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Problem-Based Learning (PBL) . In the Maryland Summer Centers. Our Goal.

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problem based learning pbl

Problem-Based Learning (PBL)

In the Maryland Summer Centers

our goal
Our Goal
  • “The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old questions from a new angle, requires creative imagination and marks real advances. . .”
  • -Albert Einstein
cognitive processes of gifted students
Cognitive Processes of Gifted Students
  • Conceptualizing: “front-end”analysis
  • Recognizing the problem
  • Generating a series of steps
  • Setting priorities
  • Selecting information/allocating and generating resources
  • Evaluating solutions
msc cognitive goals
MSC Cognitive Goals
  • Does the cognitive goal for your center focus on “problem formulation” and require “creative imagination” rather than focus on skill-building?
  • Does the cognitive goal for your center challenge the gifted student’s cognitive processes?
problem based learning
Problem-Based Learning
  • Organizes curriculum and instruction around “ill-structured” problems
  • Requires the application of skills and knowledge
  • Interdisciplinary
  • Develops critical and creative thinking, collaboration, and joy in learning
the ill structured problem
The Ill-Structured Problem
  • Problem must be identified and defined
  • Additional information is needed to solve the problem
  • Multiple solutions are possible
  • Problem has a social context
  • There is a high motivation to solve the problem
phases in pbl
Phases in PBL
  • Prepare the learners for PBL
  • Introduce the Problem
  • Determine What Do We Know/Need to Know (KNK)
  • Create/Refine the Problem Statement
  • Gather information
  • Generate Possible Solutions
  • Determine Best Fit
  • Present the Solution (Performance/Product)
  • Debrief the Process
1 prepare the learner
1. Prepare the Learner
  • Engage students in teambuilding activities that require them to share ideas and listen to each other
  • Create a climate of trust and comfort with open-ended problem-solving
  • Goal: Teacher as Coach
2 the problem scenario
2. The Problem Scenario
  • In what ways is the problem authentic?
  • What is engaging about the problem?
  • What is the role of the students?
  • What are the issues connected to this problem?
3 what do we know need to know
3. What do we know/need to know?
  • What do you know about the problem? How do you know that?
  • What information do you need to accomplish the task? How can you find it?
  • What questions do you still have? What else should you consider?
  • What can we do to get more information? What are some good resources?
4 define the problem
4. Define the Problem
  • How can we as interdisciplinary artists create a work of art which exercises the creativity of each student, provides a performance opportunity for each participant and embraces the theme of our Center?
5 gathering information
5. Gathering Information
  • What are sources of information? (Where can we get information?)
  • How do we verify source validity and determine relevance? (Is it important? How do you know?)
  • What do you understand about the problem?
6 generating possible solutions
6. Generating Possible Solutions
  • Do we have enough information? (Revisit KNK)
  • What are our options?
  • What are possible solutions?
  • Do the proposed solutions meet the conditions in the problem statement?
7 determining best fit
7. Determining Best Fit
  • Have we considered all the stakeholders? The criteria?
  • What are the pros and cons of each solution?
  • In what ways might you need to defend your position?
  • Is this a realistic solution?
  • Have we reached consensus about the best fit?
8 presenting the solution
8. Presenting the Solution
  • How can we communicate effectively with the audience?
  • What should be presented and how should it be presented?
  • What would constitute a good performance?
8a performance assessment
8A. Performance Assessment
  • Create a rubric to evaluate the components of the presentation/product(Evaluative Criteria)
  • List required components
  • Describe levels of performance on each component
9 debrief the problem and process
9. Debrief the Problem and Process
  • What worked and what didn’t? How do we know?
  • What did you see in other presentations that differed from yours?
  • What would you have included/left out?
  • What would be the best solution?
  • Did everyone participate/contribute?
  • Did we gain higher order thinking skills?
an effective problem scenario
An Effective Problem Scenario
  • Engages the learner in a messy problem
  • Doesn’t give too much information
  • Gives learners a sense of their stake in the issue
  • Gives learners a role to play (product)