STUDY GROUP OUTLINE

1. Problem-based learning uses real world problems that students are interested in and that draw on skills and knowledge from several different subjects, have no simples answers—students have to explain why they chose their answer, and are done by groups of students who work together. (Pg 157) Before you can define “problem-based learning” you need to define “problem.” What is your definition of “problem?”
2. In answer to the question “Why Problem-Based Learning?” the author lists twelve ways that PBL creates an effective learning environment. (Pg 158) Most of these ways are discussed in detail in prior Fact Sheets. Choose three and identify ways that these aspects of PBL could be integrated into your classroom.
3. The National Research Council has noted, “Asking which teaching technique is best is analogous to asking which tool is best—a hammer, a knife, a screwdriver, or pliers. In teaching as in carpentry, the selection of tools depends on the task at hand.” (Pg 158) How would you use this statement to answer the common student question, “Will this be on the GED test?”

4. Using the chart on page 159, evaluate your own classroom.
5. “Problem-based learning is harder to teach than lecture classes; it requires more planning and research and more flexibility from teachers.” (Pg 160) Since the vast majority of adult education teachers are part-time and receive no stipend or salary for lesson planning, what implications does this statement have?
6. Studies about learning facts from problem-based learning vary widely. (Pg 160) Why do you think some studies show that PBL students excel at learning facts, while others show no change or even poorer performance?
7. If you do not use PBL in your classroom, what method(s) do you use to teach students how to make and follow a plan? (Pg 160)
8. There is a formula for successful PBL outlined on page 161. What effect would removing complexity have? Accessibility? Problem-solving methods? Small-groups?
9. Describe a complex, real-world problem that you predict would be of interest to the students in your current class. (Pg 162)
10. “Teachers need to avoid adding in extra information that they think students should know but that is not relevant to the problem at hand.” (Pg 163) Have you observed yourself doing this? What types of information have you deluged students with? Why did you include the additional information in your instruction on that topic(s)?
11. Ms. Cromley says that more than 100 studies show that students learn best by rewards. (Pg 164) Do you use rewards? Are they intrinsic or extrinsic? What kinds of rewards have you used and what results did you get?
12. The teacher’s role in a PBL classroom is outlined on page 165. What is your personal reaction to this description of a teacher?

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