Dialogue-rich scenarios like this one, whether in text, image, or video format, are often sufficient to engage adults or K-12 learners in solving a problem. For adults, the focus may be on generating problem-solving strategies, while for students, the goal may be to achieve an instructional objective.
For example, in a recent lesson connected to the 5E + Technology Model, I referred to this past Christmas controversy surrounding hoverboards.
The length of the scenario determines the scope of the curriculum and goals to be addressed. In the scenario above for hoverboards, the relevant TEKS include:
Problem-based learning (PBL), often labelled project-based learning, relies on real-life problems modeled after a contemporary or historical case to engage students as they pursue specified learning outcomes that are in line with academic standards or course objectives (Stepien & Pyke, 1997). Learners work through the problem as a stakeholder.
The teacher, or professional learning leader, acts as a guide/advisor as students explore the issues involved, formulate questions, conduct research, and consider possible solutions to the problems. An critical component for PBL planners is to reflect on questions like the following:
These questions help us to first map out what we want students to learn and thus craft a problem that reflects that and aligns to learning objectives. Keep these questions in mind when crafting your next PBL unit.
Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure