The document discusses problem-based learning, where students are presented with real-world problems to solve rather than traditional lectures. It describes how problem-based learning engages students by applying course content to meaningful scenarios. It emphasizes skills like critical thinking, collaboration, and communication. The teacher acts as a facilitator, allowing student-centered learning and multiple solutions rather than single right answers. This prepares students for active citizenship and takes ownership of their education.

1. *
Samantha Morrissey
EDP 332

2. *
* The hope is to engage students in relevant and realistic
problem solving.
* It is also used to challenge students to address real-life
problems.
* These kind of problems create meaningful situations in
which the students can apply their own lives and gain
useful experience and knowledge.
* With this type of active and engaged learning, students
are inspired to obtain deeper knowledge of the subjects
they are studying.

3. * It prepares students for active – as opposed to passive – and
responsible citizenship.
* There is a strong emphasis on real-life skills, such as
communication, collaboration, critical thinking, and the ability to
be creative and flexible.
*

4. *
* As opposed to the traditional style, students in
problem-based learning are presented with an
application of the content and analyze the material
before they are taught to understand the concepts.
* ALL curricula is related back to real life scenarios,
whereas many traditional teaching styles do not make
this connection.

5. 1.
Learning is student-centered where the
teacher acts as a facilitator.
2.
Students collaboratively work towards
addressing the general question together.
3.
Learning is driven by the context of the
problem and is not bounded by an
established curriculum.
*

6. * There is not always one right answer; teachers guide
students instead of directly instructing what the final
solution is.
* Students take ownership of the direction and content of
their learning.
* The teacher sets guidelines and recommends, but leaves
the students with many available choices and methods of
achieving the end goal.
*

7. * In problem-based learning, there is a very real sense of
community.
* The students are aware of their peers and work together to
reach an end goal.
* Problem-based learning emphasizes joint enterprise, shared
repertoire, and mutual engagement.
*

8. * Learning responsibility is placed in the hands of the learner.
* Because they are their own guide, they determine where
they want their content to take them and can openly
explore new modes of learning, as well as new topics.
*

9. *
* Upon reflecting about problem-based learning, there were
only a few times where I encountered it before attending
college.
* At my high school, my chemistry teacher was very good
about giving us more than lab handouts and sending us off
with only the directions. Instead, we were given guidelines
about what we were/were not allowed to do with the
chemicals, and then told to find the solution.
* I can remember one clear example with a crime scene
analysis that we were given and told to find the murderer.
We had free reign with this very real-life problem and were
allowed to explore whatever avenue we wanted in hopes to
find the solution.

10. * Since attending Miami University, I can say I have been
given many more opportunities like this. Professors are
very good at giving us real world problems (like school
politics, public school funding, dress codes, etc.) and
told there are no right or wrong answers.
* I feel as if these are the kind of problems that keep
students engaged and interested in their learning. When
it is pertinent to their life - when they can see a direct
correlation - is when students learn best because they
want to be, not because they are forced to.

11. *
*http://epltt.coe.uga.edu/index.php?title=Pro
blem_Based_Instruction#Description
*http://www.edutopia.org/project-basedlearning
*http://www.ed.psu.edu/nasa/probtxt.html
*http://www.bie.org/tools/online_resources/p
bl-online