TED 5314 Research Paper 2

Heather Click, Science Leader
Bonham Elementary
El Paso, TX

Sources for Hooks | Incorporating Technology | PBL Examples K-5

The key to a successful Problem Based Learning (PBL) unit; one in which the students are able to master the underlying benchmarked standards while unearthing solutions to authentic problems posed, is planning. While student reactions and products to PBL units are often unpredictable and inevitably unique, it is crucial for the instructor to have a loose outline of expectations for student learning. Initial planning begins with identifying a real-world problem that is suitable for the learners. Resources tailored to the posed problem may need to be decided upon before activating a PBL unit, depending on the level of the students. Ideally, PBL units will allow students to utilize technological means in their quest for solutions. While conducting a PBL unit, it is also important to ensure that certain components be present to guarantee success.

Perhaps the most critical piece of a PBL unit is the essential question, or problem presented to the students. First, “examine the theme or concept in the curriculum that must be addressed and brainstorm questions that you believe would cause [your students] to think about the concept without dictating the direction or outcome of their thinking” (Math Star NM, 2005). Now you are ready to identify the problem.

Also referred to as the hook or the driving question, the instructor has the challenge of finding a relevant “question that probes for deeper meaning and sets the stage for further questioning to foster the development of critical thinking skills and higher order capabilities such as problem solving and understanding complex systems… In general, the best essential questions center around major issues, problems, concerns, interests, or themes relevant to students’ lives and to their communities” (Math Star NM, 2005). Furthermore, the problem statement (or question) “should be developmentally appropriate, curriculum based, relevant to student experience, ill structured (not providing sufficient information), structured to utilize a variety of learning and teaching styles and strategies, and flexible enough to be expanded” (Baron, 2005). “Good essential questions are open-ended, nonjudgmental, meaningful and purposeful with emotive force and intellectual bite, and invite an exploration of ideas. [Hooks] encourage collaboration amongst students, teachers, and the community and integrate technology to support the learning process” (Math Star NM, 2005).

Developing a PBL problem with human dimension that will spark interest in your class can be generated from many sources. Instructors may find springboard ideas in the current events or feature stories sections of the newspaper. Magazine articles or news broadcasts provide motivating story lines. Televised court cases, as well as investigation series (such as CSI, Law and Order, Medium) are very popular among young students. Searching the Internet offers a plethora of ideas as well. Using these sources can help one locate an essential question that is structured “so as to require students to examine multiple options for solutions, while being anchored in realistic contexts” (Baron, 2005).

Charged with identifying possible solutions to a real-world problem, students are now ready to enter a hands-on mode with the physical world. Working in collaborative groups as well as individually, “they [must] gather information and data, explore, create, experiment, physically manipulate things, and organize information” (Introduction to Problem Based Learning). “The self-directed study component of PBL easily draws the students to incorporate many technological tools (the internet, CD ROM, etc.)” (Problem_Based Learning Institute @ Lanphier Curriculum Center). Using computers, “students can manipulate data easily and usually get almost instantaneous feedback… The computer can also help students work more efficiently and see the connections between the real-world and the content that they are learning by helping their capacity to capture, store, manage, and reflect on the information in front of them. The computer can do some of the tedious things for the students, so that they are free to make higher-order conceptual connections within the content of their projects” (The Multimedia Project, 2001).

Other technological devices may also be incorporated in PBL units, especially for presenting final student products to showcase possible solutions to an audience. These tools may include video cameras, web quests, PowerPoint or HyperStudio presentations, iMovie productions, emails, public service announcements on television or radio, web pages, graphic organizers created with software such as Inspiration or Kidspiration, graphical depictions through programs such as KidPix, etc. Students may use these venues to display their findings to parents, classmates, younger students, school faculty, or community members. Utilizing such equipment helps to cement the real-world connection as “students learn to use the tools which are most appropriate for the task they are doing. Problem-based learning environments can go a long way in helping students see the utility of tools, and learn to choose the right tool for the right job” (The Multimedia Project, 2001). Students will enter the real world possessing this knowledge- what an advantage.

The PBL Learning Institute describes the PBL model of education as “a dynamic methodology that incorporates the essential components of the scientific method with non-directive questioning. Learners acquire knowledge through an academically rigorous process that requires students to collaborate and engage in self-directed learning under the tutelage of an instructor/facilitator. PBL is non-didactic in approach, and allows students to learn through multiple domains. Gardner’s theories of multiple intelligence dove-tails concretely with PBL.” Several educational components must be present in order for a PBL unit to successfully meet the above criteria.

An environment conducive to the development of critical thinking skills and problem solving abilities must be established. In order for this to take place, students must be familiar with cooperative learning. (This simultaneously helps prepare them for the work place.) Students should be encouraged to share ideas, divide the work through a delegation of tasks, and work in a capacity of sharing responsibilities to reach a common goal. Expectations should be in place for group work, as well as individual efforts. Another necessary component in a PBL classroom is that “teachers should act as metacognitive coaches, serving as models, thinking aloud with students and practicing behavior they want their students to use” (Exploring the Environment). Once the environment is in place, it is time for the learner and student to take on diverse roles; roles that differ from traditional norms.

“Rather than being simple dispensers of knowledge, [teachers are discovering] their primary tasks are to guide and coach and mentor their students. They become co-learners as their students embark on a variety of learning projects that chart unfamiliar territory. Today, with the universe of experts and information through the Internet, students can access new and relevant information not yet discovered by their teacher” (Introduction to Problem Based Learning). Students become the teachers and teachers assist by facilitating the multiple learning styles present in a class full of students. While facilitating, it is important for teachers to remember to “coax and prompt students to use questions and take responsibility for the problem. Over a period of time, students become self-directed learners, teachers can then provide less scaffolding, fading into the background” (Stepien and Gallagher, 1993).

Upon completion of a PBL unit, students will have adhered to the highest levels of Bloom’s Taxonomy. “Students are required to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skillful questioning)” (From Now On, 1996). The list of sample PBL units for K-5 below, from The Research Cycle Begins with an Essential Question”, demonstrate ways teachers may act as facilitators in helping their students to reach these levels of the taxonomy, while fostering higher thinking skills, problem solving, and preparation for the real world.

Fifth Grade:
"Simple Machines"
Which simple machine idea is most valuable in your life?

Fourth Grade:
“Which Cereal?”
You have just heard on the news that, due to quality control concerns, the Federal and Drug Administration will only allow one kind of breakfast cereal to be stocked on the grocery shelves. Since you and your friends have been steady consumers of breakfast cereal all of your lives, you have been asked to recommend the one and only type of cereal that should be sold in the stores.

Third Grade:
“Koala or Kangaroo?”
You and your partner are zoo directors. At this time, your zoo has no Australian animals. You have a very limited budget, but you would like to add one Australian animal to your zoo. Your job is to research at least two Australian animals, and decide which one would be the easiest and cheapest to keep in your zoo.

Second Grade:
“Community Helpers”
Your class has been asked to give an award to the most important community helper. Together, decide which will receive the award and why they deserve it (Police Officer, Fire Fighters, Paramedics, Mountain Rescue, Border Patrol, Military Soldiers, etc.)

First Grade:
“Which Day?”
You are going on a hike with your class this week. It’s your job to choose which day this week you will go on the hike. (Use the Bellingham Weather Forecast on the Internet to investigate the 5-day forecast and make your decision.)

Kindergarten:
Which would make the better classroom pet—a starfish, or a hermit crab?

Stepien, W. and Gallagher, S. “Problem-Based Learning: As authentic as it gets.” Educational Leadership April 1993: 25-28.