1. Problem-Based Learning Explanation and Example By Amy McFarlane In Partial Completion of SPED 451 Explanation and Example By Amy McFarlane In Partial Completion of SPED 451

2. An Overview Problem-Based Learning is a structured method that aims to create meaningful learning for students as they work collaboratively to solve a real-world problem. It also appeals to many of the multiple intelligences.

3. Advice for Teachers Work with the school or local librarian to gather resources and teach bibliographical skills Develop a rubric so students are aware of the expectations Align the content and process of the PBL with standards

4. Beginning the Process Start with a “mess” Introduce a real-world problem to class Be sure students know ultimate goal of problem, and this will increase the relevancy of their research work

5. Apply for Jobs Teacher should determine 3-5 roles that will help to narrow down the different aspects of the problem Students will fill out applications for the roles, indicating their preferences Hire students into the roles, and organize groups consisting of one student in each role

6. Understanding the Problem Before students attempt to solve the problem, they must first understand the problem in depth Each student will focus his or her research according to the assigned role Research materials might be interviews, surveys, internet, books, and/or periodicals

7. The K-N-D Board Groups should construct a K-N-D Board to determine what they Know, Need to know, and need to Do

8. The Need to Know Board Information from the K-N-D board can be further explored on the Need to Know board, where students use questioning words to specify what needs to be found, what issues are important, and what questions need to be asked

9. As Students Research... Teacher, or “Coach”, should circulate to ensure that groups are focused and understand the problem Students should determine if information is interesting or helpful Students should be gathering, theorizing, analyzing, sharing, and rephrasing information

10. Teachers Should Hope For... Students making connections between content information Students using good “habits of mind”: different perspectives, skepticism but not cynicism Students using good “habits of action”: researching in different media, collaborating, asking crucial questions

11. The RAD Process During research, students should research, analyze, and define the problem The teacher, or coach, should help to assess the reliability of the resources

12. Some Questions to Consider As students research, they should ask: What is the problem? Who is responsible? Why is it happening?

13. Choosing a Solution After students have researched, reevaluated needed information, and researched more, they will need to agree on their solution as a group After eliminating possible and probable solutions, a preferable solution should be agreed upon and described

14. The Final Product Students can present their information in a research paper, powerpoint format, oral presentation, or a poster

15. Debriefing Peer assessment is crucial, and will help to make the next PBL more effective Classmates and teacher can offer suggestions, ask questions, and comment on the groups’ findings

16. An Example PBL This example PBL will focus on environmentalism with regards to global warming and conservation

17. The Introduction The Harcourt-Brace reading series for 5th grade has several nonfiction selections which hint at the effects that human activities have on the earth, such as Seeing Earth From Space This story will be read and discussed The subsequent class sessions will be spent watching “An Inconvenient Truth”

18. The Mess Class will compile a list of all of the problems discussed in the story and movie Teacher will introduce the following roles: Ecologist Cultural Anthropologist Inventor Government Official

19. Applications Students will fill out generic applications with basic information about themselves The final question will be: “What skills do you have that will help you to succeed in this role?” Students will rank their preferences from 1-4

20. Job Assignments Teacher will assign students to roles, and put together groups that have 1-2 members for each role Job descriptions will be further discussed...

21. Ecologist This position studies what is changing in the world, and will also look for potential solutions to these problems

22. Cultural Anthropologist This position looks at the habits that people have which affect the earth, and will also look for potential solutions to these problems

23. Inventor This position must search for current inventions that aim to help with saving the earth, compiles them to be presented, and even can add his or her own ideas

24. Government Official This position researches what laws and regulations are currently in place, and proposes additional guidelines

25. Who is the Audience? Though research will start at a global level, the hope is to have the final product aimed at the immediate community of the school and homes of students

26. Researching By this point in 4th grade, students have used the Internet often to research, and will be encouraged to find and bookmark sites that are useful to them Books on the topic will have been gathered with the help of the school librarian K-N-D and Need to Know posters will be designed by each group

27. The Final Product Students will create a Keynote or Powerpoint presentation when they have agreed on a probable solution, and will present it to the following audiences separately: classmates parents school administration

28. Making It Real Students will be encouraged to propose realistic solutions, so that they can be implemented by the school and families