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Problem-based LearningWhat is PBL?
A learning strategy characterized by self-directed active learning starting with an “ill-structured problem” before any instruction
Learners probe deeply into issues searching for connections, grappling with complexity and using knowledge to fashion solutions
An excellent instructional method that can cultivate students’ critical thinking, develop their abilities to analyze and solve problems
Traditional
Teaches
Demonstrates
Tests
The teacher…
PBL
Collaborates
Discovers
Performs
The student…
Why PBL?Asks students to demonstrate understanding,
not to just gather and rewrite informationBuilds critical thinking and reasoning skillsPromotes student creativity and independenceAllows students to manage their own activitiesCan change bored students into engaged
studentshttp://www.edutopia.org/project-learning-intro
duction-video
Successful MS StrategiesStudent choice
Student decision making
Student involvement in self assessment
Frequent reformation of groups
Cooperative learning
Alternative assessments such as portfolios
Challenging, complex workAnderman, Lynley Hicks, Midgley, Carol . "Motivation and Middle School Students." ERIC Digest 1997. 6/30/10 <http://www.ericdigests.org/1999-1/motivation.html>.
PBL in K-12Solve a complex question or problem through a collaborative process of investigation
Learn content, information, and facts necessary to draw conclusions about the question
Learn valuable skills and habits of mindAre evaluated on their ability to reason and apply knowledge as they work on a problem
http://www.edutopia.org/project-based-learning-overview
K-12 con’tStudents work in flexible groups to solve
challenging problems that are authentic, curriculum-based, and often interdisciplinary
Students create knowledge and understanding through learning activities built around intellectual inquiry and a high degree of engagement* with meaningful tasks
Projects take the role traditionally given to tests and quizzes
What does PBL require of teachers?
Costa and Kallick articulate 3 "curriculum mind shifts" educators must undergo in the areas of goals & outcomes, instruction and assessment as we position ourselves to lead learning in the 21st century:
Mind shift #1: From knowing the right answers to knowing how to behave when answers are not readily apparent.
Mind shift #2: From transmitting meaning to constructing meaning.
Mind shift #3: From external evaluation to self-assessment.
Retrieved from http://www.ascd.org/publications/books/109008/chapters/It-Takes-Some-Getting-Used-To@-Rethinking-Curriculum-for-the-21st-Century.aspx
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