Understanding
Problem-Based
Learning
Problem-Based
Learning Pyramid
Lesson Outline
Proper
Implementation
of aProblem
-Based curriculum
Problem-Based Learning (PBL) has become an educationally accepted form of effective teaching however, if not implemented properly the effects can be devastating to the overall promotion of comprehensive success. In order to correctly take on the innovative world of PBL, one must substantially understand the fundamental aspects that are contributed. PBL has many intricate layers, such as that of an ear of corn, that when pealed can reveal either a rich interior or just the opposite. The exterior layer of the PBL model is how effective instruction takes place. The second layer is how the classroom strategies contribute to the overall goals of the curricula. The final layer depicts how diverse interactions can dramatically connect the bridge of idealist theory to dynamic application. I believe that compromising traditional methods of teaching to correctly implement innovative rich authentic curricula such as that of a PBL can provide a long-lasting base for cognitive development and growth.
To simply view an ear of corn, one may not immediately see the connection of its layers to the layers of a PBL curriculum. If analyzed closer however, we can see that the outside layer, the blades, is somewhat similar to the outside layer of PBL. This layer displays how effective instruction serves as the foundation of the curricula. Like the importance of the foundation, the blades around the ear of corn serve as protectors and without them, the ear could not grow successfully. Effective instruction includes understanding the components of true PBL curricula such as the set goals, real-world application, ill-structured lessons, and higher-order comprehension. The teacher should be cautious to not revert back to traditional methods but should remain consistent throughout each lesson.
To begin with, goal setting should be thoughtful and scrupulous. Goals should always be set with the students in mind. The teacher should ask questions such as: What do I want my students to learn? What future relevance does the lesson have? How does the lesson fit into state mandated standards such as the Texas Essential of Knowledge and Skills (TEKS)? It is important to have answers to these questions before beginning a lesson to gear towards accomplishing these goals. Primarily, goals should be specific in that they identify precisely what the lesson will work towards. Next, goals should be realistic in that there is room for flexibility and success. Finally, goals should be timely in that although room is given for flexibility, a product will be obtained with the given time period (Goal Setting, 2005).
Once goals have been set, the teacher can then move on to applying the lesson to a real-world situation. This is important for it imposes relevance and validity to what the students are learning. The teacher should implement meaningful lessons that reflect the micro world, (the immediate world such as the neighborhood or city) as well as the macro world, (the country or the world) in order to allow students to feel empathy and create ties for more thorough comprehension. Students learn more when they can relate to the situation even in the smallest sense. The teacher can find issues in the newspaper or the internet.
The next aspect in creating a PBL lesson is to construct it in a way that it is loosely bound or “ill-structured,” meaning that it does not contain “clear-cut, absolute answers and reflect the complexity of real-world problems”(Abdullah,1998). The lesson should not be defined by a list of rules and standards but rather an overarching rule leaving room for creativity and authenticity.
Another aspect that is involved in effective instruction is to allow students achievement in higher levels of cognitive advancement. Levels of cognitive development can be defined by Bloom’s Taxonomy. If the taxonomy were a pyramid, at the base would be knowledge. On top of knowledge would be comprehension, then application, analysis, synthesis and finally at the top would be evaluation. The goal in any learning environment is to help students master the level they are on and move on to the next. In PBL, the main goal is to challenge students in order to get them out of the mundane dry content they are accustomed to.
The last component is the progression from traditional methods of teaching to PBL methods. As outlined by Anne-Marie Mowad, a third grade teacher in Lawndale California and Graduate student at Pepperdine University, the primary facet of progression is moving from a passive learner to a more active learner. This allows the student to become more involved in the learning process and is held accountable for it. The next aspect is the role of the teacher from lecturer to that of a facilitator. Another separation is the abandonment of written testing to more project-based learning entailing a more hands on effect. The next progression is from memorization to a more critical thinking based curriculum. Finally the last idea is moving away from isolated issues to more real-world based concepts. All these initial components contribute to the overall underlying foundation of a well structured PBL curriculum. It is virtually impossible to execute a lesson without following these guidelines.
The next method of constructing a PBL is understanding the various strategies that can be utilized in creating rich-authentic curricula. These strategies serve as the second layer that scaffolds the overarching goal just as the husk of the corn lies between the blades and the kernels. The husk is composed of numerous individual strands that all serve to protect the interior of the ear of corn. When considering the various strategies that can be utilized to enhance the comprehension of students, diverse strategies can also sever to protect the overall outcome of the lesson. If the strands fail to protect, the interior may become useless just as if the strategies fail, the lesson can too become useless.
