During lecture, Problem Based Learning (PBL) was
introduced as an instructional strategy that encourages students to learn by engaging
with and responding to ‘real-world' problems. I was familiar with
PBL as my brother Chris is enrolled in McMaster University’s medical school
program that teaches through PBL. Surprisingly, I had not given much thought to
how this style of learning could be implemented within an elementary school classroom.
So today, I called Chris and asked him to talk about his experiences of PBL so
that I could consider the pros and cons of applying PBL within an elementary classroom
context.
To review, PBL begins by identifying a local or global problem. For example,
in an elementary classroom the problem could be that ‘there is too much garbage being produced in
the school’ or that ‘not all students are coming to school with an appropriate lunch.’ As discussed in lecture, the goal of PBL is to understand and evaluate
the problem, research and explore potential solutions, and then apply
and act upon newly obtained knowledge to address the problem. Therefore, PBL
practices both lower order thinking skills as well as higher order thinking
skills.
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Higher order thinking skills template|School Lessons|Pinterest. Retrieved from |
With an emphasis on peer support, PBL is an opportunity for students to enhance their communication and collaboration skills (both 21st century learning skills). Furthermore, sharing ideas with peers inspires students to consider alternative perspectives that may spark further learning interests. Moreover, Pi-Hsia et al. (2014) suggest that students who have the opportunity to research and pursue these newly inspired interests develop skills deemed valuable
within a 21st century context.
For example, students demonstrate creativity and innovation and are more willing to persevere though a task that they consider interesting. The following clip demonstrates some of these 21st century skills in action!
Problem Based Learning at Deer Park Elementary. Published on Oct 8, 2015.
Retrieved from
https://www.youtube.com/watch?v=Jd52gP1Wsgg
Although PBL has wonderful potential to inspire rich
learning opportunities, it is also important to be critical of PBL. Asking Chris
about some of his experiences with PBL helped to inform this critical
reflection. For example, he voiced that time management can be an issue within PBL, as responding to one problem often inspires alternative interests that distract learners from the original learning objectives. Within
an elementary context, this may lead to topics being researched that do not
link to the curriculum expectations. In
response, I would suggest that teachers pose a clear problem to students with specific
learning objectives set in place. Once the problem has been explained,
students can then research and discuss potential solutions with their peers and teacher. Moreover, I feel that the teacher has a crucial role in the successful implementation of PBL. For example, according to Balim et al. (2014), students who have the opportunity to explore and research their own ideas develop self-confidence and self-efficacy. This being said, I feel that a teacher's guidance and involvement throughout the PBL journey is critical to the development of these beliefs.
Chris also mentioned concerns with assessment. In medical
school, PBL prepares students for accumulative exams that students must write at
the end of a course. This is not the case within elementary school classrooms, as
students are being evaluated throughout the PBL process. As a future teacher, I
wonder how I would assess students throughout the PBL process. For example, an unsuccessful
attempt to address a problem should not be punished with a low grade, as PBL is
an opportunity for students to learn through their mistakes. Furthermore, there
are some ‘real world’ problems that do not have a definitive answer. In
response, perhaps assessments might have to be more holistic to try to encompass
a variety of skills that students are demonstrating throughout the PBL
activity. Furthermore, assessment tools may need to be adjusted during the unit to accommodate for unanticipated learning outcomes.
Chris also explained that PBL was very different than the
traditional lecture-based/textbook teaching style that he was accustomed to. Within
an elementary classroom, I can see how PBL could be overwhelming for some
students who appreciate organized and structured traditional teaching styles. Furthermore,
students who are naturally more extroverted may enjoy PBL more than students
who are introverted. In response to both
of these concerns, I feel that teaching strategies need to balance elements of
PBL with traditionally structured lessons. For me as a future teacher, I can see myself using PBL at the end of a unit as a fun way to apply and further students' knowledge.
Overall, I feel that PBL can help students develop 21st century learning skills, such as problem solving and critical thinking skills. However, in order for PBL to be effective, teachers need to be dedicated to helping students collaborate with one another and explore their ideas in ways that align with the learning
objectives outlined in the curriculum. The following link is a great resource for PBL ideas and support.
References
Pi-Hsia, H.,
Gwo-Jen, H., Yueh-Hsun, L., Tsung-Hsun, W., Vogel, B., Milrad, M., &
Johansson, E.
(2014). A Problem-based Ubiquitous Learning Approach to Improving
the Questioning Abilities of Elementary School Students. Journal Of
Educational Technology & Society, 17(4), 316-334.
Balim, A. a., Turkoguz, S. s., Ormanci, U. u., Kacar, S. k., Evrekli,
E. e., & Ozcan, E. e. (2014). Teachers' views about problem-based learning through concept cartoons. Journal Of Baltic Science Education, 13(4),
458-468.
