11. iSTEM | university of north Carolina Wilmington
Problem-based Learning Principles
1. Students must have the responsibility for their own
learning.
2. The problem simulations used in problem-based
learning must be ill-structured and allow for free
inquiry.
3. Learning should be integrated from a wide range of
disciplines or subjects.
4. Collaboration is essential.
5. What students learn during their self-directed
learning must be applied back to the problem with
reanalysis and resolution.
6. A closing analysis of what has been learned from
work with the problem and a discussion of what
concepts and principles have been learned is
essential.
7. Self and peer assessment should be carried out at
the completion of each problem and at the end of
every curricular unit.
8. The activities carried out in problem-based learning
must be those valued in the real world.
From Barrows (pbli.org) and Savery (2006)
12. iSTEM | university of north Carolina Wilmington
Problem-based Learning Tutorial Cycle
Encounter
problem
Identify & apply existing
knowledge
Identify what knowledge/data
are needed
Engage in independent study
Share new knowledge/data.
Teach peers.
Propose solution(s).
Evaluate solution(s).
Engage in
self, peer &
tutor
assessments.
15. A more accurate title might be…
“student-centered,
problem-based,
inquiry-based,
integrated,
collaborative,
reiterative
learning.” But that’s not as sexy.
16. iSTEM | university of north Carolina Wilmington
Math & Environmental Science:
We Need Trees
We need the trees —Scene One
https://docs.google.com/document/pub?id=1OP-kYkWquyMT5Kfb-
k74Cu9bmvK0FwoopU0Mbw-jQ5w
We need the trees —Scene Two
https://docs.google.com/document/pub?id=11f9nmQmUAF8QIkU2K6uzE3tALPF
0i1We6CaJZDzGnOk
17.
18.
19.
20.
21.
22.
23. iSTEM | university of north Carolina Wilmington
Genetics & Math:
Wondering about Via, too?
Overview
Scene 1
Scene 2
Scene 3
Scene 4
Learning Grid
24.
25.
26.
27.
28.
29.
30.
31. iSTEM | university of north Carolina Wilmington
Generating the Problem
Authentic
1 or more solutions with 1 or more pathways
Initial presentation should provide minimal information
Information/data available upon request or progressive disclosure
Expert review will anticipate process & identify needed information
Expert review will predict alternative paths & non-productive paths
32. iSTEM | university of north Carolina Wilmington
Generating the Problem
What is the desired
outcome?
What is the plan that
would address the
desired outcome?
What is the problem
solution(s) that would
generate the plan?
What key pieces of
information would
lead to the solution(s)?
What key pieces of
information might be
external to the
solution, but related?
What pieces of
information might be
requested but
irrelevant?
How does the problem
present?
What are the
cues/clues that need
to be included to
prompt problem
solving?
33. Course Embed
1 time Whole course Across courses
Collaboration
None/minimal Essential
Ambiguity
Low High
Solutions
Single Multiple
Problem Solving
Single paths Multiple paths
Difficulty
Application Analysis EvaluationSynthesis
From Grant & Glazewski (2017)
Elements
to
consider
when
planning
for PBL
34. Expert/teacher role
Directive Facilitative
Assessment Artifacts
Product Process Multiple
Assessment Perspectives
Single/Instructor Multiple
Authenticity
Artificial Real world relevance
Scaffolds & Resources
Just in case Just in time
Instructional Purpose
Problem Identification Problem Solving Both
From Grant & Glazewski (2017)
Elements
to
consider
when
planning
for PBL
36. iSTEM | university of north Carolina Wilmington
Components of Project-based Learning
Production of a learning
artifact
An introduction, emotional
anchor or mission Driving question
Definition of the learning
task Procedure for investigation Suggested/curated
resources
Scaffolding Collaborations Reflections & transfer
activities
38. Directions
1.Choose a topic.
2.Think about where or how that knowledge or
skill is used in the real world and would
matter to your students.
Hands-on: Developing Driving Questions
practice
39. Directions
1.Choose a topic.
2.Think about where or how that knowledge or
skill is used in the real world and would
matter to your students.
3.Break out the Tubric.
Hands-on: Developing Driving Questions
practice
44. iSTEM | university of north Carolina Wilmington
Types of Problems for Driving Questions
Design: Students might create their own truck company in the context of a simulation
which places the company in a simulated economy.
Diagnosis: Students might be hired as new chief executives of a troubled trucking company
and have the job of diagnosing and explaining the problems the company faces.
Discovery: Students might have the task of improving the operations of their trucking
company by comparing it to other trucking companies and discovering what they do that
their company might learn from.
Decision-Making: Decision-making problems are usually constrained to decisions with a
limited number of solutions.
Control: Students might run a simulated trucking company,making the day-to-day business
decisions that arise.
From http://www.engines4ed.org/hyperbook/nodes/NODE-231-pg.html
45. Directions
1.Choose a topic.
2.Think about where or how that knowledge or
skill is used in the real world and would
matter to your students.
3.Break out the Tubric.
4.Translate your knowledge/skill with your
context into a driving question.
Hands-on: Developing Driving Questions
practice
46. Directions
1.Choose a topic.
2.Think about where or how that knowledge or
skill is used in the real world and would
matter to your students.
3.Break out the Tubric.
4.Translate your knowledge/skill with your
context into a driving question.
5.Try 2-3 questions to see which one is the best.
Hands-on: Developing Driving Questions
practice
49. iSTEM | university of north Carolina Wilmington
The Physics Behind
Waterslides
http://news.nationalgeographic.com/news/2013/07/130704-
water-slide-water-park-theme-design-engineering-physics/
Integrates
• Concepts of inertia,friction,gravity,acceleration
• Real world issues of different body types
• Expert knowledge from Rick Hunter,CEO of ProSlide
Technology
Images from https://farm4.staticflickr.com/3202/2685302140_3c86bb8f8b_b.jpg & http://news.nationalgeographic.com/news/2013/07/130704-water-
slide-water-park-theme-design-engineering-physics/#/69072.jpg
50. iSTEM | university of north Carolina Wilmington
The Physics Behind
Waterslides
https://betterlesson.com/lesson/623351/wild-water-slide-
engineering-and-experimental-design-part-1-3
51.
52.
53. iSTEM | university of north Carolina Wilmington
How Teachers Use Project-based Learning
Reinforcer
Extender
Initiator
Navigator
(Tamim & Grant, 2013)
57. iSTEM | university of north Carolina Wilmington
5 Ways I Screwed up
(and Fixed) Project
Based Learning in My
Classroom
1. I Prioritized Cool Technology over Student Creativity
2. I Created Rubrics That Promoted Compliance
3. I Expected Students to Be Able to Collaborate
4. I Issued Group Grades
5. (I Didn’t Go out of My Way to Educate Parents)http://www.rosscoops31.com/2017/03/05/5-ways-screwed-
fixed-project-based-learning-classroom/
by Ross Cooper,co-author of Hacking Project-based Learning
58.
59. iSTEM | university of north Carolina Wilmington
Google’s 20% Time
http://www.coolcatteacher.com/9-fine-ways-better-20-time/
• Follows Google’s precept of 20% of an employee’s time can
be dedicated to a project of their own choosing
• Genius Hour,Passion Projects, or Compassion-based
Engineering
Image from http://edblog.smarttech.com/wp-content/uploads/2017/01/Choose2Matter_and_SMART_Angela_Maiers.png