The learner can apply the learning in similar situations. The learning is long-term and embedded rather than dependent on rote recall. The learning is more exciting and more fun. The learning emphasizes meaning rather than fact accumulation. Higher retention of learning. Deeper understanding of learning. Development of interpersonal, collaboration, and negotiation skills. Development of life-long learning skills. Source:

What Are the Steps? Identify the problem Facts: What do I know? What do I need to know? Collaborate for a solution Define and defend your solution

Group Roles Reader/ Group Leader Recorder Reporter Materials Manager

Identify the Problem Explore the issues: -The teacher presents the problem. -Students discuss the problem statement and list its significant parts. -You may feel that you don't know enough to solve the problem but that is the challenge! -You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process.

Facts: What Do I Know? List "What do we know?" -What do you know to solve the problem? -This includes both what you actually know and what strengths and capabilities each team member has. -Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility!

What Do I Need To Know? List "What do we need to know?" -Research the knowledge and data that will support your solution. -What information will you need to fill in missing gaps. -Discuss possible resources such as technology books, web sites, etc. -Groups develop a plan for solving the problem.

Collaborate For a Solution -Everyone does their part. -Find out each others strengths. -Consider everyone’s ideas. -Students must understand this is “Real World”. Sometimes we must agree to disagree.

Define and Defend Your Solution State clearly both the problem and your conclusion Summarize the process you used, options considered, and difficulties encountered Convince, not overpower Bring others to your side, or to consider without prejudice your supporting documentation and reason Help others learn, as you have learned If challenged and you have an answer, present it clearly and if you don't have an answer, acknowledge it and refer it for more consideration