One strategy that can be implemented is Richard Allen’s Five-Part Model. 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 should not be given too many limitations. The Debrief will connect the lesson to the relevant world and finally the metaphor will allow students to synthesis the information. This method can be utilized as the backbone of the initial design that can permit flexibility throughout its structure.
Another strategy that can be implemented is the idea of backwards teaching. 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.
The third strategy is the application of rubrics. Rubrics enable students to gain understanding of expectations for the final project and set the guidelines. These guidelines however, should be loosely bound in order to leave room for creativity and ownership. The Rubric can also outline the students’ overall level of cognitive achievement. Morsund has come up with chart displaying the different levels of achievement such as emergent, limited, developing, capable, strong, and exceptional.
The final effective strategy is proper assessment that reflects PBL in a linear fashion. The assessment should be on going from the beginning which should display “how well the students know the content, what their skill level is, and how well they applied skills and knowledge to their products” (Alexander, n.d.). Although ongoing assessment is an important element of the overall assessment, a final assessment should still be implemented however, should be based on the final product. When assessment reflects the real world, it further enhances the validity and relevance of the lesson.
Although there are many more strategies that can contribute to a PBL curriculum, it is equally important to incorporate interactions. The interactions play the role of the rich interior of the lesson just as the kernels on the ear do. Interactions provide the jumping off point to whether the lesson is going to make an impression on students or not. The students will take what is learned utilizing the interactions made during the lesson and reflect it upon their final products. In the interior of the corn, the kernels produce the outcome which can lead to successful products such as popcorn and corn tortillas. Depending on what students gained from the PBL curriculum will decipher whether their final products are successful.
One interaction is the use of technology. Technology plays an important role in a PBL curriculum for it can be utilized for measurement, data collection, treatment of samples, computation, transportation to research sites, sample collection, and communication (AAAS, p. 26). By incorporating the elements of technology students will not only grasp the relevance of the topic but will obtain a better usage of it. This contributes to real-world aspects for the fact that technology has become rich and thriving in today’s society.
Another interaction is the integration of community resources. When a person from the community that is directly involved with the subject at hand, he/she can speak about it from the first person point of view. This will create relevant meaning as well as empathy for the issue. This activity will undoubtedly stick in the minds of students for years to come. Moreover, the community resource can contribute to the lesson and possibly assist in the final evaluation causing students to further drive for success. By including the community in the project, students are given the advantage of connecting content to the real world which gives the lesson relevance.
Correct implementation of the PBL method can initially sound somewhat complex with its many layers however if examined closely one may beg to differ. Peeling the layers off an ear of corn can be somewhat be difficult however, if persisted, the possibilities of usage can be endless. The PBL method can generate the same results if the persistence of planning and executing are present. The planning process like the blades should be done in a linear fashion beginning with effective instruction. Planning effective instruction includes goal setting, real-world application, ill-structured curriculum, higher order thinking, and recognition of traditional and PBL methods. The next component of PBL like the husks, is the variety of strategies that can by utilized. Strategies such as the Five-Part Model, backwards teaching, rubrics and assessment all contribute towards promoting a successful outcome. Finally interactions contribute to the final stages of implementation entailing technology and community resources. One can effectively utilize these methods to compromise the overarching goal to effectively educate students. Incorporation of these steps toward creating effective curricula can ultimately lead to success as well as lay the foundation to a life time of learning.
References
Abdullah, Mardziah Hayati. (1998). Problem-Based Learning in Language Instruction: A
Constructivist Model. Eric Digest. ERIC Clearinghouse on Reading English and
Communication Blommington IN. Retrieved July 3, 2005 from
Alexander, Kathy, Teri Faherty & Jan Svoboda. (n.d.), NVUSD Project Based Learning.
Retrieved July 15, 2005 from,
http://www.nverp.nvusd.k12.ca.us/curriculum/Kathys/planningassess.htm.
Allen, Richard Howell. (2002). Impact Teaching, Ideas and Strategies for Teachers to Maximize
Student Learning. Allyn & Bacon.
American Association for the Advancement of Science, (1990). Science for All Americans;
Project 2061. Oxford, New York. p.26.
Morsund, David. (2005), ICT-Assisted Project-Based Learning, Part 7 Assessment, Retrieved
July 13, 2005 from, http://darkwing.uoregon.edu/~moursund/PBL/index.htm.
Mowad, Anne-Marie. (1999). Problem-Based Learning. Retrieved July 3, 2005 from
http://hale.pepperdine.edu/%7Eammowad/problembased_learning.htm#what%20is%20p
bl.
n.a. (2005). Main Community College System, Center for Career Development, Lesson Plan 7
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Last Updated
July 20, 2005
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