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.

Collaboration

With the current concerns of fully online and/or hybrid classes for undergraduate summer students, my thoughts and suggestions are limited due to the small number of online classes I have previously taken.  Here are my feelings thus far.....

I have only taken one other fully online class other than the one I am currently enrolled in.  Personally, I do like the connivence of online classes.  I know with having a full-time job it is nice to be able to work from the comfort of my own home after long week of work.   I also believe it would be extremely beneficial to summer undergraduate students wishing to live away from Raleigh for the summer.  Enrollment numbers may be higher with the flexibility of not having to attend class each week.  However, I would be hesitant to place a large number of undergraduates in the same online class and expect them to collaborate efficiently.  Luckily, the current class in which I am enrolled only has five members which makes collaboration easier.  I cannot imagine trying to work on one assignment with the views of multiple class members.  How will they ever reach an agreement?  How will they agree on a time that works for everyone?  

When working together on one assignment, the work load always seems to fall on one member.  Yes, everyone is voicing their own thoughts and opinions but one person has to agree to combine all members ideas and suggestions.  Undergraduates may not feel as strongly about their work as a graduate student does and may never agree to be the one assimilating a group assignment.  Undergraduates may need some sort of pre-set rotation schedule to determine who does what.  

Last summer I participated in a hybrid class.  The class in which I was enrolled met only three to four times the entire semester.  This class allowed the connivence of working in your own home with a small part of face to face communication.  The few classes we had allowed us to ask any questions we may be individually struggling with along with the opportunity to hear our peers own thoughts and questions.  I felt more connected with this type of online class than I do in a fully online class.  

There is much to consider when designing a fully online class.  Personally, I believe it would be extremely beneficial to the curriculum instructors to listen to advice from students who have previously participated in online classes.  

Classroom Practices Inventory

Classroom Practices Inventory

      The curriculum serves as the basis for my instruction.  However, there are many units where I find myself being more flexible designing units based on the variety of learners in my classroom.  Personally, I enjoy having the flexibility when it is available but I must admit I do guide the majority of my units by covering the curriculum.  The curriculum does not lend much time for flexibility.  My classroom design changes year to year based on the needs of the students in my classroom.  I will admit that there have been years where the majority of my students spend more time focusing on the basics rather than more in depth thinking.  As a teacher, I wish this was not the case.  What is happening to the handful of the students who require more in depth thinking?  

    I do try designing units where I can allow some students to work at their own pace on more in depth topics, however, due to limited resources and aids I do not always have this opportunity. I would like to find more resources and readings that are leveled by student ability.  In my classroom I use a variety of instructional formats.  I know this is very beneficial to the students however it also keeps me motivated as there teacher using various ways to present information.  

    At the end of each unit, I set aside time to apply critical thinking skills and applications.  I wish there was more time to include this throughout the unit.  It is always exciting to see what kids have learned at the end of the unit by taking a more in depth approach to the designed topic.  The majority of the units I teach end with some sort of assessment. However, throughout units the students complete at least two formative assessments.  This helps me see where my students are in a current unit.  If the students do not understand the material the first time, I redesign the method of instruction.  

     Personally I believe differentiation in the classroom is extremely important.  However, I do believe many teachers fear differentiation due to state mandated curriculums.  It is unfortunate that we as teachers feel pressured to teach to tests and are limited to the amount of differentiation in the classroom. 

Testing

I am just testing to see how this works!! :)