Planning a Problem-Based Lesson
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John Van de Walle, offers a nine step
procedure to help you plan a problem-based
activity or lesson. Please refer to Van de
Walle, pp. 81 – 83 for the specific
descriptions of each step.
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Begin with the Math!
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This might be what Wiggins and McTighe
(2005) refer to as desired results
Much of this will be based on what you know
about the learners (appropriate assessments)
and what you know they are expected to learn
(curriculum, standards), so…
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Think about your students
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Wiggins and McTighe might recognize this in
their idea of Tailoring to student needs,
interests, and styles
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Decide on a Task
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This is related to Wiggins' and McTighe's
Stage 2 in which we are encouraged to think
about what evidence for the desired result
looks like, and what would be appropriate
evidence for desired understandings
This decision will also be based on your
knowledge of content and your "research based
repertoire of learning and teaching strategies."
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Predict What Will Happen
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This is where you get to "play it out in your
head." Based on what you know about learners,
teaching, and content, think about what
learners might do with a task.
Think about what knowledge/skills/dispositions
they must have to engage in the task.
Consider whether it is a Worthwhile
Mathematical Task (NCTM 1991)
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Articulate Student Responsibilities
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This is where you consider such things as some
of Wiggins' and McTighe's WHERETO elements
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Where is it going
Hook the students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to needs, interests, and style
Organize for maximum engagement and effectiveness
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson

Plan the BEFORE portion of the lesson
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In Wiggins' and McTighe's WHERETO
elements, this is
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Where is it going
Hook the students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to needs, interests, and style
Organize for maximum engagement and effectiveness
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Think about the DURING portion of the lesson
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In Wiggins' and McTighe's WHERETO elements,
this is
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Where is it going
Hook the students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to needs, interests, and style
Organize for maximum engagement and effectiveness
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson

Think about the AFTER portion of the lesson

In Wiggins' and McTighe's WHERETO elements,
this is
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





Where is it going
Hook the students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to needs, interests, and style
Organize for maximum engagement and effectiveness
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson
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Write your lesson plan
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Find a format in which you can articulate the
previous 8 steps.
One such example is in your field guide
Another example is from Wiggins' and McTighe's
(2005) Understanding by Design
Still another is from your student teaching
handbook
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005
Planning a Problem-Based Lesson

The point is any format that allows
articulation of these elements is a 'good' one
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"To use an analogy with storytelling, a story needs a plot,
characters, and a setting. Those are story elements, just as
WHERETO [and the 8 steps here] summarizes the design
elements. But how should those elements be fashioned into the
most engaging and effective whole? There are many possible
beginnings, middles, and ends. Just as a storyteller might begin
with fragments of dialogue or a description of a character and
work toward a plot (or vice versa), design work, too, can emerge
over time, following many different paths and sequences" (Wiggins
and McTighe, 2005, p. 198).
Information from Van de Walle (2004)
And Wiggins and McTighe (2005)
Jamar Pickreign, Ph.D. 2005