Problem-Based Learning
"Problem-Based Learning is learning that results from the process of working towards the understanding of a resolution of a problem." (Barrows and Tamblyn, 1980)
Problem Based Learning is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem-solving proficiency, self –directed learning strategies and team participation skills. The process replicates the commonly used systematic approach to resolving problems or meeting challenges that are encountered in life and career. (Maricopa Community College, Center for Learning and Instruction http://www.mcli.dist.maricopa.edu/pbl/info.html)
Experts of a specific topic are "more likely to use forward problem solving, because they assume that the answer to their problem does not exist." (Gallagher, 2009). The opposite is true for novices on a subject, as they are "more likely to pursue more predictable questions with verifiable solutions. Research and investigations have been done that show that gifted students are more likely to believe and understand that not all answers have a solution (Goldberger, 1981, Murphy & Gilligan, 1980). Below is a chart of the shared qualities of expert problem solvers and gifted students (Gallagher, 2009).
Problem Based Learning is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem-solving proficiency, self –directed learning strategies and team participation skills. The process replicates the commonly used systematic approach to resolving problems or meeting challenges that are encountered in life and career. (Maricopa Community College, Center for Learning and Instruction http://www.mcli.dist.maricopa.edu/pbl/info.html)
Experts of a specific topic are "more likely to use forward problem solving, because they assume that the answer to their problem does not exist." (Gallagher, 2009). The opposite is true for novices on a subject, as they are "more likely to pursue more predictable questions with verifiable solutions. Research and investigations have been done that show that gifted students are more likely to believe and understand that not all answers have a solution (Goldberger, 1981, Murphy & Gilligan, 1980). Below is a chart of the shared qualities of expert problem solvers and gifted students (Gallagher, 2009).
Expert Problem Solver Qualities
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Gifted Student Qualities
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Because gifted students have the ability to problem solve like experts of a field, it is important that educators provide opportunities for these students to develop these high order thinking skills. Below is a chart of how the problems solving process should occur in the classroom:
In order for students to practice problem solving, educators can provide opportunities within the curriculum to utilize and build on their skills. Educators and students can create problem solving plans, called Fuzzies, for students to solve and use high order thinking skills to come up with potential solutions for the problems. Below is a fuzzy written by Dr. Katherine Brown from the University of Georgia that could potentially be used in a gifted classroom:
"We need your help in making mathematics fun and interesting for girls. Mathematics appears in most aspects of our lives! We go shopping, cook dinner, pay bills, and use math in so many different ways. Almost every career requires some or many mathematical skills. Teachers want to know how we can encourage girls to become stronger mathematicians and want to learn more about math for their futures.
Educators are concerned that very few girls select careers in mathematics. Companies need employees that can do mathematics. Banks, businesses, hospitals, and government agencies are finding it hard to find employees who are confident in mathematics. Girls tend to lose interest in mathematics in middle school, and many lose interest by high school. There are less girls enrolled in upper level, advanced math classes than boys.
How many times have you heard a girl say, "I am not good at math?" Many people make this statement. In fact many students do not choose careers in engineering, aeronautics, or technology because they are afraid learning the mathematics may be too hard. There are very few women in these jobs, and companies are often desperately looking for women to fill these positions.
Teachers and researchers have spent a lot of time thinking about how to help girls have fun learning mathematics and feel confident in their mathematic skills. Teacher need the help of the students at this school to brainstorm problems girls have with learning and staying interested in mathematics. Young ladies need to have fun learning and becoming confident they are good at mathematics!"
In order to create a fuzzy, there must first be a problem identified. Once the problem is identified, there needs to be a paragraph or two written about the problem, but does not directly spell out the problem to the students. Below are some guidelines when writing a fuzzy:
While the students are reading the fuzzy, they will write down what they think the problem is. Once they have a few problems written down, they will point out the main problem as detected by the fuzzy. They will then brainstorm potential solutions to this problem, and then decide on the best solution to the problem. Depending on what the problem is, the students can then move forward to pursue the solution to the problem. The problems can be something that happens in the school, community, or even in the United States. As with every gifted strategy, these problem-solving skills can be tied directly into the curriculum and state education standards.
"We need your help in making mathematics fun and interesting for girls. Mathematics appears in most aspects of our lives! We go shopping, cook dinner, pay bills, and use math in so many different ways. Almost every career requires some or many mathematical skills. Teachers want to know how we can encourage girls to become stronger mathematicians and want to learn more about math for their futures.
Educators are concerned that very few girls select careers in mathematics. Companies need employees that can do mathematics. Banks, businesses, hospitals, and government agencies are finding it hard to find employees who are confident in mathematics. Girls tend to lose interest in mathematics in middle school, and many lose interest by high school. There are less girls enrolled in upper level, advanced math classes than boys.
How many times have you heard a girl say, "I am not good at math?" Many people make this statement. In fact many students do not choose careers in engineering, aeronautics, or technology because they are afraid learning the mathematics may be too hard. There are very few women in these jobs, and companies are often desperately looking for women to fill these positions.
Teachers and researchers have spent a lot of time thinking about how to help girls have fun learning mathematics and feel confident in their mathematic skills. Teacher need the help of the students at this school to brainstorm problems girls have with learning and staying interested in mathematics. Young ladies need to have fun learning and becoming confident they are good at mathematics!"
In order to create a fuzzy, there must first be a problem identified. Once the problem is identified, there needs to be a paragraph or two written about the problem, but does not directly spell out the problem to the students. Below are some guidelines when writing a fuzzy:
- I have created interest and excitement about the need to solve a big problem.
- I have told the students we need their help.
- I have stated what we want the students to do.
- I have avoided pronouns and used groups such as hospital workers, gardeners, etc.
- I have stated the problem as bigger than my school
- I have provided background information on the problem.
- I have included sub-problems related to the larger problem.
- I have restated what we want the students to do as a closing.
While the students are reading the fuzzy, they will write down what they think the problem is. Once they have a few problems written down, they will point out the main problem as detected by the fuzzy. They will then brainstorm potential solutions to this problem, and then decide on the best solution to the problem. Depending on what the problem is, the students can then move forward to pursue the solution to the problem. The problems can be something that happens in the school, community, or even in the United States. As with every gifted strategy, these problem-solving skills can be tied directly into the curriculum and state education standards.
Resources:
Barrows, H. & Tambly, R. (1980). Problem-Based Learning: An Approach to Medical Education. New York, NY: Springer Publishing Company.
Gallagher, S.A. (2009). Adapting Problem-Based Learning for Gifted Students. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.
Murphy, J.M., & Gilligan, C. (1980). Moral development in late adolescence and adulthood: A critique and reconstruction of Kohlberg's theory. Human Development, 23(1), 77-104.
Barrows, H. & Tambly, R. (1980). Problem-Based Learning: An Approach to Medical Education. New York, NY: Springer Publishing Company.
Gallagher, S.A. (2009). Adapting Problem-Based Learning for Gifted Students. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.
Murphy, J.M., & Gilligan, C. (1980). Moral development in late adolescence and adulthood: A critique and reconstruction of Kohlberg's theory. Human Development, 23(1), 77-104.