"The hunger and thirst for knowledge, the keen delight in the chase, the good humored willingness to admit that the scent was false, the eager desire to get on with the work, the cheerful resolution to go back and begin again, the broad good sense, the unaffected modesty, the imperturbable temper, the gratitude for any little help that was given - all these will remain in my memory though I cannot paint them for others." Frederic William Maitland


Sunday, September 19, 2010

Problem Based Learning





The University of Delaware defines problem based learning as, "an instructional method characterized by the use of real world problems as a context for students to learn critical thinking and problem solving skills." This type of learning gives students a problem and asks them to solve through a concentrated or more specific path than IBL. Steps for PBL include: entry, problem framing, knowledge inventory, problem research, resources, problem twist, problem log, problem exit, problem debriefing. The teacher becomes the facilitator to learning that is authentic, real world and engaging. Students use real world problems as context for creating knowledge, applying learning, and solving problems. This method seeks to create active learners and trains them in problem solving and critical thinking.

This method make sense because it gives students real world applications for learning and teaches them how to be problem solvers. Students are engaged by being given a problem, a direction, and they become the drivers of their learning. Ownership? Yes. Metacognitive? Yes again. Empowering? Definitely.

Below is a study of the implementaion of PBL in an Economics classroom:

http://www.eric.ed.gov/PDFS/ED511228.pdf

Also helpful websites include:

http://www.udel.edu/pbl/cte/jan95-what.html
http://www.ntlf.com/html/pi/9812/pbl_1.htm
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