Problem Based Learning in Science Park High School
And
The Position of the School Librarian
Abstract
A survey on PBL
teaching was conducted within Science
Park High School.
Administrators (vice principal and department chairs) and teachers in different
subject areas were involved. The results revealed that there are progresses
made but also improvement needed. The position of school library media program
is also investigated. There are many things for the media specialist to do to
help teachers and department chairs to implement the school mission on PBL
teaching.
Introduction
Last
year I had a job change, form Rutherford
High School (a National Blue Ribbon
high school) to Science Park
High School (a magnet school specialized on science,
mathematics and technology at Newark). During this change, my job title also
changed; from a classroom math teacher to a school library media specialist.
One
difference I observed between these two schools is their missions. The mission
of RHS is higher passing rate / higher proficiency level of HSPA and SAT; while
SPHS stresses on Problem Based Learning. I personally experienced both
settings, and my feeling is that PBL teaching is more challenging to both
teachers and students than just teach / learn HSPA or SAT.
This
research does not intend to debate which mission is better. However, it seems
to me that PBL aims on higher educational goals by nurturing students’ higher
thinking skills. More detailed discussions on this topic can be found elsewhere
(Wang, PBL on-line work shop).
Research
Questions / Purpose
This research trys to find answers on following three
questions:
1. What
did we do in the past, where are we now and what do we plan for the future?
2. What are the roles of
school Media Program in this process?
3. In which way can our media program to support
the school’s PBL mission better?
What
is PBL -- background Info
I taught at the college level in China
25 years ago. I did not know the initials PBL at that time but I knew a popular
saying in China
since Confucius was teaching, “True knowledge comes from doing”; and I knew Confucius
said: “I hear and I forget. I see and I remember. I
do and I understand." (It was a
pleasure for me to see the same quote is posted on Dave Moursund’s web
page at: http://www.uoregon.edu/~moursund/PBL/)
There
were also other kinds of teaching strategies around at that time, such as discovery
learning, discovery-based
inquiry, engaged learning, expeditionary learning, experiential education, field
trips, interdisciplinary themes, laboratory investigations, mantle of the expert (roles) and understanding by
design. We did those things in our teaching at that time. I believe all of
these strategies, including what are now popularly called, the problem-based learning, problem-centered learning, project-based
instruction, project-based learning and project-focused
learning, has one pedagogy principle in common, which is “learning through
discovery and exploration” (quoted from Mrs. Christine Taylor, principal of
SPHS, class of 2008 graduation speech, 6/26/2008).
PBL
defined
Dr. Twomey quoted Dr. Moursund’s definition in her online
lesson, “PBL is an educational approach that focuses on a problem to be solved
or a task to be accomplished" (Lesson 12, EDTC 631 online course, May-June
2008). Even this definition IS for “Project-based Learning” NOT for “Problem-based Learning,” but
I do not think that is a big deal. I will say both PBL’s are the same on this basic
idea, though there are distinct differences between the two PBLs on other
criteria (Thomas, J., 2000).
Since
Science Park High School uses
Torp’s book as a “standard," the definition from that book is:
“Problem-based learning is focused, experiential learning (minds-on, hands-on)
organized around the investigation and resolution of messy, real-world
problems.(p. 15)”
Moreover,
here is a comment from Spence: “Problem-based learning is a comprehensive
approach to classroom teaching and learning that is designed to engage students
in investigation of authentic problems. It is based on research in the cognitive
sciences on how we learn.” (Spence, PBL handbook)
PBL at Science Park High
School
SPHS Mission
Statement
Science Park High School is a 7-12 magnet school specialized for science,
mathematics and technology at Newark. The school is committed to serving Newark’s children and giving them the
best possible education.
