My initial reactions to this model are that I think it would be best suited for the upper grades. I think if it were to be carried out with the younger grades, then the teacher would have to do a lot more modeling. I think if the teachers did model and give examples of ways to answer the questions, then younger students would be able to get the hang of Problem-Based Learning. I could definitely see this model being beneficial because students would be provided with authentic experiences and life long learning skills. They would also be exposed to 21st century skills such as knowing how to research, communicate with others effectively, etc.
I would attempt to use this theory with my future students. I don’t think it would be a daily occurrence though. I would most likely give them 1 or 2 problems a week and have them solve them in small groups. I think that since I will be teaching younger individuals this would be a better strategy. I would not want the students to become frustrated with trying to solve the problems. Also, I would make sure to probe and prompt students while modeling how to find solutions to the problem presented.
I think if I created a web-based learning module using this model, I would include several different Web 2.0 tools that would allow students to collaborate online. I think Elluminate, Skype, and chat rooms would be good resources to use for this theory. Also, I think using websites such as Diigo would be good, because the groups would be able to share their websites and leave “post-it notes” on each others’ websites with comments. Also, a sight such as Gliffy would be a good way for groups to collaborate, share links, and create concept maps or diagrams of their solution ideas to problems presented in PBL.
Catherine, I've taught lower and upper el and this model presents different challenges and opportunity on both ends. With my second graders, we worked in cooperative groups primarily for math and science (same goes for when I taught 4th and 5th), but I found that the upper grades need as much modeling and structuring as the lower ones, unless they've had teachers in the past who've used cooperative grouping regularly with them. The little ones took to groups well, but were limited to simpler problems and tasks. The upper grades could work on more complex-tasks and problems, but I always had more of an issue with socializing and time off task with them.
ReplyDeleteHi Catherine, you bring up an interesting point. With the very tight classroom schedule in elementary grades, I can see it only being used a couple times a week. Problems based learning requires students to research and dig to learn, which requires a lot of time and support for young, as well as older grades. I like the idea of using PBL, just trying to find the best application of it with the limited time available.
ReplyDeleteMy experience with it is that they get so frustrated. I am sort of "dangling on the fence" with this one. You mentioned a great point about preparing them for the 21st Century and PBL does indeed do that...and that is what we are supposed to be doing right???
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