Problem Based Learning

Problem-based-learning (PBL) allows students the opportunity to brainstorm, research, and investigate a real world problem that has several different solutions. Since the answer is not handed to the students, their learning becomes active. They need to discover and work with the ideas that are presented in class and combined it with the research they do on their own as well as with classmates. During these lessons, the students start to make important decisions as they sift through all the available information to discover the critical information regarding the problem that is at hand.

There are many main elements to PBL. First, the students must have the responsibility for learning the information. The teacher’s role is to guide, not answer. The scenario needs to be loosely structured to allow the students to really investigate the problem and should involve a wide range of disciplines. The students should have opportunities to work on their own and with their peers. The research they collect needs to be applied back to the problem, stimulating further questioning and clarification of the scenario to continue the learning process. At the end of the lesson, the students should be able to state what they learned and how they got there, as well as complete self and peer assessments.

While watching “Beginning the journey Five-year-olds drive their own PBL projects,” I really enjoyed watching the students' research, brainstorm, create, and role-play. I kept thinking that I wish that I could have experienced just ONE teacher that modeled PBL. The students were energized because the projects are based off of natural curiosity, everyday situations or their personal stories. When you are learning about things that you experience or see, interest comes very natural. The students seemed to remain engaged throughout the lesson because the teachers don’t answer their questions; they rephrase it and give it right back to the students to figure out.

Technology is one of the major steps in this journey of lifelong learning. PBL units show the importance of building our students to become resourceful, problem solvers. They will need to use technology to examine and try out what they know as well as discover what they will need to learn. We are not going to be there for our students in the future but the information we share with them and the experiences they have in our classes will.

Technology to Support Learning

I have used several material generators so far in my career. The only desktop publishing software I have used was Microsoft Publisher. I have only done quick projects with this for graduate classes and have offered it as a format choice to my students for two of the unit assessments that we do during Health. I have not spent the time outside of these to learn what else I could use it for or to see its true potential. I have tried the Exam View Assessment CD that came with our new textbooks last year. I have not touched that CD since last year because I found it very frustrating to use. I would consider trying one of the other test generators that is suggested in the book for this upcoming school year. I currently use RubiStar to create my rubrics. It is easy to follow, prints in an easy to follow chart and I have had experience with it from my undergraduate classes. I started using it 10 years ago and haven’t had a reason to try a different program since. I have also used Puzzlemaker in the past but probably haven’t used it in almost 4 years. As far as worksheet generators, we received two CD’s with our new workbooks that we use to reproduce our classroom materials off of.

Looking over the data collection and analysis tools, I have only used a couple. I have used four different electronic grade books in my 10 years of teaching. I just started using PowerTeacher last year and still haven’t been trained on it. Everything that I have learned about this program has been through trial and error. Formal training maybe be offered this year since all teachers have been told that everyone will transfer from PowerGrade to PowerTeacher. We are also supposed to have access to PowerSchool. I have been told several times that I have access to it, I continue to ask how to use it and to this day, have not received a working password. I am the type of person that will pursue an answer until I am shot down a couple times, then I quit asking and caring.

I enjoy using graphic tools like clip art, sound, video and fort styles/sizes to enhance the resources that I have created in Microsoft programs. They are extremely easy to use and add personality to a brochure, PowerPoint, poster, calendar, or whatever else I create.

I have never used IEP generators, graphic document markers, PDF’s, form makers, statistical packages, student response systems, draw/paint programs, image editing tools, charting/graphing tools, electronic encyclopedias, electronic atlases and mapping tools, electronic dictionaries and thesauruses, CAD systems, music editors, sequencers, MIDI tools, reading tools, microcomputer-based labs, graphing calculators, and calculator-based labs, geographic information systems and global positioning systems. They sound interesting but I can’t stress enough that I am not interested in making the time to learn more programs. I fell like my job already takes up hours of my daily family time and I just don’t want to continue doing that.

Ditigal Natives

When you take a moment to just stop and watch, a person can become very overwhelmed with the amount of technology that is involved in our daily lives. It would be close to impossible to avoid using some form of technology: cell phone, television, remote control, I-pod, mp4, I-pad, computer, email, internet, grade book program, YouTube, DVD, DVR, etc. It only seems natural that we, as teachers, step up the involvement that technology could have in our classrooms. In doing this, there are several benefits and drawbacks that incorporating technology could have in our classrooms, students and expectations.

Why wouldn’t a teacher want to take this step? Simply put: time, effort, and availability. One of the important points that the book constantly addresses is finding the right kind of technology to enhance your objectives. This process will involve time, effort and even money which are three areas that teachers already struggle with. Class time would also be impacted to give the students time to work with a new program as well as effort to create resources to compliment the technology you want to use. The biggest challenge that I could see teachers having would be the time available in the computer labs that could accommodate their class sizes (my average class size is 35 students) on a regular basis.

Now, let’s focus on two of the positives. Class and individual motivation could increase due to the way technology can grab attention and can invoke learning through several different styles. The students’ level of understanding could escalate through the use of technology because it provides opportunities to lead them into situations that foster the use of problem solving and critical thinking skills as well as allow for the chance to see what the student’s prior knowledge is on the subject because of the way they approach a project.

I think I often underestimate the impact that technology could have in my classroom. Watching and hearing Sam work her way around in those different programs – I saw my students in her. I often watch my students in amazement. When I have the opportunity to get my student in the computer labs, I ask find myself asking several questions to my students about what they are doing and how they are doing it to increase my level of understanding. What seems to take me hours to figure out, takes them minutes. I saw this modeled in video where Sam was educating the college students with a gaming program. The college students were obviously taking a class on the program and it was something that she just enjoyed using. I fail to acknowledge how important those opportunities are in the classroom when they have the chance to teach each other and work on their communication skills (which has been impacted by our technology driven society).

Using technology throughout your curriculum would not only benefit the students but if used correctly, allow for teachers to see how well the students are connecting to the material. As Sam mentioned in the video, technology allows for limitless possibilities. I need to remember how important this could be.

Teaching Interests and Instructional Topics

I never thought that I would be one of those teachers that didn't want to bother learning the "new way" because I have always loved being challenged by new ideas. Now that I have nine years of teaching experience behind me, I am realizing that "stepping out of the box" is very uncomfortable for me because things take me longer to learn, my patience runs out faster, and am easily frustrated when the next step to take isn't clear.

My current use of technology consists of an PowerPoint overhead projector in the classroom, pedometers and heart rate monitors with my physical education classes. When it comes to communicating with my students and parents outside of class time, I currently use email and our district website. I enjoyed setting up my website through the district but feel it is very lame because I didn't find the time throughout the year to update or improve it or don't have the knowledge, yet, to make it better.

I guess you can say that this old dogs is ready to learn some "new tricks." I am interested in learning new ways to make the health and personal wellness curriculum I teach more engaging and meaningful as well as excited about creating resources for my district website to help enhance learning outside of the classroom and to help our objectives become more meaningful to my students.

We will see... :)