Goals of Problem-Based Learning (PBL) Learning Community
Facilitator: Dr. Gayle Herrington
Ning is the online program to be used for continuing discussion in this learning community.
- Everyone in the room is either a Physics or Mathematics professor.
- Everyone wants to know how to have strategies to improve learning.
Graphic Organizer is a pictorial representation of information.
- give students a way to organize their thinking
- 3 columns that they’re going to fill in
- KWL (What do you know, What do you want to know, What have we learned)
- Reflection
What they know:
- Make problems central learning concepts piece
- Resources and Examples
- Worked well for Ji Shen
- Design projects for learning
- Context-rich situations used to teach skills
- Focused on developing content knowledge
What they want to know:
- How do we prove this method is effective vs. traditional methods?
- What is PBL?
- Is this applicable to my subject?
- Criterion to choose “Good” problems
- Does it enhance student learning?
- Where are the good ones?
- Is it shared for math and physics?
- When are they best to use (Topics)
- Peer-reviewed journals for research
- How do I let go to share authority with students?
- What is a real problem to different students?
- How can we make our problems tiered to minimize student frustration at onset?
- Balance?
- Prior knowledge
- Teacher input
- Problem/practice
- What are common themes as well as differences?
- How much struggle do we allow for students?
There are case studies.
They’re going to skim “Is your case a problem” from the article in their notebook. Skimming this will allow them to either ask more questions or have questions already answered.
Tomorrow they will listen to a panel that may answer some of their questions or have them asking other questions.
For the most part, most have a common knowledge of PBL but will get more information tomorrow.
