Problem Based Learning

Problem-based learning is an important part of any teacher’s repertoire.  However, debate continues over how frequently PBL should be used.  Some medical school programs use PBL exclusively.  Most K-12 teachers find this comprehensive approach extreme and unfeasible.  Ideally, how many times a year do you think a teacher should use PBL?

Problem-based learning is a model design that encouragers leaners to actively take on the  lead role of problem solving given a specific problem.  It encourages individual thinking and creativity among the unique needs of the participant.  Its flexibility allows for a variety of different learning levels and styles in one unit design.  Students are engaged in the steps required to solve a problem based on the problem itself.  

Personally, I believe this model is a great way to engage students with real-life scenarios  while learning the different ways and outcomes problem-solving entails.  As a middle school teacher I do believe it would be hard to teach every lesson this way, however, I do see potential for incorporating this style of teaching two-three times a year.  As a social studies teacher, there are many lessons that I teach which could incorporate this style of learning.  For instance, I am responsible for teaching about China’s growing population and believe this design would work great when discussing China’s One Child Policy.  I believe this style of learning would definitely engage my students while discussing this hard topic.  Personally, I do not believe it would be feasible to design more than three units throughout the year due to the demanding standards that we must cover in an entire year.  Yes, I know that this design can be built around state standards, however, there are many standards we focus on that do not require as much time as a problem-based learning unit would need.  Also, I believe the students need a variety of approaches of learning in the classroom.  While some would thrive off of problem-based unit, there would also be those who do not.  In order to meet the variety of learning needs in the classroom, I personally believe a teacher must design multiple types of units throughout the school year.  

I think problem-based learning would work great throughout a graduate level course.  Graduate level classes are to prepare learners for their desired major which prepares them for their job field.  For instance a medical student could definitely benefit from being presented real-life scenarios that may occur in their field one day.  This would prepare them for ways to handle like scenarios.  

Problem-based learning is a great model that encourages student’s to think outside the box and experience the steps and processes that correlate with real-world problems.  

Understanding By Design

What is Backward Design?

Many teachers (I am guilty of this at times), design a unit by first looking at what they are going to teach throughout the unit and not thinking about the final outcome (What the students should learn?).  Backward Design is an approach that encourages curriculum designers (teachers) to plan a unit by first concentrating on what a student should understand and be able to apply at the end of the unit.  Basically, teachers create a unit "backwards."  After a teacher has decided what they want their students to understand and take away from a lesson, then the teacher should begin planning ways to meet the desired outcomes.


Traditionally, when designing units, teachers focus on the day by day plans ending with some sort of assessment.  Backward Design experts believe teachers should focus on their students final understandings in order to ensure that their goals are being met.  Often, teachers teach information and only require students to state simple facts to show their understanding.  However, by implementing Backward Design into your classroom, you are more focused on a child's understanding rather than their demonstration of repeating facts and ideas you have incorporated into your lesson.

Last year, my Professional Learning Team began each unit by looking at previous years tests and final projects for a unit.  Backward Design encourages teachers to examine their desired learnings for their students.  My PLT did do a little of this, however, I do believe we could have examined more in-depth how students will show their understandings of what was taught.  I do believe we were on the start of the Backward Design model and personally I enjoyed planning this way.  It held each of us accountable for what we needed to teach in order to ensure all students could complete their final task.  My goal after reading this unit on Backward Design is to create final assessments focusing more on their understanding of a particular concept rather than their demonstration of citing basic facts and knowledge.