Well, the Problem is...

The Problem Solving Approach to Education

 

Problem-based learning (PBL), according to Phipps et al. "activates learners by posing real problems for them to investigate and solve." One could argue that agricultural education is especially ideal for problem based learning! Similar to scientific experiments, students are tasked with a  problem, given time and resources to come up with possible solutions, test these ideas, and then evaluate the solutions and reflect on the experience. PBL in the classroom can not only reiterate content learned in class, but can also be a way to gain new learning experiences and integrate new learning standards. With problem-based learning or problem solving techniques, students are learning through interactions with peers, teachers, new resources, and sometimes even community members. Four things I want to keep in mind for PBL in my future classroom:

 

 

 

1) Teachers Role

 

As the teacher, what is my role?

Through this weeks readings, I have compiled a list of roles for the teacher

- Guide, motivate, and encourage students

- Challenge students with additional questions

"Questions asked by teachers determine the amount, direction, and quality of students thinking," Lancelot as quoted in Phipps et al.

- Feedback and Reflection

 

2) Scaffold

 

For PBL, one method is to introduce smaller challenges or problems throughout previous lessons. Then, providing one cumulative project, problem, or challenge. This scaffolding will empower students to take charge of their own learning, and be more confident in coming up with possible solutions because they have completed smaller problems before.

 

3) Community Involvement

 

"Students find projects more meaningful if they are asked to conduct real inquiry..." (Eight Essentials for PBL). How neat would it be to connect with local businesses or farms and develop real-life questions or problems. This would help students apply their learning to problems that are realistic, and applicable.

Additionally, if students are tasked with then creating a presentation, or poster, or speech at the completion of the project (or problem) it would be very beneficial to have special guests come in. These could be community members, other teachers, parents, etc. By adding this twist, students will take the project more seriously (and also know that I as the teacher take them seriously because I invited guests!)

 

4) Complexity of Problem

 

Problem solving is more that just solving a riddle or math equation. It represents a “complex mental activity consisting of a variety of cognitive skills and actions,” These higher order thinking skills include but are not limited to “visualization, association, abstraction, comprehension, manipulation, reasoning, analysis, synthesis,” etc. (Principles for Teaching Problem Solving). It is important to challenge students, but also not describe an impossible or unrealistic problem.

While I want to stretch my students, I also want them to be excited and encouraged by the problem, not discouraged.

5) Student Choice

Student choice is so important for this! How often throughout the school day are students allowed to decide what and how they are learning? For PBL, students might be able to choose their own problem, create their own solutions, and/or choose their own way of displaying the results. This can help increase student ownership of the work!

"In terms of making a project feel more meaningful to students, the more voice and choice the better," (Eight Essentials for PBL).  

 

These are five things for me to keep in mind when teaching PBL!

 

Best

-Sb