Technology Integration

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What is problem-based learning?
Finkle and Torp (1995) state that "problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems."
Barrows and Tamblyn say, "It is individualized...on the basis of their own self-directed study." They summarize the PBL process:

• The problem is encountered first in the learning sequence, before any preparation or study has occurred.
• The problem situation is presented to the student in the same way it would present in reality.
• The student works with the problem in a manner that permits his ability to reason and apply knowledge to be challenged and evaluated, appropriate to his level of learning.
• Needed areas of learning are identified in the process of work with the problem and used as a guide to individualized study.
• The skills and knowledge acquired by this study are applied back to the problem, to evaluate the effectiveness of learning and to reinforce learning.
• The learning that has occurred in work with the problem and in individualized study is summarized and integrated into the student's existing knowledge and skills.

Why use PBL?

PBL is based on the assumption that K-12 students need:

• To learn a body of essential knowledge (core information)
  
• The ability to use knowledge effectively with problem situations in and out of school (understanding), and
  
• The ability to extend or improve that knowledge and to develop stategies for dealing with future problems (active use of knowledge). (Delisle)

Problem-Based Learning

• deals with problems that are as close to real-life situations as possible, providing authenticity.
• promotes students' active engagement and enthusiasm for learning.
• promotes an interdisciplinary approach.
• requires students to make choices about how and what they will learn.
• promotes collaborative learning and leadership skills.
• helps raise the quality of education by developing advanced cognitive skills, research skills, and problem-solving skills.
• requires them to develop materials that demonstrate what they know and are able to do.
• reduces discipline problems by providing a sense of ownership and responsibility.
• increases interest through longer periods of time.

Review of Research

• Learning in a PBL format may initially reduce levels of learning(This may be due to the difficulty in determining what students learned using traditional competence measures), but may foster, over periods up to several years, increased retention of knowledge.
• Some preliminary evidence suggests that PBL curricula may enhance both transfer of concepts to new problems and integration of basic science concepts into clinical problems.
• PBL enhances intrinsic interest in the subject matter.
• PBL appears to enhance self-directed learning skills (metacognition) and this enhancement may be maintained (Norman & Schmidt). Norman and Schmidt (1992) state there are three roles for PBL. The first is the acquisition of factual knowledge, the second is the mastery of general principles or concepts that can be transferred to solve similar problems, and third, the acquisition of prior examples that can be used in future problem-solving situations of a similar nature.

The Teacher's Role...

The PBL teacher is a curriculum designer, guide, and evaluator throughout the process of the effectiveness of the problem, student performance, and teacher performance.

Click here to view some examples of PBL Modules.

Click here to learn more about working in collaborative teams.

The process should...

1. connect with the problem
2. set up the structure
3. visit the probolem
4. revisit the problem (After independent work, reassemble as a class for new solutions and additional questions.)
   • Learn how to weigh evidence
   • Compare
   • Develop skills in analysis and decision making
   • Defend their ideas
   • Develop communication skills and persuasive speaking abilities
5. produce a product or performance
   • Designed to evaluate both content objectives and selected skills
   • Provides sense of purpose to entire PBL
   • Product should include a problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations baseds on the data analysis.
   • Teachers will find that students pay more attention to quality when they have to present or show their written products to others.
   evaluate performance and the problem
   • Integrated throughout the process
   • Themselves, the group, and the problem

Before writing THE PROBLEM, consider...

• What information should students learn? What are my West Virginia Content Standards and Objectives?
• What issues concern students in my school?
• What research skills and problem-solving abilities should students develop?
• What areas of my curriculum do students have the most difficulty understanding?
• How can this information or technique be connected to real life?
• How would this project expand students' ability to learn and solve problems on their own? What product best demonstrates their comprehension? What project could develop their independence and willingness to work on their own?

• Have I selected appropriate content?
• Have I determined availability of resources?
• Have I written a problem statement that is developmentally appropriate, grounded in student experience, curriculum-based, allows for a variety of teaching and learning styles, and is ill-structured?
• Have I chosen a motivation actitity?
• Have I developed a focus question?
• Have I determined evaluation strategies?

Modified KWL-Chart for organizing class discussion

Suggested Team Products for Assessment
Art Projects (Posters, Murals, Maps)
Videotapes (Documentaries, Editorials, Dramas, Commercials)
Computer Presentations (PowerPoint or Web Pages)
Creative Writing Assignments (Newspapers, TV Scripts)
Oral Presentations (Skits, Games, Songs, Debates, Interviews)
Team Portfolios
Suggested Individual Products for Assessment
KWL Chart
Concept Map
Journal/Learning Log
Audiotape
Individual Portfolio

Sites for Rubrics
Reinventing Education Rubric Generator - In Module 3 of Technology Integration Modules
Rubistar Rubrics
Electronic Media Project Rubric
PowerPoint Research Project
Oral Presentation Rubric
Slide Show Rubric
Word Processing Assignment Rubric
Digital Portfolios Assessment
Teach-nology Rubric Maker
Rubric Builder

Want to learn more about Problem-Based Learning?
Overview of Problem-Based Learning
PBL Lessons by grade level
Model PBL Problems
Sample PBL Problems
PBL Lesson Plans
North Central on Problem-Based Learning
PBL Checklists
Compare Problem-Based Learning and Project-Based Learning
Compare PBLs and WebQuests
Discussion Groups Online for Problem-Based Learning

Want to learn more about technology integration?
Visit my other professional development sites:

NO TEACHER LEFT BEHIND professional development site for technology integration, computer skills for teachers, and a wealth of resources

Technology Integration for Teachers

Integrated Web-Based UnitWithin These Mountains...

Mrs. Benincosa's West Virginia Government for Fourth Graders

Resources:
Center for Educational Technologies, Wheeling Jesuit University
How to Use Problem-Based Learning in the Classroom by Robert Delisle
Problem-Based Learning in K-8 Classrooms by Ann Lambros

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