Problem Based Lessons
Training Objectives
1. Develop a clear understanding of problem-based
learning and clarify vocabulary issues, such as problem
vs. project, that often cause confusion
2. Explore examples of PBL (problem-based learning)
integrating technology
3. Identify and write driving questions for PBL
4. Identify technology appropriate for a PBL
5. Design and share the plan for a complete PBL
technology integrated lesson
6. Produce a scoring guide and exemplary student
product for the lesson designed
7. Ultimately, completion of requirements for ICT
Certification
Course Expectations
1. Participate in discussions, share ideas, and engage in
the learning process.
2. Complete PBL Planning Forms in a manner that is
professional, grammatically correct, and would allow any
teacher to use your challenge.
3. Create an example of an exemplary student product
4. Create a rubric(s) that reflects your expectations for the
student product.
What do we already know
about problem-based
learning?
How does it connect with
everything else?
What We Already Know
http://www.wolfram.com/solutions/stem/images/stemTitle.gif
http://www.mos.org/eie/EDP_150dpi.gif
http://www.leadered.com/images/frameworkDetails.gif
What is Problem-Based Learning?
Watch and Discuss (including term used)
http://www.commoncraft.com/project-based-learning-explained-custom-video-project-bie
Was there a rigorous, relevant problem to solve?
How might such an approach affect student
engagement?
Discussion- What does PBL look like?
Pre-requisite Vocabulary
STEM is an acronym for Science, Technology,
Engineering and Mathematics, and a STEM
School focuses on these subjects to help our
nation's youth gain the skills required to succeed
in today's challenging world. This includes the
ability to think critically, solve complex
problems, and drive advancements in science
and technology.
http://www.stemschool.com/2009/04/what-is-stem-school.html
Pre-requisite Vocabulary
Problem Based Learning
vs.
Project Based Learning (Challenge Based Learning) - These words are often used
interchangeably in the world of technology, and thus our resources,
BUT the key is to focus on the problem and the process, as in the
engineering cycle.
Since it will likely take multiple class periods for students to complete,
think of the entire process and the final outcome as a project. For our
purposes, the entire project is based upon the problem-based learning
experience.
Pre-requisite Vocabulary
PBL is an instructional method that challenges students
to "learn to learn," working cooperatively in groups to
seek solutions to real world problems (Duch, 1995).
Instead of starting with a standard and designing a lesson
around it, teachers will start with a problem, concern, or
challenge that is real and relevant to their students. The
students will choose the method and media to attempt to
solve the problem. Multiple standards are incorporated
into the lesson and the solutions presented by the
students show mastery of those standards.
Pre-requisite Vocabulary
Driving Questions (Problem Statements)
• serve as a lighthouse for the lesson
• incorporate big ideas or themes
• require students to learn essential content
and apply it
• engage students with authentic issues
(The Buck Institute for Education and Boise State University,
Department of Educational Technology)
Pre-requisite Vocabulary
Inquiry
gathering of data and information and then
applying the gathered information to address
the problem or task
A student-centered, active learning approach
focusing on questioning, critical thinking, and
problem-solving. It's associated with the idea
"involve me and I understand."
(Eduscapes, 2007)
Backward Design
Image from: http://pbl-online.org/pathway2.html
Backward design
1. Begin with the End in Mind - Great learning begins with
planning for the end result. Design engaging, standardsbased lessons that help students develop in-depth
knowledge and important skills.
2. Craft the Driving Question - Write Driving Questions
that spark interest and propel students through the
lesson.
3. Plan the Assessment - Match lesson outcomes with
assessment strategies and rubrics.
4. Map the Project - Plan for lesson success.
5. Manage the Project - Shift from being the "sage on the
stage" to the guide on the side.
PBL in terms of the Engineering Cycle
(STEM language)
Image from: http://www.mos.org/eie/engineering_design.php
PBL in terms of the Engineering Cycle
(STEM language)
5 Steps in the Engineering Design Cycle
• Ask - Define a Problem
• Imagine - Brainstorm, Research and generate ideas,
Identify criteria and specify constraints, Explore
possibilities
• Plan - Select an approach, Develop a design proposal
• Create - Make a model or prototype, Test and
Evaluate the design using specifications
• Improve - Refine the design, Create or make a
solution, Communicate processes and results
How do they compare?
