EDGE Institute 2014 Facilitated Discussion: Problem-Based Learning Lexi Samorano

EDGE Institute 2014

Facilitated Discussion: Problem-Based LearningLexi Samorano

Agenda

How does learning happen?

Student-centered classroom cultures

PBL Structure

Reflection and Q & A

Evaluations

Classroom Environment & Culture

• How does PBL promote safe and classroom culture in which students hold each other accountable for learning?

• What elements of PBL lesson design are inclusive of a diverse range of learners?

• How and when is it appropriate to release responsibility of learning to students?

Session Objectives and Success Criteria

Identify intrinsic and extrinsic factors that have motivated my own learning

Compare student-centered instructional strategies to my own classroom

Examine the PBL model and identify elements that contribute to a strong classroom environment and culture

Consider which elements of learning “belong” to me and which belong to my students – and when

Reflect & Write:

Think of something you have learned to do well.

How did you learn it?

How does l ea rn ing happen?

The PBL Cycle

• Meet The ProblemStudents encounter a messy problem that

engages their interest and compels them to need to know more.

• Know/Need To KnowThe group generates a list: What We Know,

What We Need To Know, and What We Need To Do

• Define the Problem StatementStudents list the task to be completed and the factors for successful completion.

Understand The Problem

• Gather InformationLearners plan to gather information from

multiple and varied sources.

• Share InformationStudents share information they have gathered

with their group and discuss its relevance to the problem.

• Generate Possible SolutionsStudents synthesize information to generate

several possible solutions.

Students may need to go back to Understanding The Problem to adjust the problem based on the information gathered at this stage of the learning.

Explore The Curriculum

• Determine Best Fit SolutionStudents develop a graphic organizer to find a

solution which fits the factors in their problem statement.

• Present The SolutionStudent present their solution to and get

feedback from a real world stakeholder in the problem.

• Debrief The ProblemLearners debrief the presentation to emphasize learning from other groups’ presentations.

Resolve The Problem

PBL is not …

Unguided

UnstructuredChaotic

Directionless

Slow

PBL is when…

• Teacher set boundaries and teach the process– Sets up the learning environment– Teaches what professional behavior looks like– Teaches the PBL process– Guides and coaches students– Creates positive and personal relationships with students

• Students engage in learning– Leaders, controllers and owners of their learning– Questioners – authentic learning– Finds value in the lessons– Develops and uses 21st Century Skills naturally– Demonstrates professional behaviors– Enjoys coming to class – good attendance

PBL Resources

• PBL Network• William & Mary Center for Gifted Education• Interdisciplinary Journal of Problem-Based L

earning• Edutopia• Sammamish High School

EDGE Institute Survey – Aug 14

https://www.surveymonkey.com/s/EDGEAugust2014