Unit 2 - Anatomy/Implementation of a Problem Based Lesson
Unit Objectives
Getting Ready
Introduction
This unit will focus primarily on the structure and implementation of a problem based learning approach in the secondary classroom.
Reflection
Lesson
Role Shifts
The roles of teacher, students, and tasks shift greatly during the implementation of problem based learning. Teachers move into a more facilitative role, shifting the classroom into a more student-centered approach. The students, then, take on a larger role in the building of their own understanding. The nature of tasks shifts from supporting learning and motivation to driving learning and motivation.
"[Role of teacher:] The principle role of the teacher in PBL is that of a facilitator or educational coach (often referred to in jargon of PBL as a "tutor") guiding the learners in the PBL process. As learners become more proficient in the PBL learning process the tutor becomes less active. This is a new skill for many teachers and specific training is required...
[Role of student:] Learning is ideally in small groups of 5 to 7 learners. As the group members work together to problem solve and learn, they acquire collaborative or team learning skills. In some settings, as in secondary education, learner groups may initially be much larger...
[Role of tasks:] The series of problems encountered by learners with this process make up the curriculum. The problems are put together as a group to stimulate learning of content appropriate to the course. In the PBL process learners characteristically learn far more in areas relevant to their personal needs." (Roberts, N., N.D.)
Reflection
In what ways do you think the above shifts might pose a challenge to teachers and/or students? How do you think that these role shifts effect lesson design, implementation, and evaluation?
Structure
A problem based learning (PBL) approach can best be defined as a learner-centered approach which encourages participants to conduct research, reflect upon understanding, and apply knowledge in order to come up with a solution to a given problem (Savery, N.D.). Problems are generally loosely structured in order to meet the goals of PBL. In general, the structure of a problem based lesson should follow the template shown in the figure to the right.
Each stage of the template is outlined on the following resource: http://pbln.imsa.edu/model/template/.
Authentic vs. Non-authentic PBL
There is a vast difference between authentic and non-authentic PBL. In non-authentic PBL, problems are generally less applicable to the real world. While these problems do hold great value in the mathematics classroom, they are not authentic to student learning. An example of such non-authentic problem is Hexagons, Hexagons, & More Hexagons., which is rich in the fact that it promotes student inquiry and problem-solving strategies. Authentic problems seek to eliminate the ever-present student question "when will I ever use this?" However, because mathematics is more than just applications, it is not suggested that all PBL is authentic.
Reflection
Access the website Problems with a Point and search for problems in any topic you desire. As you browse through the problems, determine if they are authentic. If they are not authentic, how could you make them more authentic, or would you keep them as-is? Based upon the above definition of PBL, can all/any of the problems you browsed through be defined as such? Why or why not?
Extended Reading
The transition for teachers to using PBL approaches is not a straight-forward one. In order to make the task less daunting, procedures should be scaffolded. Please read the article 'Scaffolding Teachers’ Efforts to Implement Problem-Based Learning,' paying close attention to pages 5 through 11.
Reflection
- In what ways is the importance of content in a problem-based approach different from the traditional approach?
- In what ways is access to relevant resources important in designing PBL lessons?
- How can teachers effectively engage students in the problem-solving process?
- How can teachers support collaboration within their classrooms?
Put it into practice
Consider a problem in your own life that you needed math to solve.
1. Ask yourself the four questions suggested in the reading for determining if the problematic situation would be well suited as a PBL lesson in your classroom.
- "Would my students run across significant content working on this situation?"
- "Would the content fit my curricular responsibilities?"
- "Would the content be appropriate for my students?"
- "Can a PBL unit be built around this situation?"
- (Ertmer and Simons, n.d., p. 6)
2. Determine the resources you needed to solve the problem.
3. In what ways could you engage the students in the problem solving process (the "hook")
4. Determine to what extent students would need to collaborate to solve the problem. How can you best support this type of collaboration?
Put it into Practice
References and Resources
Ertmer, P., Simons, K. (n.d.) Scaffolding Teachers’ Efforts to Implement Problem-Based Learning. Purdue University. Retrieved from: http://www.edci.purdue.edu/ertmer/docs/Ertmer-LC05.pdf
Gerdes, D. (2011) PBL Teaching and Learning Template. Illinois Mathematics and Science Academy. Retrieved from: http://pbln.imsa.edu/model/template/
Roberts, N. (n.d.) PROBLEM-BASED LEARNING (PBL). Southern Illinois University. Retrieved from: http://www.pbli.org/pbl/pbl.html
Wiki Links
Move on to Unit 3 - Authentic Tasks