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Process Strategies of PBL

  • Teacher determines an appropriate problem and conveys the question/problem for students
  • Students work collaboratively to define the key problem and review target concepts or guiding ideas
  • Determine and discuss potential hypothesis through analyzing and brainstorming
  • Assigning of individual roles ~ begin research
  • Reflection (Self and Group)
  • Collaboration and creation of final products to convey the solution to the problem presented

Student Engagement

  • Students learn through inquiry that is student-centered and not teacher-lead
  • Division of project responsibilities to ensure productivity and participation by all students involved
  • Conflict management to address problems arising within the collaborative groups
  • Sense of ownership of knowledge through contracts and records of learning

Strategies for Collaboration

  • Create specific roles for students
  • Identify a key problem that allows for critical thinking and open-ended solutions
  • Assign group roles to keep students directed and focused on progressing towards meeting predetermined goals
  • Incorporate opportunities for personal and group reflection to address issues and identify positive and negative aspects of the process

Problem Based Learning

(PBL)

References:

Ertmer, P. & Simons, K. (2006). Jumping the pbl implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-based Learning, 1(1), pp. 40-54.

Laureate Education, Inc., (Executive Producer). (2009a). Integrating Technology across the Content Areas: Spotlight on Technology: Problem-based learning, part-one. Baltimore, MD: Author.

Laureate Education, Inc., (Executive Producer). (2009b). Integrating Technology across the Content Areas: Spotlight on Technology: Problem-based learning, part-two. Baltimore, MD: Author.

What is PBL?

  • Problem Based Learning requires students to collaborate in order to solve a complex, ill-structured problem that encompasses authentic, discipline-based content (Ertmeyer and Simons, 2006).

Strengths of PBL

  • Emphasizes the benefits of collaboration in devising solutions
  • Requires reflective thinking to increase understanding
  • Produces powerful meaning and deep understanding of content

Technological Support for PBL

  • Provides opportunities for comparing and analyzing resources in the process of obtaining information
  • Communication and collaboration through electronic devices and resources
  • Supports the process of collecting data to support the problem’s resolution
  • Creates a platform for reflection and progress monitoring
  • Organization of individual members contributions to the process
  • Scaffolding of student learning and differentiated means of demonstrating knowledge and understanding

Role of Collaboration

  • Forces students to take initiative and leadership roles as needed
  • Promotes positive interdependence and individual accountability
  • Encourages conflict management through effective partnerships

Obstacles to Implementation of PBL

  • Difficult to find a good problem
  • Complexity of locating appropriate resources
  • Requires scaffolding to address student needs which requires a highly skilled teacher
  • Forces teachers to allow student-centered instruction with teacher functioning as a facilitator
  • Securing resources (prior student work) to stage activities and encourage inquiry
  • Determining effective groups
  • Developing the collaborative culture and interdependence among students

Teacher Role

  • Facilitative position supported by rituals to cue certain behaviors for both the teacher and students
  • Ensure students are learning content through a variety of techniques:
  • Articulating learning
  • Quizzes / Checks
  • Group debriefing
  • Prepares students for PBL by introducing students to posthole units as students transition to PBL activities
  • Support students by managing deadlines and addressing major issues relating to group dynamics
  • Reflection
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