Problem Based Learning - for me?

Focused PBL is defined as a “systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks” (Buck Institute for Education).

Like a lot of movements in education, it sounds really good in theory but the implementation of it can be a lot more challenging than suggested. It seems that the ‘big wigs’ are constantly jumping from one belief system to the next without really thinking it through and keeping how in mind, rather than just what, when and why. Education continues to be a swinging pendulum. This is reminiscent of the DPA movement (daily physical education). In theory, makes sense: lets keep kids active. In practice, without changes in timetables it didn’t work as planned in a structured schedules seen in middle and high schools.

I really agree with the concept of PBL – it makes so much sense to integrate curricular areas and make the learning meaningful and applicable to students. Real life doesn’t exist in content-specific compartments, so teaching students to explore concepts linked to other curricular areas is not only useful but can be a very powerful learning experience.

So how could PBL be incorporated into my classroom, realistically? Three major roadblocks I instantly think about are compartmentalization of subject area (taught by different teachers), volume of curriculum, and timetable constraints. This seems to be easier for elementary educators as they teach their one class all day, and area responsible for all of the subject areas. Not to say it couldn’t work for me at the higher grade levels, but would definitely require orchestrating. Math is a tricky subject to do this in as concept mastery often has to come before application on skills. The BIE states that PBL is “not appropriate as a method for teaching certain basic skills such as reading or computation; however, it does provide an environment for the application of those skills”.

I love the idea of PBL, but how does it look in high schools where separate teachers teach separate content with a considerably large and specific curriculum, all within a constrained timetable? HELP!

Taking the First Step Towards PLNs

Today in our class (Learning & Teaching with Technology, SFU graduate class), we accessed and evaluated several PLNs. Being able to connect with educators on a global level is a powerful thing – the support that exists in cyberspace is infinite. Being a part of a PLN enables one to make connections with those with similar passions, and the ease with which resources can be shared makes doing so painless (unlike so many Pro-D’s). It is truly inspiring to be able to directly take advice/suggestions/ideas/resources from technology education “gurus”. The more exposed I am to such networks, the more comfortable I am becoming contributing to them. At the same time though, I feel overwhelmed by the wealth of knowledge and information that is available.

My first step in getting connected with other educators who share my interest in incorporating technology into the modern classroom was to join a PLN. I joined “The Educators’ PLN” (http://edupln.ning.com/) and spent hours surfing resources, ideas and tools. It was like an addiction – I couldn’t pull myself away from it! I am very excited to be part of such a knowledgeable community and look forward to implementing some of the tools I have picked up.

“Knowledge, the disciplines, and learning in the Digital Age”

“Knowledge, the disciplines, and learning in the Digital Age”
Jane Gilbert. Educ Res Policy Pract (2007) 6:115-122.


This article was very interesting. It raised some intriguing ideas and forced me to really think about the meaning of education. What is knowledge? What is learning? What is the purpose of education? What do we want the students to know? To learn? I have often wondered if our education system has gotten away from us, like a top spinning out of control, to the point where we aren’t achieving what we originally set out to. We are so busy going through the motions that there is little time to stop and really think through the purpose of those motions. I think that we waste way too much time and energy filling kids’ heads with “crap”. Do they really need to know what we currently teach them? Is having them be able to regurgitate it back to us on a test or a project really a sign of them learning anything at all? Perhaps we need to find a way to start over again and figure out what it means to be a “knowledgeable” member of society and THEN figure out how to educate to achieve that. I think the answer lies in simplicity – basic skills such as questioning, sorting, organizing, hypothesizing, verifying, criticizing, applying, etc. Maybe the focus should switch from “what”, to “how and why”.

Our current system uses technology as a means for finding and/or presenting existing knowledge, with the main focus on the content of the subject areas. I think the use of technology could be key to achieving an age where learners generate knowledge versus simply storing it. Where learners are active producers of knowledge versus passive consumers. Where literacy is multi-nodal and disciplines are not the be-all-end-all, but rather act as a means for us to explore relationships, connections and interactions. (Gilbert, 2007)

Technology can be used across all content areas, and is useful in integrating concepts of different content areas together. Rarely in life does one discipline exist as a separate entity, so doesn’t it make sense that instead of teaching this way we combine disciplines together and focus more on project-based learning involving multiple disciplines? As a high school teacher I find it really frustrating that we separate “knowledge” into individual compartments, organized by content, and then expect students to be able to put it all together themselves in the real world. We are focusing on the end product of what they should have learned, rather than guiding them on the process of learning.

Does out education system need a total overhaul to achieve this?

Putting It All Out There

ISTE's Educational Technology Standards for Teachers

My goal for Fall 2010 is regarding the fifth standard, "Engage in Professional Growth and Leadership". Specifically I want to show growth in the area of participating in local and global learning communities to explore creative applications of technology to improve student learning.




Where I am --> Beginning: Explore and discuss attributes of local and global learning communities where teachers can explore creative applications of technology to improve student learning.

I’ve set this particular goal for myself because it relates closely to SFU’s fifth capacity: Access, evaluate, use and participate in new media interactions in education. This is undoubtedly the most difficult of the five for me to focus on and therefore grow in. I’ve become comfortable joining educational communities – both online and in person – but have great difficulty in contributing to them. I take, but do not give back. I think this is because I still view myself as a fairly new teacher with only six years experience, so I am still like a sponge, soaking up as much information and ideas as possible. I had never really thought that what I thought would matter to people. But, I’m learning that I’m wrong thinking that way. I know many “rookie” teachers who have great ideas and know just as many “veteran” teachers who have given up on their passion and become jaded. I guess it’s just hard to put it all out there for people to see and judge. But maybe people will like what they see :)