As part of the Teaching, Learning, and Assessment class in Seattle Pacific University’s Digital Education Leadership Program, we are learning about ISTE student standard 3- Knowledge Constructor. For this standard I wanted to investigate a learning model that allows students to identify a real-world problem, collaboratively collect resources, and create a solution to share with others. Through research, my focus for this investigation was to cover the following standard indicators:
3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3d: Students build knowledge by actively
exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.
What is Problem-Based Learning?
Cindy Hmelo-Silver describes Problem-Based Learning as, “An instructional method in which students learn through facilitated problem solving that centers on a complex problem that does now have a single correct answer”.(Savery, 2006) This learning model is based upon John Dewey’s belief of adapting lessons based on what interests and engages students as well as demonstrates their investigative and creative instincts. (Delisle, 1997)
In the first phase of problem-based learning, teachers provide students with a problem that they will need to work collaboratively to solve. When designing a problem for the students to research, teachers need to make sure the problem “should be complex, ill-structured and encompass authentic, discipline-based content.” (Ertmer, 2006) In other words, the problem should not have one simple answer and should target a variety of subjects such as language arts, math, science, and so on. Teachers are also encouraged to be the “curriculum designer” where they will need to look at their school’s curriculum and find the best places to implement problem-based learning activities. (Delisle, 1997) One way to do this is to “identify areas in the curriculum that already have problems/issues embedded within them.” (Ertmer, 2006) An ideal problem is able to “capture students’ attention because it is current, real, and relevant to their lives or the lives of people they know as well as incorporate learning of grade-level topics.” (Delisle, 1997) Teachers should also be aware of the age level of the students they are working with, and may want to start small with younger grades such as providing them problems that are based around the school and work up to world-wide problems as they grow older. (Edutopia, 2016)
In order for students to develop a plan they must first identify what they already know about the problem. (Edutopia, 2016) During this phase students are encouraged to make a list of facts based on their prior knowledge of the subject. (Delisle, 1997) Once the group analyzes what they already know about the problem, they then need to consider what they need to know in order to solve the problem. (Edutopia, 2016) Students are then able to divide the work among each other and determine what elements need to be investigated and how to investigate it. (Delisle, 1997) Students are engaged in the act of discovery while they are examining the problem and researching its background. (Delisle, 1997) Throughout the course of this phase teachers are able to provide scaffolds and establish what ideas the students have to solve the problem. (Edutopia, 2016) In my research I have found the importance of scaffolding in problem-based learning to “increase the potential for successful implementation and completion of the learning process”. (Ertmer, 2006) It has also been shown that “students perform better, achieve more, and transfer problem-solving strategies more effectively when their inquiry is supported through scaffolding.”(Ertmer, 2006) During this time the teacher is, “guiding students through the process of developing possible solutions, determining what they know and what they must find out, and deciding how they could answer their own questions.”(Delisle, 1997) For many this can become a difficult task to “guide without leading” and “assist without directing”. (Delisle, 1997)
At this phase of the Problem-Based Learning Model students are analyzing possible solutions, developing a proposal, and determining an answer to the question. (Delisle, 1997) After researching independently the different elements of the question, students are then able to come together and revisit the problem. (Delisle, 1997) Savery states that it is “essential that each individual share coherently what he or she has learned and how that information might impact on developing a solution to the problem.” (Savery, 2006) As a group, students now have a chance to share additional questions or ideas they have based on the new information shared through the research done. (Delisle, 1997) At this time, it is important for the teacher to help students “make links between claims and evidence, questions and information, and project design and learning goals”. (Ertmer, 2006) Students would then evaluate the research they discovered and agree on a proposed solution that “had the most information showing it would work, or that is true to their principles or beliefs.” (Delisle, 1997) However, keep in mind that “the real goal for problem-based learning is not an answer to the problem, but instead the actual learning that takes place through the process of thinking through the steps, researching the issues, and developing an answer.” (Delisle, 1997)
In the last phase of the Problem-Based Learning Model it is
important to evaluate the student’s performance, the teacher’s performance, and
the problem. (Delisle, 1997) Students should be encouraged to evaluate
themselves, their groups performance, and the quality of the problem itself. (Delisle,
1997) Students reflection is critical to help them deepen their understanding and
make sense of the key principals of the experience. (Ertmer, 2006) Some examples
of reflective strategies for students would be journaling, self-evaluation, and
group debriefing. (Ertmer, 2006) Teacher’s should also reflect upon their
scaffolding skills throughout the unit. Was the teacher able to recognize those
students who needed more guidance? Do they need more practice guiding the
students instead of directing the students? (Delisle, 1997) Lastly teachers
should “reexamine the effectiveness of the problem itself” and determine what
areas the problem they would have liked to change to better plan for their next
PBL unit. (Delisle, 1997)
Technology Connections
In many parts of the Problem-Based Learning Model you can find opportunities to integrate technology into the learning process. I have listed a couple of ideas below:
References:
Delisle, R., & Staff, Association for Supervision Curriculum Development. (1997). How to Use Problem-Based Learning in the Classroom. Alexandria: ASCD
Edutopia. (2016, November 1). Solving real-world problems through problem-based learning. Edutopia. [Video File]. Retrieved from https://www.edutopia.org/practice/solving-real-world-issues-through-problem-based-learning
Ertmer, P. A. , & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Spencer, John [John Spencer]. (2017, November 12th). What is Problem Based Learning. [Video File]. Retrieved from https://www.youtube.com/watch?v=RGoJIQYGpYk
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
