Problem Based Learning

I continue to see so many amazing instructional techniques as I visit classrooms throughout our school district. The variety of pedagogy, as well as the dedication and enthusiasm of our teachers, continues to impress me.

Last week Jackie Mark invited me to visit her 6th grade science class to observe the culminating activity of a "problem based learning" unit she had designed on plate tectonics. She had created a variety of problem based learning activities to allow the students to discover the salient learning on the subject. The students then presented their various activities in a "showcase" for parents and other visitors.

As I listened to the student presentations, there were three things that I consistently discovered from each and every student.

1. High levels of student engagement
2. Mastery of the subject matter
3. Consistent view of the teacher's role in the classroom

I would like to spend some time on each of these topics.

We often hear about the importance of engagement to student learning, but all educators have struggled from time to time to create engaging lessons. Often times, this is due to a lesson design where the students are passive participants in the learning process. However, the lesson that I witnessed was the culmination of a unit in which the students actively worked together to solve engaging problems. To a student, they expressed how much they enjoyed learning this way compared to the "sit and receive" method of instruction. Providing students a chance to discover the learning on their own can be a powerful way to create ownership over the learning and thus enhance engagement.

In previous posts, we have discussed the challenges of meeting both the requirements of 21st century learning and the standardized testing requirements of NCLB. I agree that this can be a difficult conundrum. However, I have argued that it does not have to be an "either, or" proposition. Instead, the two can coexist, and this problem based learning unit provides some evidence for this position. Being a former geography teacher, I am familiar with the tenets of plate tectonics, so I was able to ask the students many questions to test their mastery of the subject. I can vouch for the fact that these students knew this material at a mastery level. I am also convinced that they would be able to transfer their knowledge in a traditional standardized testing format. Engaging lessons that allow students to discover the learning through a variety of intelligences does not necessarily have to be sacrificed for the sake of success on standardized testing.

Finally, at the conclusion of each presentation, I asked the students about the role of the teacher during this problem based learning unit of instruction. Each student explained that Mrs. Mark was available to help them if needed; she guided them to potential resources; gave them ideas on how to improve their projects; and supported their efforts. In short, instead of serving as the provider of information, she became a facilitator for student learning. To give up control of the learning can be a difficult paradigm shift for a teacher, but in the classroom of the 21st century, most are predicting that the role of the teacher will change to that of facilitator. In this class, such a role proved very successful.

Problem based learning is just one of a multitude of tools that can be used to build student engagement, enhance learning, and begin to change the traditional role of the classroom teacher. I would like to hear your thoughts on, or experiences with, problem based learning. What other instructional methods could you use to allow students more autonomy over their own learning?