PBL Problem or Project – Based Learning Subunit Structure

Learners may choose to follow the Webquest Construct which is a (usually Web-based) strategy that follows Constructivist learning methodologies in the learning process as outlined below.  This instructional sub-unit describes in detail approximately one week’s instruction to the groups of learners who will interact with the content that you create and the links that you embed for them in the process section of the sub-unit.

•  Introduction – A fanciful story, most often generated by the teacher / facilitator that “hooks” the learner – grabs their attention and stirs motivation
•  Task – The succinct description of the end product or evidence of the learners’ efforts
•  Process - Scaffolding built around the learners’ thought processes and tuned to the specific ZPD of the learner or group of learners.  The process has the resources (Web-based, hard-copy, or contained in the classroom or library) interwoven into the steps that learners will take to successfully produce representations of their knowledge.
•  Evaluation – Most commonly described to the learner – prior to their performance – in “some form” of rubric.  Grading scales and specified levels of performance are described by the teacher / facilitator to the learners in a format customized for classroom practice.
• Conclusion – A summary of the learning that has taken place in the instructional sub-unit.  Reinforcement of key learning concepts and suggestions for extension may be presented.

Alternatively learners may choose to follow the PBL Construct which is a strategy that follows as outlined below.  This strategy is problem / project - based just as that of the Webquest Construct and it differs primarily in nomenclature and is a bit less constrained by history and what you may find in your research online. The descriptions provided for the Webquest Construct steps also serve to describe the PBL construct.

• Set (Hook)
• Learning Goal
• Procedure
• Assessment Criteria
• Closure

Process is emphasized over product in this learning experience.  You will walk away with a flame to light the fire of learning for years to come, but not much to burn.

Software does not matter!  Yes, we are all “techies” just like you and we love / have to use software.  We just believe that at a level such as this – learning the theory behind why we use software is much more important than which button to click next.  (Those change regularly by the way.)  SO WHAT SHOULD I USE TO AUTHOR THIS UNIT!?  O.K., anything that can generate text, insert links and graphics and format all that stuff.  So... MS Word, Powerpoint, Excel, Access, Appleworks, Composer, Nvu, Dreamweaver – you get the picture.  If we left out your favorite – many abject apologies we offer.

Constructivism – a set of learning methodologies that places the learner at the center of the instructional process.  In constructivist epistemology you are likely to see students doing things other than worksheets, listening to each other rather than a lecture, and interacting with their facilitator / teacher as a learning coach rather than a dispenser of knowledge.

Content - The material that you author /  write that composes the instruction that the learners will experience.

Cooperative Learning – Students work together in groups, often taking on differing roles in pursuit of the same learning goal as the rest of the group – but from another perspective. This strategy supports the theory of Multiple Intelligences as well as current research on learning in group or team environments.

Multiple Intelligences - A theory of learning by Dr. Howard Gardener of Harvard University that holds that there are eight distinct “intelligences” learners may possess in differing combinations and to differing extents.  They are: bodily – kinesthetic, musical, logical – mathematical, linguistic, spatial, interpersonal, intrapersonal, naturalist

Scaffolding – the process of enabling a learner to do something that could not be accomplished independently by modeling, prompting or otherwise providing assistance in achieving the learning task.

Sub-unit – a set of lesson plans or a document that describes a series of lessons around a common theme that lasts approximately one week in classroom practice.  The time – span is only presented as a guide.  Some subunits will have to be longer / shorter to accommodate school schedules / curricular pacing.  See your facilitator to work out what this means to you.

Thematic Unit – Learning of varied subjects organized around a theme of some kind.  (e.g. bears, the environment, insects, probability, nursery rhymes, etc.) 

Webquest - a (usually Web-based) strategy that follows Constructivist learning methodologies in the learning process outlined as an Introduction, Task, Process, Evaluation, and Conclusion.  Webquests are most often thematic units (units organized around some theme e.g. nature, the weather, fairy tales) and they usually employ varied roles for the learners as well as cooperative learning strategies.

ZPD – short for Zone of Proximal Development - is part of the Constructivist philosophy of Lev Vygotsky (a repressed intellectual under Stalin) who offered a “Social Constructivist” educational philosophy – where a learner’s peers, family and teachers are all important to cognitive development.  A child should work on tasks that they cannot do independently of external help from adults or more adept learners AND where with help from others (scaffolding) – the task can be accomplished.  As the learning takes place, the learner advances to more difficult tasks as the ZPD “moves up.”