The Problem with Problem-Based Learning

Let me start out by stating that problem-based learning, otherwise known as PBL is not a bad thing. Many schools are also intermingling problem-based and project-based learning (a hybrid PBL).  In fact, our schools are being inundated with PBL and that, in itself, is a GREAT thing.  It seems, every school has implemented some form of PBL, be it problem-based or project-based.  Today, I want to discuss problem-based learning.

We all want our students to be "problem-solvers."  Many argue that the purpose of Common Core is to create "problem-solvers."  Of course, being able to solve a problem...and better yet...being able to communicate the solution to a problem is an essential skill needed to thrive in today's world.  However, after reading The Innovator's Mindset by George Couros, I'm not sure we are doing our students any favors with the way we are currently implementing PBL.

Let us begin by looking at the basic framework for PBL...
Step 1--Pose the problem/Assign a problem.
Step 2--Access prior knowledge.
Step 3--Brainstorm ideas.
Step 4--Identify any learning issues (items which need to be researched).
Step 5--Determine a course of action and apply learning to solve the problem.

Notice that in most PBL models, teachers assign or pose a problem for students to solve.  Wait...Couros reminded me that, "solving a problem is only one part of learning" (2015, p. 49).  He also explained that simply posing a problem for our students to solve is not enough...and I couldn't agree more!  What would society most benefit from..."problem-solvers" or "problem-finders?"  I would argue both.  It's not enough to be able to solve a problem.  It's also not enough to be able to find and recognize problems.

We need to teach our students to identify problems...and then create solutions for those problems.  So instead of creating imaginary problems for our students to solve (which tends to happen quite frequently), why not show a picture or a video of something happening in the world (i.e. a child in a gorilla exhibit at a local zoo)? Then, let the students identify the problem (it's okay if they come up with different problems...in fact, they should!).  Finally, have students create a solution to the problem they identified.  I guarantee you will see your students more invested in learning experience because they feel connected.

Therefore, I bring you...

A New Framework for PBL

Step 1--Show a picture, video or some media of a recent world event.
Step 2--Brainstorm a list of possible problems.
Step 3--Allow students to choose a problem which they identified, and therefore are most interested in solving.
Step 4--Guide students through researching (prior knowledge & possible learning issues), discussions, possible solutions, and creating a solution (be careful to facilitate, not dictate).
Step 5--Let students decide how they will communicate their solution to the world.

"Finding the problem is an essential part of learning--one that students miss out on when we pose the problem to them first." 

~George Couros, 2015, p. 50

Now, go inspire your students to make this world a better place!

Couros, George. The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. San Diego: Dave Burgess Consulting, 2015. Print.

Jumping into a new role

Taking on a new role in your school district can be overwhelming...especially when it is a brand new position being added to the district.  I am often asked how I am liking the new position as an Instructional Coach.  I have been struggling all year to find a way to describe my feelings.

Leaving the classroom was a big decision for me, and I often miss having my own classroom.  However, I remind myself to focus on the bigger picture.  If I were in just one classroom with 20 students, I would [hopefully] helping to grow 20 curious learners.  In a role such as an instructional coach, I've been in over 15 rooms each with 20 or more students.  Whether it's co-teaching, modeling, co-planning or simply suggesting and gathering resources with the teachers of those classrooms, I have [again, hopefully] in some way reached 300 students (give or take a few).

So, will I continue in this role of instructional coaching?...Absolutely!  It has been a year of learning and growth, both professionally and personally.  I look forward to teaming up and taking on the challenges of 2016-2017 with the fabulous teachers in my building!