Problem Based Learning as a Collaborative Teaching and Learning Strategy

Video Transcription

Hello, and thank you for joining me for problem-based learning as a collaborative teaching and learning strategy. The essential question that we'll be able to answer by the end of today's tutorial is, how can I apply the components of PBL to collaborative teaching and learning? Let's take a minute to look at the theory behind PBL. PBL is connected to constructivism. And constructivism was first associated with Jean Piaget. And this person said that learners internalize and construct knowledge from the activities that they're participating in during instructional time.

And it was the forerunner to inquiry-based model. As it's used today, it's called discovery education. The idea of constructivism was really made popular by Richard and Rebecca DuFour, as well as Robert Eaker and Thomas Many, especially as it connects to professional learning communities. However, it really has been around longer than the time of the DuFours, and Eaker, and Many. And it really is stemmed in the theories of Vygotsky, Montessori, and Bruner.

There are many pedagogical approaches with constructivist theory. And these include inquiry-based approaches, as well as problem-based learning. A project is just one way that someone can work through problem-based learning. But it is important to note that not all problem-based learning activities are actually projects. What exactly is problem-based learning? According to the Buck Institute, it is a teaching method, where the students are able to gain knowledge and skills. And they gain these knowledge and skills by working for an extended period of time.

During this time, they investigate and respond to complex questions, problems or challenges. There are also essential elements to problem-based learning. And we can look at them on this chart here. One that's not on this chart but is essentially the root of problem-based learning is significant content. And this is just that this knowledge and skills that we're asking our students to learn with our problem-based learning align to the standards.

Another thing is, we want our students to develop 21st-century competencies. And these include things like problem solving, creativity, and innovation, and more. We also an in-depth inquiry. What this means is students are in the extended process of asking questions. Not only do they ask questions, but they also use resources in order to develop answers to the questions.

Another basis of problem-based learning is the driving or essential question. And this is just what the work is focused around. It's typically an open-ended question, and it should engage students, and encourage them, or inspire them to dive into Inquiry. And then, also we have need to know. What knowledge exactly do the students need to gain in order to answer the driving question?

Another important aspect is voice and choice. And this is just that students are allowed two make some choices about their project and about their work. There's also critique and revision. Students give and receive feedback. This hopefully will lead to revisions and further inquiry. And it's also for a public or authentic audience. And this just means they're presenting their work beyond the classroom.

Now, we're going to look at what the steps of PBL include. According to the Buck Institute, PBL follows these steps. The first step is the presentation of an ill-structured problem by the teacher. This is going to be a messy problem. It's open ended, and it gets the students thinking. Step 2 is the problem definition. This is where students process the problem and put the problem into their own words. They make a problem statement.

Next, students come up with a knowledge inventory. And this includes what we know about the problem and what we need to know about the problem. The answers to these questions will guide the student inquiry. Next, we have possible solutions. Once the students have done the students come up with possible solutions, they come up with more than one and consider other sides to the issue as well.

Step 5 is learning issues. And these are issues for self-directed or coached learning. And these are going to help the students have more meta-cognition. Next, we have learning issues. This is where students evaluate their own learning issues and try to figure out what needs to be done to enhance the learning that's taking place in the classroom. The last step is the sharing of findings, which is when students present the final solutions they've decided on to an authentic audience, which might include stakeholders.

Let's explore why problem-based learning is important. In his book, Who Owns the Learning, Allen November said that PBL empowers students to collaborate, create, communicate, and critically think-- which, remember, are the four C's. It also helps students engage in authentic learning experiences. And these experiences allow the students to apply their competencies and skills to actual real-world thinking. It also helps them become independent thinkers. According to the Buck Institute, the impact of PBL increases student engagement and achievement.

I've created a chart here. Across the top, I've put the four pillars of collaborative teaching, which are communication, collaboration, critical thinking, and creativity. And on this side, I've put some identifying factors for PBL. You can pause this, and go over it, and look at how the different factors of PBL correlate with the four C's from collaborative teaching and learning. Let's reflect for a moment. Do you see value in teaching with PBL? Why? Or why not.? What element of PBL intrigues you the most? Why?

Today, we answered the essential question-- how can I apply the components of PBL to collaborative teaching and learning? As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skillset. Thanks for joining me and happy teaching.