Instructions for the Problem Based Learning Module
Explore the Definitions
Examine the Descriptions
Peruse the Essentials
Master the Steps
Sample the Problems
Develop the Lessons
- A.. Explore the section on Definitions
of Problem Based Learning, then complete
the exercises below. When you have completed your work, post it to your
instructor by email or however you are communicating.
1. What elements are the same among the different definitions? Describe
the similarities. What are the differences and are any of them important?
2. On the Internet, find another definition of PBL and see if it matches these
(Use a Search Engine).
Do other countries have different ideas about what PBL might be?
3. Write out your own definition of PBL based on the definitions you have seen.
Does your definition cover all possible forms of PBL?
4. If you are working within a class on this module, compare your definition
to those developed by other students. Why is yours better? Do you need to make
changes to your definition? Write an explanation of why your definition is
full, complete, and exact
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- B. Examine the Descriptions of Problem
Based Learning, then complete
the exercise below. When you have completed your work, post it to your
instructor by email or however you are communicating.
1. On the Internet, find descriptions of the Scientific Method (Use a Search
Engine). What are its components?
2. Project Based Learning is similar to Problem Based Learning and relies
on the Scientific Method for its underlying structure. How is Project Based
Learning less open ended than Problem Based Learning? Why is one more of
a "discovery" model and the other an "inquiry" model?
3. Outline and explain the steps of the three processes.
4. How is the Scientific Method similar to the Problem Based Learning? How
is it different?
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- C. If PBL can be described as "student-centered, problem-based, inquiry-based,
integrated, collaborative, reiterative, learning," could curricula be
evaluated for their potential to provide PBL experiences? Peruse the Essentials
of Problem Based Learning, then develop a list of
criteria for evaluating curricula.When
you have completed your work, post it to your instructor by email or however
you are
communicating.
1. How can the Essentials be converted into criteria for an evaluation matrix
commonly called a "rubric"?
2. Consult some sites on the Internet that support rubrics and construct
one (a matrix) of your own for evaluating curricula in relation to PBL.
3. Write an explanation of how you selected the elements of your matrix and
how you would use it to rate curricula for teaching the skills of problem
solving and decision making.
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- D. The Illinois Math
and Science Academy is one of the main sites in the United
States that supports the Problem Based Learning Model. After mastering the
steps to developing a PBL module as outlined
by IMSA, create a mulimedia presentation explaining the process.
1. Read through and summarize the steps to selecting and developing a problem
situation.
2.
Find materials on the Internet to illustrate the procedure that
a teacher would follow to formulate a suitable "mess" that could
be focused into a problem solving situation. Use these audio and video files
to illuminate your presentation. There are many applications that allow you
to develop a slideshow or presentation. The most common is PowerPoint, but
there are others for all operating systems.
3. Post your presentation online (if you have a Web site) or to the Blackboard
site for your class so that the other students in the class can view it.
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- E. PBL is being used at universities all over the world to teach critical
thinking, problem solving, and decision making. It also provides a vehicle
for the construction of a meaningful framework of content knowledge. The
mastery of content knowledge and thinking processes both are necessary for
the development of
an educated individual. The demonstration of that mastery is evident in the
product of a PBL lesson.
1. Distinguish among the different purposes of the PBL models being used
at various universities. How does the structure
of the discipline being taught determine how the problems are identified
and presented? Has the origin of the PBL model influenced where and how it
is being used? Why has the model not been adopted more widely in American
universities? When you have completed your work, post it to your
instructor by email or however you are communicating.
2.
Complete two problems and post your
solutions.
3.
Register for the PBL Clearinghouse and explore its resources.
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- F. Time to create your own Problem Based Learning lesson. Select
a topic and find an existing module to use as a template. Use the Module
Maker to create a lesson on a topic you can use in your classroom. When
you have completed your work, post it to your instructor by email or however
you are communicating.
1. Look at the resources that are available for teachers on the California
SCORE site.
2. Take the tutorial from the Module Maker.
3. Find a lesson you can modify.
4. Develop your own lesson and post it.
5.
The PBL project at Samford University has
developed a Portfolio site for instructors using Problem Based Learning. You
can use the template
for PBL courses and
you can register at the Portfolio Center for help constructing your own portfolio
of PBL lessons. You can use the template for your PBL lesson.
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