Problem-based learning (PBL) is an authentic, experiential form of learning centered around the collaborative investigation and resolution of messy, real-world problems (Torp & Sage, 1998).

How does a teacher implement PBL in the classroom?

• Choose a relevant problem of worth.

• Draw ideas from current events, curricular themes, or students' interests.

  Remember the problem should be ill-structured and messy, may change with the addition of new information, is not solved easily or with a specific formula, and does not result in one right answer.

  Some examples of problems may be:

  • An explosive mosquito problem in town.
  • Building another bridge to accommodate increasing traffic.
  • Underage smoking in the community.
  • Declining frog populations in the county.
  • Restoring a prairie adjacent to the school.

   

• Develop the PBL learning adventure.
  • Decide the students' role and situation.
  • Determine the outcomes and problem terrain.
  • Develop problem documents and statement as well as assessment.

   

• Build the teaching and learning template.

  Define teaching and learning events, embedded instruction, embedded assessments, time frame for the unit, and problem flow.

• Coach critical teaching and learning events.
  • Meet the problem.
  • Identify what we know, what we need to know, our ideas.
  • Define the problem.
  • Gather and share information.
  • Generate solutions.
  • Determine the best fit of solutions.
  • Present the solution.
  • Debrief the problem.

   

• Embed periodic assessments and appropriate instruction.
  • Assess students by having them make problem statements, create mind maps, and keep problem logs.
  • Instruct students as needed within the flow of the problem with guest speakers, field trip, and targeted lab experiences.

For more information on Problem-based learning, see:

Problems as possibilities: Problem based learning for K-12 education by Linda Torp and Sara Sage published in 1998 by the Association for Supervision and Curricular Development.

Teaching children science: A project-based approach by Joseph Krajcik, Charlene Czerniak, and Carl Berger published in 1999 by McGraw-Hill.

Guide to teaching a problem-based science curriculum by the Center for Gifted Education published in 1997 by Kendall/Hunt.

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