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Problem-Based Learning Model

ProblemSolving Model uses problems to develop problemsolving skills, content, and selfregulation. Problems must be clear, concrete, and personalized; students must have sufficient prior knowledge to solve the problem. Alternative assessments (examine student performance of tasks important in the real world) can be used.

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117 views

Problem-Based Learning Model

ProblemSolving Model uses problems to develop problemsolving skills, content, and selfregulation. Problems must be clear, concrete, and personalized; students must have sufficient prior knowledge to solve the problem. Alternative assessments (examine student performance of tasks important in the real world) can be used.

Uploaded by

api-279665139
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Hierarchic: 4 Main Ideas

Box frame

s
TM

Makes Sense
Sense Strategies
Strategies
Makes
Name:
Rebekah Bridges

2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Date:

ProblemSolvingModel

3/2/15

Is about

Utilizesproblemstodevelopproblemsolvingskills,content,andselfregulation;thegoalofsolvingtheproblemrestswiththestudents,andteacherssupport
theprocessalongtheway
Main idea

Theoretical
Foundation/Planning

TheoreticalFoundation
Constructivism:peopleconstructtheirown
understandingoftheworld
VyogtskysSocialDevelopmentTheory:
teacherdemonstrationsandsupport,social
dialogueandelaboration
PiagetsCognitiveTheory:buildonprior
knowledgeandschemas
Planning
Identifyatopic:morecomplexandlessconcrete
sinceitwillnothavedefiningcharacteristics
SpecifyLearningObjectives:acontent
objectiveandproblemsolving/selfdirection
objective
IdentifyProblems:problemsmustbeclear,
concrete,andpersonalized;studentsmusthave
sufficientpriorknowledgetosolvetheproblem
AccessMaterials:studentsmusthaveaccessto
materialsneededtosolvetheproblem;take
numberofstudentsandnumberofgroupsinto
account

Main idea

Implementing

Phase1:ReviewandPresentProblem
Teacherreviewsinfoneededtosolve
theproblemandpresentstheproblem
tosolve
Phase2:DeviseaStrategy
Studentscomeupwithastrategyto
solvetheproblem;teachergives
feedbackaboutthestrategytoensure
learnersareusingagoodapproach
Phase3:ImplementtheStrategy
Studentsusethestrategy;teacher
monitorsandprovidescomments
alongtheway
Phase4:DiscussandEvaluateResults
Teacherleadsadiscussiononthe
activitywhatstudentsdidtosolve
theproblemandwhatresultsthey
found

Main idea

Assessment

Assessment
Traditional/standardtestingtechniques
canbeusedtotestdeepunderstanding
ofcontent
Totestselfdirectedlearningand
processesofProblemBasedLearning,
alternateassessments(examinestudent
performanceoftasksimportantinthe
realworld),performanceassessments
(studentscompleteanactivity/createa
product),systematicobservations
(teachersspecifycriteria,observe,and
gradebasedonthecriteria),checklists
(dimensionsnecessaryforacceptable
performance),andratingscales(scales
ofvaluesonwhichnecessary
dimensionsarerated)canbeused
Considergroupvs.individual
assessment

Main idea

Motivation/Modifications

Motivation
Themodelemphasizescuriosity,
authentictasks,andachallenge,which
increasestudentmotivation.
Studentscanseehowabstracttopics
connecttotherealworld.
Studentsareintrinsicallymotivatedby
solvingproblemsalone.
Modifications
Younglearners:usesimple,concrete
questions;presentproblems
concretely;provideextensive
guidanceforstudents.
Diverselearners:besurestudentshave
adequatebackgroundknowledgeto
solvetheproblem;consider
differencesinattitudesandbeliefs

So what? What is important to understand about this?

Thismodelplacesthelearninginthehandsofthestudents.Studentsareabletoconstructtheirownunderstandingofatopic,aswellasreachasolutiontoa
problem,usingtheirowncriticalthinkingskills.Also,selfdirectionandproblemsolvingskillsareimproved,whicharevaluableineverydaylife.

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