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Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
Problem based learning[1]
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Problem based learning[1]

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Jairo's exposition

Jairo's exposition

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  • 1. Step 1 create a problem<br />Find a real life situation <br />Multiple solutions<br />Organize students in to teams<br />Must raise students interest<br />
  • 2. Step 2 problem analysis<br />Students list known facts<br />Lists unknown facts<br />Research unknowns<br />
  • 3. Step 3 test theories<br />Students must model the situations to test their theories<br />Students generate possible solutions<br />
  • 4. Step 4 presenting<br />Students select the solution that fits best<br />Students present their solutions and methods<br />
  • 5. Types of problem<br />Well structured<br />Ill structured problem<br />
  • 6. Well-structured problem<br />Easy to define<br />All information provided<br />A single answer<br />Lack of motivation<br />Not like a real life problem<br />More like the train A and the train B kind of a problem<br />
  • 7. Thinking frame<br />Read the problem<br />Record important information<br />Use pictures and diagrams if need<br />Decide on the pictures<br />Solve<br />Check your answer<br />THE PROBLEM WITH THIS PROBLEM IS THAT DOES NOT MATCH REAL LIFE<br />
  • 8. ILL-structured problem<br />Like real life<br />Not all information provided<br />Must be often redefined<br />Many solutions<br />Must be define and re-defined often<br />
  • 9. Teaching is problem solving<br />How can I teach this skill or concept?<br />How can I make this more interesting or student-centered?<br />How can I best assess learning?<br />How can I incorporate this new strategy into my classroom?<br />How can I create a solution where students want to learn<br />
  • 10. Real problems in curriculum<br />Social studies<br />Science<br />Math<br />Language & arts<br />Health<br />Physical education<br />the<br />
  • 11. PBL Subject Based Learning<br />Vs<br />Learn it<br />Apply it<br />Give a problem to illustrate how to use it<br />Identify what<br /> we need to <br />know<br />START<br />START<br />Learn it<br />Problem posed<br />Told what we need to learn<br />
  • 12. Redefining problems<br />how can we get tough on criminals and reduce crime?<br /><ul><li>What types of personal grow and empowerment programs, as well as education, employment and economic opportunities can we develop so people are less inclined to commit crime?</li></li></ul><li>Redefining problems<br />How can I get students in my class to be quiet and behave?<br /><ul><li>How can I do to create a curriculum that is interesting and relevant so students will want to be engaged and participate?</li></li></ul><li>Examples Ill-structured<br />of<br />How can we become less independent on foreign oil?<br /><ul><li>How can we create cheaper energy sources?
  • 13. How can we create less expensive and more-green cars?
  • 14. How can we stop global warming?</li></li></ul><li>PBL<br />Hands on and students centered<br /><ul><li>Promotes teamwork
  • 15. Promotes individualization
  • 16. Motivates students to learn
  • 17. Works on real life problems</li></li></ul><li>Problem solving strategies <br />Algorithm <br />Specific steps to come up with one correct answer<br /><ul><li>Heuristic
  • 18. General problem solving strategy
  • 19. There are two types
  • 20. Create Problem Solving (CPS)
  • 21. Means End Analysis</li></li></ul><li>CPS thinking frame<br />Define problem<br /><ul><li>Generate as many solutions as possible
  • 22. Choose a solution that seems the best
  • 23. Elaborate and refine
  • 24. Implement the solution
  • 25. Review, evaluate and refine as necessary</li></li></ul><li>MEA thinking frame<br />Describe the current state<br /><ul><li>Describe the desired state
  • 26. Generate a list of necessary steps to do</li></li></ul><li>Brainstorming<br />All ideas must be accepted<br /><ul><li>The goal is quantity
  • 27. Freewheeling is celebrated</li></li></ul><li>Decision making<br />Evaluate decisions<br /><ul><li>Take into account all factors</li></li></ul><li>Inspired on Dr. Andrew <br />Minnesota state university, Mankato<br /><ul><li>johnson@mnsu.edu</li></ul>Check<br />http://www.youtube.com/watch?v=58NH8q8Gv14&feature=related<br />http://www.youtube.com/watch?v=Z7kizmJANu8&feature=related<br />
  • 28. Dear colleagues<br />Questions?<br /><ul><li>Thanks a lot for your time</li>

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