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When taking into consideration the various elements that contribute to Problem-Based Learning curriculum, an important aspect that should not be overlooked is the contribution of real-world validity. This aspect gives a lesson value as well as students the ability to think about the significance of the topic. There are several various ways to effectively integrate Problem-Based Learning with the incorporation of real-world application including the five part model. We will take a further look at its components as well the concept of backwards teaching and how to integrate technology in to a meaningful PBL lesson. Having the ability to construct lessons that contain strong foundations of these concepts will inevitably enable higher order thinking.

Since the five part model allows flexibility, the incorporation of backward teaching can be integrated to further enhance the lesson for long lasting effects. Working backwards simply means to, “start with the higher level objectives and end with the lower ones”(Allen, p199). When higher level and lower level objectives are mentioned, Allen is making reference to Bloom’s Taxonomy of six levels of cognitive achievement. Rather than starting a lesson off with the lowest end of the list, knowledge, backwards teaching begins with the highest level, evaluation. For example, if a teacher introduces a topic by giving students the final exam to begin with. This allows students to better understand what will be expected of them in terms of content knowledge.

When students know what will be asked on the exam they can learn the answers early on allowing more room for development of the issue. This initially appears to be ineffective however, after the students know the answers, lessons can then focus on understanding and comprehending the relevance of the information at hand. If the teacher gives math problems along with the answers, students can then focus on how to obtain the solution rather than simply the solution itself. This is when real world application can then take shape. “Teaching backward allows the teacher to complete the aims of the course, and subsequently spend the reaming time on the greater issue of applicability”(Allen, p.200).

We can now begin to construct a successful lesson by incorporating the necessary components such as that of an equation based on Problem-Based Learning. A plan for this equation is the PBL Pyramid Lesson Outline as follows:

The foundation of the lesson should be based on a real-world issue that students can relate to. Bringing forth a real-world issue can be done by recognizing current issues faced by the micro and macro world. This can be done by the teacher and sometimes even the student.

The next step in creating the lesson is to identify objective goals for the lesson such as those laid out in the Texas Essential of Knowledge and Skills (TEKS). After identifying the goals, the teacher can then work the lesson backwards by creating a final assessment that will be given at the end of the unit. By identifying these objectives early on, the teacher as well as the students can begin by focusing more easily on the goals in order to leave more room for comprehension of the problem. The exam can be given at the beginning of class so that students are aware of concepts they should focus on. “If [students] believe that material they are currently learning is simple, they become more willing to make an effort to learn how to be successful”(Allen, p.201).

When specific goals have been made, the Five-Part Model can then be implemented. The idea of the five part model is designed to be altered to fit specific needs of individual students. The model initially includes engaging students in the subject. Framing the lesson sets the tone and guidelines for the lesson. The activity follows and should not be given many limitations. The Debrief will connect the lesson to the relevant world and finally the metaphor will allow students to synthesis the information.

  Finally the student evaluation is the most important part of the lesson because it reflects on the lesson as a whole. This gives way to understanding from the pedagogical stand point whether the lesson was successful in presenting the information in a relevant and meaningful way. Giving students the initial assessment should have outlined relevant information which should have guided them through their research.

To further self-assess whether the backwards method was effective the teacher can ask: How were you able to support students who found themselves unable to conceptualize working backwards? How were you able to challenge students who find problem solving in general to be easy? What would you change to make this learning object more meaningful to students? Are students seeing connections between working backwards and other problem solving strategies they traditionally use? (Math Catchers, 2004) The answers to these questions will indefinitely prove strengths and weaknesses the method holds in the lesson.

Integration of Technology in PBL

By incorporating the elements of technology in the lesson such creating power point presentations to e-mail the mayor of Tacoma give students not only the relevance of the topic but helps to promote usage of it. Giving students the opportunity to view technology as an element of science rather than an isolated element can help students to accept and use it without feeling intimidated.

Creating effective lessons utilizing the PBL method can sometimes be a difficult endeavor however, if given appropriate guided outlines one can easily construct a lesson that will adhere to the needs of students to enhance learning and promote higher order thinking. The pyramid outline can be a useful tool in attempting to utilize PBL because it simplifies the basic ideas and elements that should be included to effect students in a meaningful way. The bottom of the pyramid is the foundation of the lesson. This is where the teacher incorporates real-world application for students to give relevance to the topic. The next level is the outline of goals and objectives. This is important because the lesson should be guided to meet these goals. By working backwards, “the teacher can begin with the very first class and spend the available time clarifying how the information is applied”(Allen, p.201). The next level is the incorporation of the Five-Part Model. This gives way to the actual activity and how it should be organized and helps to keep the lesson on track.

Finally, at the top of the pyramid should be student evaluation. This is where the student masters the lesson and is able to make connections. Allowing the students to make connections will create an everlasting comprehension of the subject. Moreover, when technology is incorporated into the lesson, students can utilize it in regards to science rather than in isolation. I strongly believe that students can dynamically gain pertinent information that is directly related to society in a scientific context if thoughtful measures are taken to ensure success. Following the PBL pyramid will enable student success.

References

Allen, Richard Howell. (2002). Impact Teaching, Ideas and Strategies for Teachers to

Maximize Student Learning. Allyn & Bacon.

ETE Team. 11/10/2004. Center of Educational Technologies. Volcanoes. Retrieved July

6, 2005 from http://www.cotf.edu/ete/modules/volcanoes/vsituations.html.

n.a. 12/7/2004. Math Catchers. Problem Solving Pre-K-8 th Grade. Retrieved July 10,

2005 from

http://www.saskschools.ca/curr_content/mathcatch/problem_solve/strategies/back/back_

.html.

For more information e-mail me at:
mnlozano28@yahoo.com