Dig Deeper with
Problem-based Learning
A presentation deck for training educators on the
Project MASH problem-based learning process
Half-day version
Get your creative juices flowing with
a quick activity and conversation
Brainstorm - What trash do you see around campus most
often? Do some quick drawings, then tape them to the board.
Discuss with your group - Which items are most common?
Least common? What problems might this indicate? Have
one group member take notes.
Today’s explorations
Gain an understanding of problem-based
learning.
Experience problem-based learning first-hand
by examining trash on school grounds.
Present findings to the group, then discuss
how to implement problem-based learning
with students and share with other educators.
What is problem-based learning?
Problem-based learning gives students the
opportunity to identify and examine a real problem,
then work together to address the problem by
mobilizing resources and advocating for a cause.
Problem-based learning provides a clear process
(as well as the tools and resources necessary) for
introducing meaningful project-based learning.
The problem-based learning
process
Problem-based learning is interdisciplinary.
Students find natural connections between subject
areas, similar to real world work experiences.
Problem-based learning builds student agency,
independence, and persistence through a
student-driven process of real world problem
solving.
Problem-based learning is civically charged.
By taking on local issues, students have
opportunities to raise their voices, get
involved, and positively impact the larger
community.
Problem-based learning is one of several
teaching strategies that inform the educational
content and experiences available on Project
MASH, a social network for learning.
Project MASH is a social network for educators,
students, and the organizations that serve them.
On Project MASH you’ll find student activities and
projects that rely on design thinking—or citizen
science and other unique teaching strategies.
Project MASH also includes professional
development resources and support.
A problem well put is half solved.
-John
Dewey
The problem-based learning mindset
Today’s goal
To create a visual (art, video, presentation, etc.) that uses
physical evidence to illustrate the problem you’ve
investigated.
Project MASH activities
For today’s session on problem-based learning, we’ll borrow
from activities available for your students on Project MASH:
What’s the Problem?
Analyze-Running
the Numbers
Convince Me!
The Problem: Trash around campus
indicates a problem. What’s the problem?
STEP Brainstorm
TIME
2 minutes
GOAL Identify a problem-area and develop a guiding
question.
 Based on the quick-start brainstorm, what
common themes can you identify?
 Choose one specific theme, then develop a
question to guide you forward.
STEP
Define
TIME
5 minutes
GOA
L
Write a hypothesis based on your initial
brainstorm. A hypothesis should give a
reason why your specific problem is
happening in one short sentence.
Example hypotheses
 Students would exercise more if we had safe walking trails
in our community. (Problem: Students are inactive.)
 School lunch is “gross” because our school has a small
budget, limiting purchasing choices. (Problem: School
lunch is unappetizing.)
 People only recycle when it’s convenient; providing more
ways to recycle would reduce un-recycled waste.
(Problem: The school community is throwing away
recyclables.)
STEP Field studies
TIME
60 minutes
GOAL Test your hypothesis through data collection. Try the following:
 Walk school grounds to collect trash
 Document trash through photos (trash cans, litter, trash
inside the building)
 Interview custodial or cafeteria staff
 Survey students about the problem
 Take inventory of where trash is coming from (vending
machines, school store, cafeteria, others?)
Field studies tips
 Identify data collection methods: a notebook,
spreadsheet, digital tool, photographs, a trash
bag.
 Divide and conquer. Determine roles (interviewer,
data collector, photographer, etc.).
 Collect more than one type of data (for example
physical evidence and student surveys).
STEP Plan
TIME 10 minutes
GOAL Make a plan to share your findings visually.
 What is your data telling you?
 Sort and analyze your findings. Do they confirm
or change your hypothesis?
 Ask: What will you do with the data you’ve
collected? How might you convey an important a
message with your findings?
STEP Create
TIME
60 minutes
GOAL Create a visual, short presentation, artwork, video
or other creative way to share your findings.
 Portray your message & purpose clearly.
 Consider how this will impact or persuade
your audience.
STEP Advocate
TIME 20 minutes
GOAL Present your work!
 What is your message?
 How might it be amplified, i.e. published?
 How might it be used to spur others to
action?
The product is not the end result of problembased learning. How you SHARE the product and
what others DO with it is!
Project Share
TIME 15 minutes
Working with your team, create a visualization
for how problem-based learning:
 Fosters student engagement
 Addresses specific content areas
 Builds skills, i.e. 21st century skills
Common Core Connections
TIME 15 minutes
Working with your team, discuss how today’s activity aligns to these Common Core
standards. How might implementing this activity with students further meet the
standard?
 CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained
research projects based on focused questions, demonstrating
understanding of the subject under investigation.
 CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose,
and audience.
 CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and
visual displays of data to express information and enhance understanding
of presentations.
Reflection & Discussion:
Technology
Today’s Project: What role did technology play in
today’s project?
Think Beyond Today: What additional possibilities
might exist in an extended version of this?
Beyond Tech Integration: How is this role distinct
from the simple notion of “technology integration”?
Reflection & Discussion:
Assessment
What are the possibilities for assessing project’s
like today’s problem-based learning effort?
 Document the process, and not just the product?
 Promote self-reflection & peer-feedback?
 Address skills, habits and mindsets in addition to
content?
Want more?
Visit Project MASH for tool kits and resources that
align to problem-based learning and these other
teaching strategies, including design thinking,
citizen science, making & tinkering, and more.
On Project MASH you’ll discover activities and projects
that incorporate problem-based learning and other
unique approaches to teaching and learning.
What’s the Problem?
Ask: The Art of
Conversation
Convince Me!