Problem Based Learning and Engaging Students in the Classroom: Different Strategies

1. Problem Based Learning and Engaging Students in the Classroom: Different Strategies Stacy Stetzel and Michael Slavkin Education Department

2. Overview • Preparation for “the real world” challenges faculty from all content areas • How can we construct authentic learning environments? • How can we ensure that students engage in real life problem finding? • Should the tasks we have students do be authentic? Today’s students expect that the work they do for courses is directly tied to expectations that will be placed on them in their professional work (Jussum and Harber, 2005)

3. Problem-Based Learning • PBL is both a curriculum and a process. • The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies and team participation skills. • The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career (Barrows & Kelson, 2000).

4. Our Definition • 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). • Components that parallel “real world experience”: • Learn to learn “on the job” • Work cooperatively in groups, sometimes with people you don’t know or don’t like • Seek solutions to situations without a clear answer • Real world problems, in that decisions are impactful

5. Curriculum as Prescription Teacher Centered Linear and rational Part to whole Teaching as transmitting Learning as receiving Structured environment Curriculum as Experience Student Centered Coherent and relevant Whole to part Teaching as facilitating Learning as constructing Flexible environment (Samford University, 2007) Strategy Comparison

6. The hardest part for educators is to change student thinking! In most lessons, the role of the educator is to take a standard (content/concept) and devise a lesson around it.   The single GOAL is to help the student master the content or the concept … is that the same for PBL?! Paradigm Shift

7. How to develop an authentic PBL experience: Start with a problem Build lesson around the problem Allow students to own the process Allow students to choose sources, technology, and how to successfully “attack” the problem Role of the teacher becomes a resource, not expert – you keep track of process and the content that the groups are reviewing – fill in the gaps as needed Paradigm Shift

8. The MAIN GOAL is for students to creatively and collaboratively solve (or attempt to solve) a problem The INDIRECT GOALS are for students to master multiple standards (your content) and show that mastery through the process and presentation of their solution Should address significant/important content while: Incorporating a real life problem that matters to students Presents an issue, challenge, or scenario that can be presented Choose a problem that students will face in the field The Goals of PBL

9. Examples from Our Classrooms – Field Experience • Expectation – You are provided a struggling K-12th grade student, who you will be paired with throughout the term. Can you assist this student in improving their performance with difficult coursework? • Main Goal(s) • provide community with resource • provide mentoring to struggling students • provide preservice teachers with real teaching scenario • Indirect Goal(s) • teaching is hard • I have to be over-prepared as a teacher • Just because I plan something doesn’t mean they will do it!! (I need to motivate students)

10. Examples from Our Classrooms – Education 315 – Individualized Education Plans • Expectation – You are provided an example biopsychosocial evaluation for a student with special needs. Using a blank State of Indiana individualized education plan (IEP), organize a mock IEP and facilitate the meeting. • Main Goal(s) • provide opportunity to organize and plan IEP • provide mock setting for facilitation of meeting (with mock parents, students, and other teachers) • provide students with realities of SPED paperwork • Indirect Goal(s) • special education paperwork is hard • parents and students have opinions • the goals that I construct need to be measurable and achievable, and the State can modify my plan

11. Examples from Our Classrooms – Education 350 – Educational Assessment • Expectation – A local children’s museum has asked for curriculum boxes to be created that area teachers can check out and teach in their classrooms. You have $500 to construct a grade-appropriate, standards-based curriculum that meets the theme _____________. • Main Goal(s) • provide chance for students to create lesson plans • students to see the cost of books and materials • if I could create anything about this theme, what would I want to cover, and how would I teach it? • Indirect Goal(s) • the standards impact what I can do in my classroom • covering content isn’t just about “being fun” • even when doing a service initiative, the customer is always right – and they know what they want

12. Examples from Our Classrooms – Education 325– Enrichment Program Development • Expectation – A summer science camp was offered to children at local school districts. Registration materials were only distributed to the boys. How can we nurture a curiosity about science (STEM) in young women and change some community stereotypes? Create a science-based enrichment program for young women to facilitate curiosity and build confidence about a STEM theme. • Main Goal(s) • create thematic enrichment plans • review literature about females in science and think critically • collaborate and communicate in teams in the class and within the community to solve this problem • Indirect Goal(s) • collaborate within the group and the community to learn the authentic needs • reflect on/think critically about the importance of science education and make decisions • understand and implement backward design process

13. Examples from Our Classrooms – Education 205 – Creativity in Lesson Planning • Expectation – High stakes testing and accountability have put a lot of pressure on classroom teachers. Creativity is an essential life skill that involves both communication and problem finding/solving. Can you help put the spark back in the curriculum by designing lesson plans that nurture creative thought and products? • Main Goal(s) • review literature about creativity and the current state of education • collaborate with current student teachers to discover their content/curricular needs • Develop lesson plans as a gift for graduating student teachers that inspire creative thought and products in their content/curricular areas • Indirect Goal(s) • collaborate within peers to learn the authentic needs to teachers • reflect on/think critically about the inclusion of creative thought/processes in daily lesson planning and write a research-based justification of the inclusion • understand and implement backward design process

14. Examples from Our Classrooms – Your Turn (Think-Pair-Share) • Expectation – • Main Goal(s) – 1. 2. 3. • Indirect Goal(s) – 1. 2. 3.

15. References • Barrows & Kelson (2000) • Duch (1995) • Jussum & Harber (2005) • Stamford University (2007)