Click here to begin Unit 1

Kaitlynn's Mini-Course homepage Unit 2: How to design and implement a PBL unit

Unit 1: What is problem based learning

Within unit 1 we will begin to explore how we can incorporate problem based learning (PBL) within our own classrooms. Specifically in this unit we will discuss what problem based learning is, how it differs from our personal methods of instruction, possible topics in which we can transform and well as look at case studies in which science educators use problem based learning units in their classrooms.

This module is broken down into two lessons; lesson 1 and lesson 2. Each of the two lessons will include, some form of reading, videos, and or case study, an asynchronous group discussion either done before or after the activity, as well as an activity or assignment in which you are asked to reflect on your teaching experience, analysis text, or apply PBL to your classrooms.

At the end of this unit, participants will have:

• Gained a thorough understanding of PBL
• Reflected on areas in their current curriculum that could be altered or changed to encompass PBL
• Started to develop an idea of how they would like to implement PBL in their own classrooms

Lesson 1: What is problem based learning?

Activity:

To gain a deeper understanding of what problem based learning is please read the following article as well as visit the website to read about educators and students views on PBL:

The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning https://files.eric.ed.gov/fulltext/ED495669.pdf

Problem based Learning: An Overview of its Process and Impact on Learning File:Problem based learning overview.pdf

As you read please keep in mind and take note of areas of problem based learning you like, dislike, would use in your own classroom, would change, or any other comments you find noteworthy.

Participation:

Once you have read this lessons texts, please consider the following prompts and discuss your thoughts in the class discussion board.

• Reflect on your current teaching strategies. Do they encourage student curiosity, autonomy, problem solving skills, metacognitive skills, or 21st century learning? If so, how? If not, what would you change?
• What is problem based learning to you? Can you see yourself implementing it in your classroom? Why or why not?

In your discussion post, be sure to incorporate examples from your own classroom, use the text provided, pose questions, or bring outside resources in.

After you have posted your thoughts, please read and respond to at least 2 class members posts by answering their questions and or commenting on their ideas.

Assignment:

Submit a reflection on the benefits of problem based learning in science classrooms as well as how you would incorporate it within your personal classroom. You may use information from this lessons text as well as the class discussion.

Submissions should be 1.5-2 pages, Times New Roman 12 pt. font, as well as double spaced.

The purpose of this assignment is for you to process your thoughts as to how you could transition your traditional classroom to a PBL classroom. There is no right or wrong answer. This assignment it is based on your experience as a teacher and what you feel comfortable with changing.

Once you have completed this lesson, you may move onto lesson 2.

Problem Based Learning Cycle

Lesson 2: PBL in my own classroom

Activity:

1. Read section 1: Basics of Problem-Based Learning (PBL), pages 3-7 in VISTA How to Develop a Problem-Based Science Unit. http://physics.gmu.edu/~hgeller/vistaPBL.pdf

2. Examine the case study below that exemplifies how a science teacher incorporates PBL in their classrooms.

• Case Study: Ms. Smith

Ms. Smith is excited to begin her new unit in science class today. They will be beginning the topic of plate tectonics. Ms. Smith will teach this unit as a problem based learning unit. She spent the previous weeks creating this unit to drive student curiosity, focus on problem solving skills, as well as enhance students critical thinking skills. She begins class with a question. "What natural forces within Earth help create volcanoes, earthquakes, and mountain ranges?" She breaks the students into groups and has them brain storm as well as draw diagrams to help them put their thoughts together.

This anchoring question is what they students will refer back to all throughout this topic. In order for students to answer this question completely, they first need to understand the theory of continental drift, plate boundaries, land forms, Earth's interior, and earthquakes. After the students had some time to think about the question, they share their ideas with the class. As they share their ideas, Ms. Smith records their hypotheses on the white board and complies a list. When all the groups are done sharing, Ms. Smith directs the students to the white board. She breaks their hypotheses down into topics, and begins addressing each one with scientific data. Students then create their own questions that need to be answered first before the anchor question can be addressed.

At this time, students are taking responsibility for their own learning, as well as beginning to think like a scientist would. They are critically thinking about a problem or a question, and breaking it down into it's most basic steps. Throughout the unit, Ms. Smith offers plenty of inquiry based activities, small and large group lessons, self reflections, group work, as well as refers back to the anchoring question.

By the end of the unit, students are asked the anchoring question again, this time as a summative assessment. Students are tasked to produce a diagram, as well as a description explaining what natural forces inside Earth create volcanoes, earthquakes, and mountain ranges as well as how they do so. Students will follow a rubric and use their scientific reasoning skills to complete the task.

After the summative assessment, the class reviews the anchoring question and prepares for the unit exam. Ms. Smith is pleased with the students results on their unit exam as they have gained a deeper understanding of the topic of plate tectonics through the use of problem based learning.

Participation:

In the class discussion board, pose a possible unit in which you would like to transition into a PBL unit. Discuss which NYS science standards will be covered in the unit, as well as a general description of the content itself. Be sure to comment on at least two other classmates posts and respond to those who commented on your post.

Assignment:

Write a one-two page, 12 pt. font, times new roman, double spaced reflection on the case study. Be sure to include specific changes, you would make, how you would structure a PBL in your classroom, and other additional information.

The purpose of this assignment is for see what a problem based unit may look like and formulate your own opinion. By using this case study as an example, you can begin to design how you would implement a PBL unit in your own classroom.

Once you have completed lesson two, you may move onto Unit 2: How to design and implement a PBL unit