Examining the Challenges
Encountered when Implementing
Problem-Based Learning in the
Middle School Classroom
Sung Hee Park (park32@purdue.edu)
Monica Lee (lee146@purdue.edu)
Jay Blackman (jay@purdue.edu)
Brian Belland (bbelland@purdue.edu)
Background
• Tech-Know-Build Project
– Funded by a U.S. Department of Education
Technology Innovation Challenge Grant (2000-2005)
– Goal
• To help move to a more student-centered classroom
• To help students develop the critical-thinking and problemsolving skills that they will need to be successful in the 21st
Century
– Partnership between Purdue University,
Crawfordsville School Corporation, IUPUI, and
Indianapolis Public Schools
Indianap
olis
Public
Schools/
IUPUI
Purpose of the Study
• To identify the challenges that middle school
teachers face when planning, designing, and
implementing problem-based learning
• To propose possible solutions that could help
to overcome these challenges
Literature Review
• One meaningful technology use
– A constructive teaching philosophy (Berg, Benz, Lasley, &
Raisch, 1998)
– Student-centered learning beliefs (Becker & Riel, 1999)
• Problem-based learning (PBL)
– A student-centered method of instruction in which students learn
content and problem-solving skills while solving ill-structured,
real-world problems
• The role of technology in PBL
– Critical role in information searching, modeling task or content
decision-making, and presenting solutions (Sage, 2000)
Literature Review (cont’d)
Performance support system
• Assumption:
– Various components within an individual teacher’s work
environment
– Combined to support teachers’ practices in the classroom
• A more holistic view of the supports needed for teachers
Knowledge &
Skills
Capacity
to Do
Tools &
Environment
Vision
Motivation &
Self Concept
Feedback &
Expectations
Rewards &
Incentives
School Culture
Adapted from Wedman & Graham , 2001
Overall Procedure
Step 1
Experienced PBL
teacher[1]
Gap
Beginner PBL teacher
Challenges
Step 2
School culture
Knowledge & skills
Capacity to do
Motivation & self-concept
Tools & environment
Feedback & expectations
Rewards & incentives
Step 3
Possible solutions for the
challenges
Data Collection
• Classroom observation
– 6 teachers, 13 class hours observations
– Based on “Model of PBL Practices”
• Survey: 21 teachers (Questionnaire)
• Interview
– Administrative: Superintendent, Principal, Project
Manager
– PBL support faculty (2)
– Teachers (8)
– Tech Staff (2)
Results: Observation
Identified differences in PBL practices between
experienced PBL teachers and other teachers
1. Pedagogical approach: Student-centered approach
• Have students self-evaluate and reflect on the problemsolving process
• Example
– Project journaling, project progress report, etc.
2. Technology usage
• Provide a set of advanced techniques
• Examples
– Teach Boolean function for better online search results,
– Evaluate the quality of resources
– Insert multi-media components in PowerPoint
Results: Observation (cont’d)
3. Planning and organizing
–
–
–
Effectively organize different PBL stages (i.e. problem formation, data
collection, brainstorming solution, selecting solutions, and evaluating
solutions)
Prepare performance-based evaluation methods (i.e. rubrics,
observation)
Create project schedules and milestones (i.e. Check overall schedule
frequently)
4. Classroom management skills
–
Examples
•
•
Specify group participation points in the final evaluation
Provide clear guidelines and direction
5. Collaboration
–
Collaborate with other teachers (e.g., Teach a PBL unit with another
teacher)
6. Professional development
–
Attend a professional conference
Results: Survey
•
Teachers identified challenges as being in the following
order of importance:
Rank
Challenges
1
Feedback
2
Rewards & Incentives
3
Motivation
4
Knowledge & Skills
5
Expectations
5
Capacity
6
Time
7
Environments & Tools
8
Support
Results: Interview with Administrators
•
Vision
– Faculty: use of PBL to make pedagogical change
– Administration: use of technology
•
Relative importance of challenges
School
Administrators
1.
2.
3.
Motivation
Capacity
Feedback &
Expectation
Faculty 1
1.
2.
3.
Knowledge &
Skills
Capacity
Tools &
Environment
Faculty 2
1.
2.
3.
Capacity
Feedback &
Expectation
Motivation
Results: Interview with Teachers
• Vision - Expressed concerns in vision-sharing
–
“I’m not sure what they are trying to accomplish.”
• Knowledge & Skills – Expressed concerns on
lack of knowledge and skills
–
“I still don’t know what I’m doing or if I’m doing it right.”
• Motivation & Self-concept – For student
excitement as well as a requirement
–
–
“I like to watch them get excited about what they are doing.”
“If my boss says to do it, I do it.”
