Problem Based Learning2

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introduction to problem based learning

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  • Problem based Learning gets students thinking critically and is an excellent strategy to use in order to allow students to experience mathematics!
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Problem Based Learning2

  1. 1. P r o b l e m B a s e d L e a r n i n g T 3 & K ( T a m m y , T i m , T r i n i t y , K a t r i n )
  2. 2. PBL Steps Topic Introduction Problem Statement Hypothesize Additional Information Closure Data Requests Learning Issues
  3. 3. The Steps <ul><li>1. Topic Introduction </li></ul><ul><ul><li>Explore the issues. </li></ul></ul><ul><ul><li>What do we want to know? </li></ul></ul><ul><ul><li>What do we want to know? </li></ul></ul><ul><li>2. Problem Statement </li></ul><ul><ul><li>Develop, and write out, the problem statement in your own words. </li></ul></ul><ul><li>3. Hypothesize </li></ul><ul><ul><li>List out possible solutions. </li></ul></ul><ul><ul><li>List actions to be taken with a timeline. </li></ul></ul><ul><li>4. Additional Information </li></ul><ul><ul><li>What do we need to know? </li></ul></ul><ul><ul><ul><li>Data Requests </li></ul></ul></ul><ul><ul><ul><li>Identify Learning Issues </li></ul></ul></ul><ul><li>5. Closure </li></ul><ul><ul><li>Write up your solution with its supporting documentation, and submit it. </li></ul></ul><ul><ul><li>Review your performance. </li></ul></ul><ul><li>6. Celebrate your work! </li></ul>
  4. 4. PBL Steps Topic Introduction Explore the issues. What do we want to know? What do we want to know? Develop, and write out, the problem statement in your own words. <ul><li>Hypothesize: </li></ul><ul><ul><li>List out possible solutions. </li></ul></ul><ul><ul><li>List actions to be taken with a timeline. </li></ul></ul><ul><li>Additional Information </li></ul><ul><ul><li>What do we need to know? </li></ul></ul>Closure Write up your solution with its supporting documentation, and submit it. Review your performance. Data Requests Learning Issues
  5. 5. 1. Topic Introduction <ul><li>What do we want to know? </li></ul><ul><li>Topic is introduced. </li></ul><ul><ul><li>Participants brainstorm on areas of interest within this topic. </li></ul></ul><ul><li>An &quot;ill-structured&quot; problem is introduced to the group </li></ul><ul><ul><li>Discuss the problem statement and list its significant parts. </li></ul></ul>
  6. 6. 1. Topic Introduction <ul><li>What do we know? </li></ul><ul><li>What do you know to solve the problem? </li></ul><ul><ul><li>This includes both what you actually know and what strengths and capabilities each team member has. </li></ul></ul><ul><ul><li>Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! </li></ul></ul>
  7. 7. 2. Problem Statement <ul><li>Develop, and write out the problem statement in your own words: </li></ul><ul><ul><li>A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. You will need: </li></ul></ul><ul><ul><ul><li>a written statement </li></ul></ul></ul><ul><ul><ul><li>the agreement of your group on the statement </li></ul></ul></ul><ul><ul><ul><li>feedback on this statement from your instructor. (This may be optional, but is a good idea) </li></ul></ul></ul><ul><ul><li>Note: The problem statement is often revisited and edited as new information is discovered, or &quot;old&quot; information is discarded. </li></ul></ul>
  8. 8. 3. Hypothesize <ul><li>List out possible solutions </li></ul><ul><ul><li>List them all, then order them from strongest to weakest </li></ul></ul><ul><ul><li>Choose the best one, or most likely to succeed </li></ul></ul>
  9. 9. 3. Hypothesize <ul><li>List actions to be taken with a timeline </li></ul><ul><ul><li>What do we have to know and do to solve the problem? </li></ul></ul><ul><ul><li>How do we rank these possibilities? </li></ul></ul><ul><ul><li>How do these relate to our list of solutions? </li></ul></ul><ul><ul><li>Do we agree? </li></ul></ul>
