This document discusses questions and ideas about implementing problem-based learning (PBL) and answers them with suggestions categorized as practical, disruptive, or blue-sky ideas. Some key points addressed include how to incorporate PBL into different types of courses, ensure equal student participation and experience, and troubleshoot issues with group work. A variety of strategies are proposed such as integrating small PBL projects into homework, redesigning course timelines, and using technology to monitor students' work.

1. PBL
Problem-
Solving
By The Frisch School Faculty
August 2013

2. How much of
the curriculum is
covered in PBL?
Is an entire
course
supposed to be
PBL?
PRACTICAL:
1) PBL integrated into
HW; project-based
assessments
2) mini-units of PBL
3) Textbooks with a PBL
bent
DISRUPTIVE:
1) Redesign whole year’s timeline
around projects 4-5 x a year
2) Kids take class in PBL prior to PBL
class
3) Self-selected group in PBL course
“BLUE-SKY” IDEAS:
1) Mini-semester of PBL in
January
2) Facts downloaded
into brain like in the
Matrix movie

3. How can we
teach
students to
be
independent
learners?
Introduce and
provide
fundamental
skills
Start small and create a
cumulative effect that is
measureable
Build incentives
and rewards
throughout the
process and
demonstrate
the
functionality of
the knowledge

4. How
does one
use PBL in
an AP
course?
PRACTICAL:
1) Students write
sample AP questions
and why wrong
answers are incorrect.
Other students take
those sample tests for
practice.
DISRUPTIVE:
1) Two-year curriculum instead
of one
2) Make a two-class model:
one class to learn AP material,
second class to apply
“BLUE-SKY” IDEAS:
1) Abolish AP’s in the
school
2) Joint program with
theatrical group in
the school to act out
psychological
conditions, e.g. (for
AP Psych class) so
students can
diagnose using info
from textbook

5. How to be sure
all students are
having a
sophisticated
learning
experience
PRACTICAL:
1) “GoogleDocs”: The
contributors are tracked
by color
2) “Self-Portraits”: Students
film themselves working
3) “Punishment”: Penalize
students who aren’t
working or invested
4) “Mystery Recorder”:
Everyone writes; only one
is collected
“BLUE-SKY” IDEAS:
1) “Crystal Ball”:
Teacher can watch
and grade every
student equally.
2) “Future-World
Technology”: Use
technology implants
such as Google
Glass so even sick or
absent students can
participate

6. What do
you do if
groups
aren’t
working?
PRACTICAL:
1) Remind students that
contracts were signed
2) Change group
members
3) Re-evaluate goals
4) Set different tasks for
each session
5) Teacher oversees group
to analyze why it’s not
working
PRACTICAL, CONT.:
6) Foster team-building skills, e.g, respect,
cooperation, team spirit
7) Assign specific tasks to each member
of group
8) Limit time of session
“BLUE-SKY” IDEAS:
1) Bribe students
2) Hypnotize students

7. How can the
teacher ensure
all members of
the group are
having a
similar learning
experience?
PRACTICAL:
1) Agree on rubric
before project starts
2) ) Learn students
individual strengths and
apply assignments
based on strengths
2) Assign a different task
to each student
3) Combine team work
with individual work
CONTINUED:
4) Give written test to ensure
5) Every student needs to present
6) Ask students to share their
experience and say what they got out
of the project
CONTINUED:
7) Give students voice as
to what they want to
learn

8. Would PBL be
adaptable to
a
math/science
class?
PRACTICAL:
1) Project – essential
question, need to know,
relevance in real world,
etc. – will lead to math
and science skills
students need
DISRUPTIVE:
1) Allow extensive math/science
coordination (math teachers teach
science and vice versa)
2) Allow AP sci/math to meet at least
two periods a day
“BLUE-SKY” IDEAS:
1) Purchase advanced,
sophisticated research
equipment so students
can do serious research