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Problem Based Learning (PBL) David W. Dillard Arcadia Valley CTC.

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Presentation on theme: "Problem Based Learning (PBL) David W. Dillard Arcadia Valley CTC."— Presentation transcript:

1 Problem Based Learning (PBL) David W. Dillard Arcadia Valley CTC

2 Objectives 1. Define Problem Based Learning (PBL) 2. Develop the components or “concepts” of PBL 3. Steps to develop a PBL lesson plan 4. Explain how PBL can be used in the classroom 5. Modeling

3 Definition Most definitions and advocates of PBL typically relate it the entire curriculum Other definitions call it an instructional strategy, instructional approach, or an approach to structuring the curriculum While others mention “learning to learn,” real world problems, group effort, student collaboration, active learning.

4 Definition Problem Based Learning is a teaching strategy that many teachers already use without the planning process having been developed or thought out. PBL integrates “real world” problems with curriculum objectives to allow students the opportunity to find solutions while taking control of their own learning.

5 PBL Background: Aims According to Barrows and Tamblyn (1980) and Engel (1997), PBL can, regardless of discipline, enhance students’ achievement of: Adaptation and participation in change Application of problem solving in new and future situations Creative and critical thought Adoption of holistic approach to problems and situations Appreciation of diverse viewpoints

6 PBL Background: Aims Successful team collaboration Identification of learning weaknesses and strengths Promotion of self-directed learning Effective communication skills Augmentation of knowledge base Leadership skills Utilization of relevant and varied resources PBL at Stanford University

7 PBL Characteristics Ill-structured, complex problems are the focus of the lesson student-centered learning Teacher is a coach or facilitator. Students work in small groups to solve/provide multiple solutions to problems Assessment is another key – self-assessment, peer assessment, teacher assessment.

8 Why use PBL You probably are already using the concept in some lessons Students become accountable for their learning Real world and relevant Cooperative learning, collaborative learning, active learning

9 Bottom Line You need to adopt as much or as little of this presentation to YOUR style and classroom as possible There is no right and wrong As with any lesson plan, it should fit your curriculum, not be done for the sake of doing it Good teachers take what they can from what is provided and adapt it to their classroom

10 Roles Within PBL The teacher acts as coach Still in-charge Plan the activity & set standards Develop resources The student as active learner Take charge of the learning process – they get out of it what they put into it They study the areas within the project that are of interest to them Work in groups (cooperative learning) and all that it implies

11 Components of PBL The Problem Cooperation Brainstorming Research & information gathering Solution determination Presentation Evaluation

12 The Problem Select a problem that the class will: Solve: make decisions or judgments Be interested in solving Determine solutions (there may be no solution) Gather information about (research) Is real Present information and findings about Connect to prior knowledge Cover the content objectives of the class

13 Cooperation Students work in groups Numbers may vary, most authors recommend 4-5, but the lesson length and time allotted may determine Individual and/or group grade All must contribute (teacher observation, journals, daily logs, portfolios) Group dynamics, roles and responsibilities will have to outlined (included in evaluation plan) and taught

14 Brainstorming Students draw from individual, prior knowledge and develop a collective knowledge base Can incorporate graphic organizers and possibly technology Begin list of possible solutions Define areas of research (what knowledge is missing)

15 Brainstorming

16 Research and Information Gathering Use the LMC The Internet Other resources Fill in gaps from brainstorming Find new information Use any resources you have Allow student s to find out of class resources

17 Determine A Solution Collect and build possible solutions Discuss as a group Choose the best solution Record the process for selection (this will set the model for presentation) Define gaps in knowledge Conduct additional research Complete/refine the solution

18 Presentation I Presentation method Selected by teacher Selected by group Oral Multimedia, PowerPoint Written Poster, flyer, brochure

19 Presentation II Presented to class Peer review Teacher review Presented to judges Presented to governing body Published (newspaper, school paper)

20 Evaluation Daily Are all students working Do they get along Scoring Guide Provided to students at the beginning of the project Well define Complete at the end; students may have the option to revise their work

21 How Do I Use PBL in My Classroom Choose a curriculum topic that fits PBL Determine the length of time and plan the lesson (Lesson Plan development) Determine the question based on the curriculum, course or student interest Have possible solutions that you do not share with the class. They will assist you as the lesson develops

22 How Do I Use PBL in My Classroom Develop a scoring guide (make your own or check the web) What is the outcome or project going to look like (what do you expect) Develop resource list – students will hopefully add to it Review the process (steps) with the students Develop and provide any background information you want them to have

23 How Do I Use PBL in My Classroom Conduct the lesson Evaluate the student work Evaluate the lesson Evaluate the PBL process

24 Modeling We are going to choose a class, subject and objective Develop the question Brainstorm using a graphic organizer Possible solutions What did WE learn? html

25 tml

26 ockguide/assess.html

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