What does this mean for us as we
develop lessons for our students?
How can we tie all of these ideas
together into our lesson plans?
How will we measure student
achievement? Document it? Use it?
What is the role of the teacher when
delivering PBLs?
The Driving Question
A good Driving Question should:
• Drive the project
• Capture a project theme or a "big idea"
• Point students toward mastering content and skills that
enable them to answer the question
• Not be easily solved or answered
Tip: Creating Driving Questions takes time and careful thought. Often,
brainstorming with colleagues produces the best Driving Questions.
http://pbl-online.org/driving_question/dqoverview/dqoverview.html
Examples: http://pbl-online.org/driving_question/dqexplore/dqexplore1.html
Practice Recognizing Good Ones http://pbl-online.org/driving_question/dqPractice/dqpractice1A.html
Plan the Assessment
3 Steps to Planning Effective Assessments:
• Align the products or performances for the project with the
outcomes
• Know what to assess - establish criteria to assess each
product and performance
• Create rubrics for the project
Each step includes several sub-steps, and should result in a
balanced assessment plan.
Align Products with Outcomes http://pbl-online.org/PlanTheAssessment/explore/planexplore1.html
Know What to Assess http://pbl-online.org/PlanTheAssessment/explore/planexplore2.html
5 ways to Evaluate a Presentation or Project http://pblonline.org/PlanTheAssessment/explore/planexplore3Charts/5waysChart.htm
Using Rubrics and Examples http://pbl-online.org/PlanTheAssessment/explore/planexplore3.html
Tips for Writing Rubrics http://pblonline.org/PlanTheAssessment/explore/planexplore3Charts/additionaltips.htm
Map the Project
Key Steps in Successful Project Planning
• Organize Tasks and Activities
• Decide How to Launch the Project
• Gather Resources
• Draw a "Storyboard"
Planning Form http://pbl-online.org/ProjectPlanning/PlanningForm.htm
Organize Tasks and Activities http://pbl-online.org/Map/mapexplore/mapexplore1.html
Launch the Project http://pbl-online.org/Map/mapexplore/mapexplore2.html
Gather the Resources http://pbl-online.org/Map/mapexplore/mapexplore3.html
Draw a Storyboard http://pbl-online.org/Map/mapexplore/mapexplore4.html
Practice http://pbl-online.org/Map/Practice/practice1.html
Manage the Process
Key Steps in Managing Projects
• Share Project Goals with Students
• Use Problem-Solving Tools
• Use Checkpoints and Milestones
• Plan for Evaluation and Reflection
Overview and Example http://pbl-online.org/ManagetheProject/projectoverview/projectoverview.html
Project Management Tools http://pbl-online.org/ManagetheProject/projectoverview/projectoverview.html
Using Problem-Solving Tools http://pbl-online.org/ManagetheProject/projectexplore/projectexplore3.html
Using Checkpoints and Milestones http://pblonline.org/ManagetheProject/projectexplore/projectexplore4.html
Kinds of Checkpoints and Milestones http://pblonline.org/ManagetheProject/projectexplore/projectexplore4Charts/progresscheck.htm
Problem Based Learning
Let's tie it all together and develop a clear understanding of
what Problem Based Learning is
http://www.pbl.uci.edu/whatispbl.html
• PBL is a learner-centered educational method
• PBL is based on real world problems
• The PBL learning process
o learners encounter a problem and attempt to solve it
 information they already possess
 identify what they need to learn to better understand
the problem
 apply what they learned to their work with the problem
Problem Based Learning
http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/whatis1.ht
m
• The PBL teacher is a facilitator
• The learning group is ideally in small groups of 5 to 7
learners
• PBL is a motivating way to learn
Problem Based Learning
• The objective of PBL is to produce learners who will:
• Engage the problems they face in life and career with
initiative and enthusiasm
• Problem-solve effectively using an integrated, flexible and
usable knowledge base
• Employ effective self-directed learning skills to continue
learning as a lifetime habit
• Continuously monitor and assess the adequacy of their
knowledge, problem-solving and self-directed learning skills
• Collaborate effectively as a member of a group
http://empowerstudents.wikispaces.com/Problem+Based+L
earning
go to wiki for guided practice