Problem Based Learning - Session 6

http://www.pkal.org/documents/PBL_GeorgiaTech.cfm

Problem Based learning exposes students to problem solving techniques.  Rather than using a traditional instructrion model that culminates n a problem after the lecture; the PBL method actually begins with a problem for students to solve.  This learing theory begain in the 1950's as a movement to restructure medical school education; and is now employed in business training and in K-12 curriculums.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

After reading the required examples and discussions, I immediately thought about the fact that this method would not work well with my current student base.   Problem solving is a learned skill; and a skill that so many of our students need.  Yet, many, including the upper level students, struggle with this concept.  There are several barriers to its use, especially at the high school level:  Students need to have basic problem solving skills in place; students need to be self motivated to research and dig deeper, rather than rely on the teacher to give them the answers; the teacher needs to adequately plan and structure the lesson to help students along the way; and the teacher needs to monitor group interaction like a guide monitors the group they lead, to help students discover solutions. 

When students overcome these barriers, they experience greater recall and retention of knowledge; development of transferable skills to be used in the workplace; and increased motivation/interest in their school subjects.  Our reading mentioned college and university classes, especially in the medical fields, use this method often to help students increase their knowledge.  I would expect that doctors, scientists, etc., would need to develop problem solving skills because they will utilize this method in their real world occupations.   For example, if I am sick and my doctor does not know exactly what is wrong, I expect him/her to research and discover my problem. I would hope that he/she would not simply settle for someone elses opinion or refuse to look further into my symptoms.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I would not attempt to use this theory with my entire class, simply becuase of the amount of work involved; structuring of groups; and the ability level of my students.  I do feel that our students need this type of education and learning process to develop lifelong skills; yet my curriculum is sometimes prohibitive of this type of method.  Students are given activities that culminate the lecture, rather than to discover the answers to problems.   I do plan to look into creating some PBL activities for my students next year to help them develop these crucial skills. 

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?

As mentioned in the class lecture and powerpoint notes, students could work together with their groups using tools like Elluminate; Skype; Pronto; and Wimba to create a game plan.  Students would need to be assigned a problem and a due date.  Further, they need information on and access to many resources, but do not need a well structured "web quest."  This will ensure that students seek out answers on their on, and not just look at the "web quest" designed by the teacher.  Lastly, students can present their findings using a web page presentation.