Problem Based Learning:           

Have a question or comment?

Phyllis Leary Newbill, Tiffany A. Drape, Christine Schnittka, Liesl Baum, and Michael A. Evans

 

Problem-Based Learning is, as its name suggests, learning that occurs as a result of solving real-world problems (Combs, 2008). It is inherently meaningful and contextualized. Problem-based learning creates environments where students assume ownership of their learning; it is simply more interesting than memorizing information (Jonassen, Howland, Moore, & Marra, 2003). In this constructivist instructional method (Driscoll, 2005), the problem to be solved has “some social, cultural or intellectual value to someone” (Jonassen et al., 2003, p. 20). Savery (2006) defined problem-based learning in the classroom as having certain critical characteristics:

1. Students have responsibility for their own learning.

2. Problems are ill-structured and allow for free inquiry.

3. Learning is interdisciplinary.

4. Collaboration is essential.

5. Self-directed learning informs group decisions.

6. Reflection is essential.

7. Self and peer assessment happens regularly.

8. Problems have real-world value.

9. Assessment checks process and product. (Savery, 2006, pp. 12–14)

 

Project based learning elements;   (good summary of the key elements )             www.bie.org  

PBL— as opposed to “projects”— relies on:
rigorous assessments
challenging questions
proven management methods
exhibitions of knowledge and skills to ensure powerful learning.
Reports, Presentations, Seminars

 

Markham, Thom. Project Based Learning Design and Coaching Guide . HeartIQ Press.  

 

PBL is not enough ... Students must be cognitively aware of skills they are using
In problem-based learning, Beside solving the community, world, school problems, “learning life skills along the way” is also a goal of the work. Which Skills are we going to focus on in this project?

See pictorial example of this (PDF):

 Life-Skill examples:

Problem Solving 

  Financial literacy

 Time management

Measurement / Feedback

Thinking skills (creative & critical thinking, questioning)

  Character traits

Flexibility. Persisting, Meta-cognition, Accuracy

Self-control

Self-awareness, Empathy, Handling relationships

Learning from failure

Collaboration  

 Continuous improvement/ Quality

Process methods,
and juggle multiple tasks successfully

Planning/Goal setting focus attention, remember instructions

Financial literacy

Values … honesty, loving kindness

Collaboration  

Teams / Culture diversity

Decision making

Innovation

Entrepreneurship

Negotiation

Listening skills

Social Intelligence Knowledge of Social Roles, Rules, and Scripts

Presentation skills

Non-verbal, eye-contact, greeting skills 

White-Board-Video-BIE
Project learning example elements:
Tasks Description
   

Problem solving process

 

 

Creative thinking
Critical thinking
Questioning
Reflection
System thinking

 

 

 

 

What's our culture?

 

The school will foster a Team/Community based culture of a learning environment, with all treated as adults and with respect.

 

Gratitude

 

Key words are:    Discussion

Respect, Empathy, Kindness, Curiosity, Innovation, Persisting, Flexibility, Listening, Continuous learning, Humor, Taking responsible risk, Commitment and Buy-in.  

 

Forming a team  Charter See one-page overview

  • ·        Picking roles and developing rules of engagement

  • ·        Collaboration skills

  • ·        How are they going to measure success?

  • ·        Progress measurements

  • ·        Time management

  • ·        Character skills 

 

 

Conflict resolution

Discussing non-verbal communications ... Good time to get students thinking about this important learning tool

See list:

Framing the Problem

 

Mind mapping

The definition of the problem will be the focal point of all your problem-solving efforts. As such, it makes sense to devote as much attention and dedication to problem definition as possible. What usually happens is that as soon as we have a problem to work on we’re so eager to get to solutions that we neglect spending any time refining it.
Creating a plan

 

 

Financial plan

Based on the situation

Learn about financial literacy

Do they need resources to solve the problem

 

Developing partners

Based on the situation

Reach out to the community for support & mentoring

 

Reflection process

 

Brain Plasticity Can we continuously learn?

Stopping and looking back on what we learned and need to change

 

 

 

Research

What questions do I need to ask?

  • ·        What do I know?

  • ·        What don’t I know?

  • What do I need to know?

 

Developing requirements

 

Must / Wants

 

( Who, What and Why) in setting up the business

Who is the customer or audience?

What do they need?

Why do they need this?

How are we going to judge our design?

 

 Brain writing

Creative and team communication

 

Shaping

Sorting

Team communication

 

Decisions

 

Building decision table
Testing Going to the community

Important to have business, organizations, and family as part of the assessment

Presentation Professional presentation to partners, parents, community, and peers

 

Celebrations Leave new challenges and comments for the next team
   
 
Read:

Markham, Thom. Project Based Learning Design and Coaching Guide.  HeartIQ Press. Kindle Edition.