Results: Interview with Teachers (cont’d)
•
Tools & Environment – Teachers would like to have:
–
–
–
•
Preparation time (individual and team)
More technology support
Better PBL classroom management skills (leading and guiding)
Feedback & Expectations
–
Many teachers mentioned not receiving feedback
“I don’t think I get any feedback.”
–
•
A few said self reflection and peer evaluation
Rewards & Incentives – Benefits of PBL
–
–
–
Students: Increased curiosity about the world and desire to learn
more
“What is neat is that at the end of these PBL units they usually have
more questions than answers.”
Teachers: Professional growth, makes their job fun
Some did not recognize available rewards & incentives
Results: Final Rank of the Challenges
Final
Rank
Challenges
School
Admin.
Teacher
Survey
Faculty
Members
Researchers
Vision
1
Feedback & Expectations
3
1
2
1
2
Knowledge & Skills
2
4
1
2
3
Motivation
1
3
4
3
4
Rewards & Incentives
4
2
5
4
5
Tools & Environment
5
5
3
5
Recommendation
Some of the possible changes that we think will
help teachers overcome the challenges are:
•
•
•
•
Set a clear overall goal for the project and share it
among people involved in the project
Provide more consistent feedback to teachers
Increase collaboration among teachers to utilize
experienced teachers’ knowledge and skills
Increase awareness of the awards and incentives
available for teachers
Conclusion
• It is our belief that it will require change
– not only on the individual level
– but also on the organizational level of schools
to more smoothly implement problem-based
learning in the Crawfordsville School
Corporation
Model of PBL Practices
Category
Pedagogical
approach:
studentcentered
learning
Practices
Encourage student to develop their own solutions (i.e. avoid giving direct answers)
Put students into groups and assign different roles
Spend a minimal amount of time delivering content knowledge to students
Use open-ended questions instead of yes/no questions (using how, when, where, what if…)
Have students self-evaluate and reflect on the problem-solving process (journaling, schedule checking
rubrics, etc.)
Promote cooperation and teamwork (Form students into groups and assign different roles)
Technology
usage for
higher-order
thinking
Integrate technology components in the process
Use computer tools to covert data (e.g. figures, facts) to meaningful knowledge (e.g. Use the data for final
presentation)
Provide a set of advanced techniques for using software or hardware (i.e. how to use Boolean function for
better online search results, how to evaluate the quality of the resources, how to insert multi-media
components in PowerPoint,)
Provide support for higher-order thinking using technology (e. g. provide criteria for evaluating websites)
Planning &
organizing
Use ill-defined and real-world problems as the basis for driving questions
Organize PBL stages in an effective manner (problem formation data collection, brainstorming solution,
evaluating and selecting solutions)
Refer to information on Indiana academic standards when planning
Prepare and arrange various resources to help students gather information (e. g. invite guest speakers,
make available video tapes and library resources)
Prepare performance-based evaluation methods
Have self-monitoring guideline (i.e., checking overall schedule frequently)
Model of PBL Practices (cont’d)
Category
Classroom
management
skills
Practices
Monitors students progress frequently (Check each group’s work at least once per class session)
Provide verbal or written feedback to students
Provide clear guidelines or instructions (handout, TP materials, PPT)
Use various questioning skills (e.g. ask what if questions instead of yes/no questions)
Specify group participation points and communicate these to students
Use visual tools to help students break down abstract concepts to concrete sub-components (e.g.
concept maps)
Provide practical examples (e.g. other students’ previous work)
Provide alternative solutions to immediate questions and problems during PBL process
Challenge students’ data assumptions and sources (e.g. Are you sure these are relevant? Valid?)
Collaboration
Collaborate with other teachers (i.e. team teaching)
Share PBL ideas and experiences with others (i.e. attend TKB dinner seminar)
Professional
development
Attend PBL & technology workshops
Register for Purdue graduate courses
Survey Questionnaire
Statement
True
False
Unsure
1.
I have received explicit expectations regarding the implementation of problembased learning (PBL) in my school.
T
F
U
2.
I receive regular and helpful feedback about how well I am meeting
expectations regarding PBL implementation.
T
F
U
Expert PBL support is available in a timely and helpful manner in our school.
T
F
U
I have been given enough time to plan and implement PBL.
T
F
U
The physical environment and tools (hardware, software, network, local and
school library, field trip support etc.) of my school makes it easy for me to
implement PBL.
T
F
U
There are rewards and incentives for PBL implementation in my school.
T
F
U
7.
I am motivated to implement PBL in my classes.
T
F
U
8.
I have the physical and mental capacity to plan, design, and manage PBL in my
classroom.
T
F
U
9
I have the knowledge and skills needed to implement PBL.
T
F
U
No.
3.
4.
5.
6.