Problem-based learning is another means of achieving a learner-centered classroom. It is an instructional method that helps students develop critical and creative problem-solving skills they need in school and everyday life. In problem-based learning, students encounter a problem and conduct research to reach a solution.
Usually, students work together to develop hypotheses, gather and evaluate data from a variety of sources, and draw conclusion and/or revise their hypotheses. They may discover more than one solution or change their perspective based on their investigation and communication with others. In Module 2, you created an integrated unit related to content standards. In Module 3, you designed a collaborative group lesson or unit. In this module, you will design a problem-based learning situation for students based on district or state standards.
Directions:
Prepare your work as a conventional paper in a Word or text using APA format.
Create a title page and references page in APA format.
Support your work by using, citing, and referencing APA format at least one expert source, preferably a peer-reviewed article. Use the APA guidelines for citing/referencing.
Complete a lesson plan or multi-lesson unit plan that uses problem-based learning as a primary method or strategy.
Answer in well-developed paragraphs the three reflection questions.
Components to Include in Your Problem-Based Learning Experience Lesson or Unit Plan:
The following is a list of components that should be included in your problem-based lesson plan or instructional unit plan. They are presented in a logical order beginning with the subjects or disciplines and followed by the standards you plan to address. The components listed thereafter need not appear in your plan in exactly the order listed. You are encouraged to read the articles included in the readings for Module 3 before you begin planning since they provide examples and steps.
Grade Level:
Discipline(s) or Subject(s):
Standard(s) Addressed: Academic Content, Skill, Arts, Character, Social
Objectives: (Include all objectives that will be assessed in this problem-based learning experience. Write objectives using Bloom’s Taxonomy verbs. (See Resources, Webliography.)
Summary of Problem-Based Learning Experience with emphasis on the problem selected and why it is suitable:
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Assessment: Use Rubistar to develop a rubric to evaluate problem-based learning. http://rubistar.4teachers.org/ Links to an external site.Include the rubric with your lesson or unit plan.
Tutorials for using the program are available Digital Learning Connections Resources and Tips
Learning Environment: (Briefly describe where the learning will take place and how students will interact with others.)
Student Materials:
Time Frame:
Background: (List an article, Website, etc., where students can get an overview of the problem/issue.)
Step-by-Step Procedure: (Provide all information necessary for another teacher to replicate your problem-based learning experience.)
Presentation Method:
Reflection Paragraphs:
Respond to the questions by reflecting upon how effectively you achieved the objective for this assignment. Use course readings and lectures and other articles to support your answers.
Answer each question in a paragraph.
What learner-centered principles did you address in your plan?
1. What specific parts of the plan support those principles?
2.What learner-centered classroom characteristics are evident in the plan? Cite at least two examples.
3.In what way is your plan problem-based, and why is this particular problem age and content appropriate?
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