Problem-Based Learning in Middle and High School Classrooms by Lambros Marian Ann;

Author:Lambros, Marian Ann; [Lambros, Ann]
Language: eng
Format: epub
ISBN: 1994878
Publisher: Corwin Press
Published: 2004-08-15T00:00:00+00:00

Here are a few additional hints in making your PBL problems as effective as possible:

• Let students interpret the problem and their role in it for themselves. Once the problem has been introduced, students should be able to describe who they are in the problem and what is expected of them regarding problem resolution. This is much more effective than having students read the problem and then explaining to them who they are and what they should do next. In other words, let the students be in charge of the problem.

• Be prepared for the unexpected when you first begin to write and use PBL problems. Sometimes problems will take a direction that you did not anticipate. Before you redirect the students by telling them that they are on the wrong track (remember, that takes the problem away from the students), take a moment to determine if there is value in the direction students have chosen. In other words, is the path they are on going to lead them to different objectives that you will be presenting elsewhere anyway? If so, let them go in that direction. If not, simply ask them why they are headed in an appropriate direction. Sometimes they have misread the intention or misunderstood their role. A few seconds to have them reassess these two things often clears up any miscues that they may have assumed.

• The last hint, already mentioned, bears repeating here. Practice delivering new problems to someone other than your students before using it the first time in your classroom. Many teachers are tempted to skip this step and let students have the first crack at a problem. Remember, however, that you are new at this process, too. It is sometimes awkward to introduce PBL problems until you become comfortable with doing so. Saying things aloud a few times before going into the classroom helps eliminate some of this awkwardness. Decide how you will introduce the students to the PBL process and then introduce them to the problem. Give them a little heads-up on what is different in this process about what they will be doing and what you will be doing. Otherwise, it is very normal for students to sit passively and wait for you to continue rather than to get down to work themselves.

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