Problem-Based Learning Matrix
Problem-Based Learning Matrix
s
ProblemBasedLearningModel
Name:
TM
Makes Sense
Sense Strategies
Strategies
Makes
Box frame
Is about
2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com
Date:
ProblemBasedLearningisasetofteachingmodelsthatusesproblemsasthefocusfordevelopingproblemsolvingskills,content,andselfregulation.Thismodelfocuseson
lessonsthatsolveproblems,responsibilityforsolvingtheproblemwiththerestofthestudents,andteacherssupporttheprocessasstudentsworkontheproblem.Thismodelis
normallyusedforsmallgroupstomakesureitinvolvesallthestudentsintheprocess.
TheoreticalFoundation
Problembasedlearninglessonsstartwithaproblem
andsolvingisthegoalofeach.Studentsare
responsiblefordesigningstrategiesandsolvingthe
problem,whichareusuallydoneinsmallgroupsto
involveallstudentsintheprocess.Teachersguide
studentseffortswithquestioningandother
instructionalsupportwithoutitthestudentscan
developmisconceptions.Toomuch,studentswont
gainasmuchvaluableproblemsolvingexperience.It
requiresprofessionalskillandjudgment.
Implementing
Phase3:ImplementtheStrategy
Theteachercarefullymonitorstheireffortsand
provides feedback. Helps provide students with
experienceinsolvingproblems.
Phase4:Discuss&EvaluateResults
Teachersguideadiscussionofthestudents
efforts&theresultstheyfind.Providesstudents
withfeedbackabouttheirefforts.
Planning
Identifyingtopicsaremorecomplexandabstract.Usedfororganizedbodies
ofknowledgeorprocedures.Thetopicsdonthavespecificcharacteristics
andyourplanningislessconcrete.
Specifylearningobjectivesthatdevelopproblemsolvingskillsandlearn
selfdirectionarealllongterm.Studentsneedongoingexperiencetoreach
them.Helpspromotetheirdevelopment.
Identifyingproblemsaremosteffectiveiftheyreclear,concrete,and
personalized.Needtodetermineifthestudentshaveenoughpriorknowledge
toeffectivelydesignastrategyforsolving.
Studentsmusthaveaccesstomaterialsneededtosolvetheproblem.The
materialsneedtobesimpleandobvious.Thematerialsneedtoinfluencethe
groupsize.Makesureallstudentsareinvolvedandresponsiblefortheirpart
intheactivity.
Assessing
Traditionalassessments:objectivetests
Alternativeassessmentthemeasure:helps
providetheteacherswithwaysofassessing
processoutcomes.
Performanceassessments,systematic
observations,checklists,&ratingscales
provideinformativefeedbackaboutlearning
feedback.
Implementing
Phase1:Review&PresentProblem
Reviewstheknowledgeneededtosolvetheproblem
&presentswithspecific,concreteproblemstosolve
Attractattention.Informallyassesstheirprior
knowledge.Provideconcretefocusforthelesson.
Phase2:DeviseaStrategy
Forsolvingtheproblem,&theteachergivesthem
feedbackaboutthestrategy.Thisensuresthatstudents
areusingafruitfulapproachtosolvingtheproblem.
Motivation/
Modification
Motivation:
Capitalizecuriosity,challenge,authentictasks,
involvement,&autonomy
Helpsstudentsseehowabstractconceptsandprocesses
relatetotherealworld.
Increasestudentsabilitiestodirecttheirownlearning.
Modification:
Foryoungerchildren,presentproblemsspecifically&
concretely&providingguidance.Withdiverse
backgrounds,ensurestudentshavepriorknowledgeneeded
tosuccessfullyinvestigateproblems.
Problembasedlearningmodeluseproblemsasthefocusfordevelopingproblemsolvingskills,content,andselfregulation.Focusesonlessonsthatsolveproblems,
responsibilityforsolvingproblemswithotherstudents,andtheteacherssupportprocessesasstudentsworkthroughproblems.DuringProblemBasedLearninglessons,