The document discusses using problem-based learning (PBL) to make classroom learning more engaging for students. It describes PBL as involving real-world problems that require critical thinking, research, teamwork and problem-solving skills. The document outlines the steps of PBL, including defining an ill-structured problem, analyzing it to identify knowledge gaps, testing theories, and presenting solutions. It argues that PBL is more motivating for students compared to traditional teaching because it uses hands-on, student-centered approaches focused on real problems.

1. SOMETIMESOUR STUDENTS FEEL BOREDIT IS NOT THEIR FAULTMOST OF WHAT THEY LEARNSEEMS TO BE GONE BY THE END OF THE
EXAM!!
IT IS NOT THEIR FAULTMAYBEIS IT WHAT WE TEACH THEM?ORIS IT THE WAY WE TEACH IT?WHAT IS CAUSING STUDENTSFEEL NOT-INVOLVED BY THE CLASSWHAT IF WE DO SOMETHINGABOUT IT

2. WHAT IF OUR STUDENTS USECRITICAL THINKINGDISCUSSRESEARCHFOR LEARNINGALSOPROMOTINGTO THINK OUTSIDE THE BOXBRAINSTORMINGPROBLEM SOLVING SKILLSTEAMWORKAMONG OTHER SKILLSRELEVANT TO SOLVEREAL PROBLEMS IN LIFEINTRODUCINGProblem Based LearningProblem Based Learning

3. Step 1 create a problem
• Find a real life situation
• Multiple solutions
• Organize students in to teams
• Must raise students interest

4. Step 2 problem analysis
• Students list known facts
• Lists unknown facts
• Research unknowns

5. Step 3 test theories
• Students must model the situations to test
their theories
• Students generate possible solutions

6. Step 4 presenting
• Students select the solution that fits best
• Students present their solutions and methods

7. Types of problem
• Well structured
• Ill structured problem

8. Well-structured problem
– Easy to define
– All information provided
– A single answer
– Lack of motivation
– Not like a real life problem
– More like the train A and the train B kind of a
problem

9. Thinking frame
– Read the problem
– Record important information
– Use pictures and diagrams if need
– Decide on the pictures
– Solve
– Check your answer
THE PROBLEM WITH THIS PROBLEM IS THAT DOES
NOT MATCH REAL LIFE

10. ILL-structured problem
– Like real life
– Not all information provided
– Must be often redefined
– Many solutions
– Must be define and re-defined often

11. Teaching is problem solving
• How can I teach this skill or concept?
• How can I make this more interesting or
student-centered?
• How can I best assess learning?
• How can I incorporate this new strategy into
my classroom?
• How can I create a solution where students
want to learn

12. Real problems in curriculum
• Social studies
• Science
• Math
• Language & arts
• Health
• Physical education
the

13. PBL Subject Based Learning
Vs
Identify what
we need to
know
Problem posed
Learn it
START
Apply it
Give a problem to illustrate how to use it
Told what we need to learn
Learn it
START

14. Redefining problems
• how can we get tough on criminals and reduce
crime?
• 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?

15. Redefining problems
• How can I get students in my class to be quiet
and behave?
• How can I do to create a curriculum that is
interesting and relevant so students will want
to be engaged and participate?

16. Examples Ill-structured
• How can we become less independent on
foreign oil?
• How can we create cheaper energy sources?
of• How can we create less expensive and more-
green cars?
• How can we stop global warming?

17. PBL
• Hands on and students centered
• Promotes teamwork
• Promotes individualization
• Motivates students to learn
• Works on real life problems

18. Problem solving strategies
• Algorithm
– Specific steps to come up with one correct answer
• Heuristic
– General problem solving strategy
– There are two types
– Create Problem Solving (CPS)
– Means End Analysis

19. CPS thinking frame
• Define problem
• Generate as many solutions as possible
• Choose a solution that seems the best
• Elaborate and refine
• Implement the solution
• Review, evaluate and refine as necessary

20. MEA thinking frame
• Describe the current state
• Describe the desired state
• Generate a list of necessary steps to do

21. Brainstorming
• All ideas must be accepted
• The goal is quantity
• Freewheeling is celebrated

22. Decision making
• Evaluate decisions
• Take into account all factors

23. Inspired on Dr. Andrew
• Minnesota state university, Mankato
• johnson@mnsu.edu
Check
http://www.youtube.com/watch?v=58NH8q8Gv14&feature=related
http://www.youtube.com/watch?v=Z7kizmJANu8&feature=related

24. Dear colleagues
• Questions?
• Thanks a lot for your time