  10. 10. 4. Additional Information <ul><li>What do we need to know? </li></ul><ul><li>Research the knowledge and data that will support your solution </li></ul><ul><li>You will need to gather information to fill in missing gaps. Identify gaps as: </li></ul><ul><ul><li>Data Requests, or </li></ul></ul><ul><ul><li>Learning Issues </li></ul></ul><ul><li>Assign and schedule research tasks, especially deadlines </li></ul><ul><li>If your research supports your solution, and if there is general agreement, go to (1). If not, go to (3) </li></ul>
  11. 11. 4. Additional Information <ul><li>What do we need to know? </li></ul><ul><li>Data Requests </li></ul><ul><li>Include factual information, such as: </li></ul><ul><ul><li>Policy statements </li></ul></ul><ul><ul><li>Regulations </li></ul></ul><ul><ul><li>Lists, and records (weather data, enrollment data, official statistics, etc.) </li></ul></ul><ul><ul><li>Case histories (student records, patient files, etc.) </li></ul></ul><ul><li>Justify requests </li></ul><ul><ul><li>Why is this data important? </li></ul></ul><ul><ul><li>How do you intend to use the data? </li></ul></ul>
  12. 12. 4. Additional Information <ul><li>What do we need to know? </li></ul><ul><li>Learning Issues </li></ul><ul><li>Address conceptual gaps </li></ul><ul><ul><li>How to compute something. </li></ul></ul><ul><ul><li>Questions that can’t be answered by “looking it up.” </li></ul></ul>
  13. 13. 5. Closure <ul><li>Write up your solution with its supporting documentation, and submit it. </li></ul><ul><li>You may need to present your findings and/or recommendations to a group or your classmates. </li></ul><ul><li>This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome. </li></ul>
  14. 14. <ul><li>Presenting and defending your conclusions: </li></ul><ul><li>The goal is to present not only your conclusions, but the foundation upon which they rest. Prepare to </li></ul><ul><li>State clearly both the problem and your conclusion </li></ul><ul><li>Summarize the process you used, options considered, and difficulties encountered </li></ul><ul><li>Convince, not overpower. Bring others to your side, or to consider without prejudice your supporting documentation and reason </li></ul><ul><li>Help others learn, as you have learned </li></ul><ul><li>If challenged </li></ul><ul><ul><li>and you have an answer, present it clearly </li></ul></ul><ul><ul><li>and you don't have an answer, acknowledge it and refer it for more consideration </li></ul></ul><ul><li>Sharing your findings with teachers and students is an opportunity in demonstrating that you have learned. If you know your subject well, this will be evident. If a challenge arises that you cannot respond to, accept it as an opportunity to be explored. However, take pride in your attention to quality when you present. </li></ul><ul><li>See also the Guide on presenting projects . </li></ul>5. Closure
  15. 15. 5. Closure <ul><li>Review your performance </li></ul><ul><li>This debriefing exercise applies both to individuals and the group. </li></ul><ul><li>Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to successful outcomes! </li></ul>
  16. 16. 9. Celebrate your work!
  17. 17. Resources: <ul><li>PBL @ Delaware http://www.udel.edu/pbl/ </li></ul><ul><li>Problem-Based Learning, Especially In The Context of Large Classes http://chemeng.mcmaster.ca/pbl/pbl.htm </li></ul><ul><li>PBL @ Samford (Alabama) http://www.samford.edu/pbl/index.html </li></ul><ul><li>PBL @ Queens http://meds.queensu.ca/medicine/pbl/pblhome.htm </li></ul><ul><li>Joe Landsberger PBL : http://www.studygs.net/pbl.htm </li></ul><ul><li>BIZED: http://www.bized.ac.uk/current/pbl/educator.htm </li></ul>

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