Problem-Based Learning Models
4/26/2017 Problem-BasedLearning Models A teaching strategy designed to teach problem-solving skills and content, and to develop self-directed learning Two models: Problem-Solving Model Inquiry Model Eggen & Kauchak Strategies & Models for Teachers Video Clip Classroom Observation: Tim Bedley 4/5 Combo Class Problem-Based Learning: An Overview
3 Common characteristics: Problems used as a focal point for student inquiry / investigation Students are actively involved in solving problems or answering questions Teachers facilitate & guide Teachers Role as a Facilitator:
Pose problems Ask probing questions Create risk-free environment Develop high interest challenges Monitor progress Goals of Problem-Based Learning Model
3 Interrelated goals: To develop student understanding & ability to investigate systematically To develop self-directed learning To acquire content knowledge (not a major goal) Theoretical Foundations of Problem Solving Model
Based on work of John Dewey: experiential learning 2.Lev Vygotsky: socio-cultural, interactive learning John Dewey Beliefs: Children learn by exploring their environment Children learn by interacting with others especially their peers Schools need to take advantage of how children learn Knowledge should be delivered through teacher lecture or just learned in books Schools should bring the outdoors inside Learning should be guided by the scientific method Vygotskys Social-Cultural Theory
Learning occurs when children interact with each other in social situations Problem-Solving Model
5 steps: Identify the problem Represent the problem Select a strategy Implement the strategy Evaluate the results Planning for Problem-Solving Activities
Short Term: Solve the problem Understand the content Long Term: Understand the process Become self-directed learner Phases of Problem-Solving Models
Learning & Motivation Function Phase 1: Identify the Problem Teacher & student collaborate Attracts attention Motivates, challenges Phase 2: Represent the Problem Students use drawings & analogies Activates background knowledge Reduces work load on working memory Phase 3: Select a Strategy Students select best strategy Develops metacognition Begins schema development Phase 4: Implement the Strategy Strategy is implemented using data Promotes involvement Phase 5: Evaluate results Students analyze results to see if solution makes sense Facilitates transfer Advances schema development Inquiry Model Inquiry is both a teaching strategy and a way of discovering how the world works Inquiry is central to scientific thinking Inquiry Model differs from other models in 3 ways:
Teachers do not intrude on student inquiry process 2.Allocating time is important most inquiries take longer than one class period 3.Main objectives: to develop inquiry skills and to develop self-directed learning 4 Steps of Inquiry Model Identify inquiry topic & learning objectives
2.Identify inquiry questions 3.Plan for data gathering 4Allocate time Inquiry Model: Learning & Motivation Functions
Phase Learning & Motivation Function Phase 1: Identify Question Question / problem provides focus for student investigation Attracts attention Motivates & challenges Phase 2: Generate Hypotheses Students generate hypotheses Activates background knowledge Begins schema development Phase 3: Gather Data: Students gather data related to hypotheses Develops metacognition Involves students Phase 4: Asses Hypotheses Students assess validity of hypotheses based on data Promotes competence Achieves equilibrium Phase 5: Generalize Students generalize based on hypothesis assessment Facilitates transfer Advances schema development