Problems as Possibilities: Problem-based Learning for K-12 EducationProblem-based learning (PBL) is an experiential form of learning centered around the collaborative investigation and resolution of "messy, real-world" problems. This book offers opportunities to learn about problem-based learning from the perspectives of teachers, students, parents, administrators, and curriculum developers. Chapter 1 tells stories through the comments of teachers and students who have experienced PBL and illustrates PBL's possibilities with vignettes from several grade levels and contexts. Chapter 2 provides an overview of PBL, and chapter 3 presents background information. Chapters 4, 5, and 6 allow readers to play with an idea (like declining frog populations, underage smoking, or mosquito abatement) and make it their own. Tips are offered for mapping the terrain of problem possibilities, planning a problem-based adventure, developing the problem statement, and implementing the discovery process (via coaching, facilitating understanding, diagnosing, mentoring, questioning, modeling, managing group work, monitoring student engagement, and embedding instruction and assessment). Chapter 7 explains the rationale for problem-based learning. (Contains 84 references.) (MLH) |
Contents
Introduction to the 2nd Edition | 1 |
What Does ProblemBased Learning Look Like in Classroom? | 5 |
What is ProblemBased Learning? | 14 |
What Are the Foundations of ProblemBased Learning? | 29 |
What is Our Model for ProblemBased Learning? | 35 |
How Do You Design a ProblemBased Learning Curriculum? | 46 |
How Do You Implement ProblemBased Learning? | 68 |
Common terms and phrases
active apply Assessment for Learning Aurora authentic based learning Center for Problem-Based challenge Chapter classroom cognitive consider Constructivism constructivist curriculum dents develop Electronic Mailing List engage evaluate FIGURE focus gathering and sharing Glen Ellyn goals going grade students Heathcote & Herbert help students high school holistic ideas identify ill-structured problems Illinois Language Illinois Mathematics IMSA inquiry instruction interact investigation issues John Thompson Krynock learning events learning experience levels Mathematics and Science mentoring metacognitive middle school mind mapping mosquito problem NCTM need to know outcomes PBL experience PBL problems PBL process PBL unit performance perspective possible prob problem solving problem statement problem-based learning problematic situation questions relevant Reprinted from Torp Samford Samford University Science Academy solution stakeholders strategies student learning teachers teaching and learning Thompson tion Torp & Sage understanding Whole Earth Catalog