Problem Based Learning
- Online and asynchronous
- This course will require between 7-10 hours of work per week
- Workload Rating: Heavy
Course Description
Problem-Based Learning (PBL) is an approach to learning, instruction, and problem-solving that naturally incorporates issues relevant and pertinent to those involved. This course approaches PBL as a professional learning model, and as a way to embed problem-solving in a structured, collaborative, and evidence-based manner in one’s professional practice. Real-world issues will be used to facilitate the learning of PBL and learning with PBL, to encourage the improvement of the cognitive, interpersonal, and intrapersonal aspects of 21st Century competencies.
Learning Outcomes
The primary learning outcomes for GDE/PME 814 are to:
- Learn the features and functions of Problem Based Learning (PBL)
- Begin to make PBL a professional problem-solving mindset
- Identify and appreciate some of the theories of learning that support PBL
- Experience PBL
- Develop an understanding of leadership in and through PBL
Assessments
Contribution
Annotated Bibliography posts (X8) - 10%
Contributions to Miro Boards (ongoing) - 10%
Self-assessments and Peer-assessments (X8) - 5%
Team-assessments (X2) - 5%
Gallery Walk responses (Individual)
2 Gallery Walks x 10 points - 20%
Gallery Walk responses (Team)
2 Gallery Walks x 10 points - 20%
Comprehensive Annotated Bibliography
End of the Course - 10%
Final assignment
End of the Course - 20%
How does this course support learners outside K-12 teaching contexts?
The Problems of Practice engaged for PBL learning in the course are structured in a way that encourages thinking about professional practices beyond K-12. Students are able to find ways of working with the Problems of Practice and the readings in ways that resonate with them, whether that be K-12 or otherwise. Beyond being an instructional approach, PBL can be used as a process to learn about complex problems of practice in any professional context. Please note, as an instructional method, PBL is not conducive to the delivery of specific information in a limited amount of time (e.g., workshop).
Each student’s professional practice and goals are unique. We highly encourage students to reach out to their course instructors at the start of the term to discuss the relevance and application of course learning and assignments to their own learning goals and context of practice.