Following is
quoted from the Science Park
High School mission statement:
Science
Park High School
“is characterized by
research, innovative teaching and service”, “the introduction of Problem-Based Learning
(PBL) across the curriculum will encourage students to use
their creativity and reasoning skills to address issues pertinent.” < http://www.nps.k12.nj.us/science/Academics.htm>
A Little Bit Of History
According to the vice principal
(retiring this year), who has been worked for this school since it started, and
was the chair person of science department since 1981, revealed that the efforts
of tapping in students higher thinking skill started early in this school. At
that time the words we used were like “hands-on activities”, “Engaged Learning”, “Problem Centered Learning”, or just “doing
projects”. Students simply learn better when they work with a real life
problem. Started mid 90’s, the school decided to use the PBL teaching
strategies in all of its departments, and requires all of its teachers to be
trained on PBL theory and practice.
When the first edition of the book “Problems as Possibilities, Problem-Based Learning for K-16 Education”,
written by Torp, L. & Sage S., was published
in 1998, every teach at SPHS received a copy of that book and were asked to use
the format in that book as a standard template to create their own PBL lessons.
That tradition continues till now.
In recent five years or so, as the
internet and multimedia become powerful new tools, the web search based
learning strategy “WebQuest” also has been encouraged in this school. Teachers
are asked to incorporate WebQuest as well as multimedia projects to their PBL
teachings. All teachers received a copy
of the book “Increase Student Learning Through Multimedia Projects”, written by
Simkins, etc. when it was published in 2002.
Current
Situation—Not Everyone Is Doing It
Following are some
of the feedbacks of my survey from teachers and department chairs.
·
From Science department chair Mrs.
B
“PBL is an integral part of every science teacher’s
teaching. Every new teacher in the department is offered coaching sessions by
the DC to understand and develop their skills in problem based teaching. Their
first year the teacher’s are given the option to use another teacher’s PBL with
the expectation that they will be developing one of their own the second year.
Ultimately, every teacher is expected to run at least 2 PBL’s during the course
of the school year. I have copies of PBL’s developed by various teachers in my
office in case you want to take a look at them. And yes, we can use your help
for the research that the students are supposed to do. “
·
From Science teacher Mrs. P
1. Do you use Problem Based Learning (PBL)
model in your teaching? Can you give me one or two example(s)?
Yes--we try to do at
least two pbl's each year. This year we had students solve the problem of
which is better to drink--tap or bottled water, and we will also ask students
to solve the problem of recommending the sale of genetically modified produce
in supermarkets.
2. Are efficient and effective use of information and ideas important in
your PBL teaching? What has been done in this respect?
Yes, definitely. Ninth
graders still do not know how to search effectively and they still do not know
how to evaluate whether or not a source is reliable.
3. Do you need my help on your PBL teaching? If yes, can you give me
some detailed directions?
Yes--searching
techniques and evaluating the reliability of sources. Tips on making an
effective powerpoint would also be helpful.
·
From English
teacher Miss. C
1.
Do you use Problem Based Learning (PBL) model in your teaching? Can you
give me one or two example(s)?
I have not
used it formally. I drive my units with
essential questions from the Wiggins and McTigue Understanding by Design model, but I have yet to use the PBL format. I have always intended to use PBL, but I was
not on staff when teachers here received extensive training on it. If I were to use it, I’d want to be sure that
I was implementing the model correctly.
2. Are efficient and effective use of information and ideas
important in your PBL teaching? What has been done in this respect?
See above.
3. Do you need my help on your PBL teaching? If yes, can
you give me some detailed directions?
Yes! See above!
·
From Math teacher Mr. G.
I
would be glad to help! Unfortunately, I’m not a big PBL guy… have you
tried the Science Department?
·
From Math teacher Mrs. C.
1.
Do you use Problem Based Learning
(PBL) model in your teaching? Can you give me one or two example(s)?
Yes. Recently we did a PBL model ( similar figures)
. Re : attached file.
2. Are efficient and effective use of
information and ideas important in your PBL teaching? What has been done in
this respect?
Yes, It is very efficient and effective .
Problem-based learning is a powerful classroom process,
which uses real world problems to motivate students to identify and apply
research concepts and information, work collaboratively and communicate
effectively. It is a strategy that promotes life-long habits of learning.
I have a PBL project at the mid cycle 4 of my Integrated
Math 2
3. Do you need my help on your PBL
teaching? If yes, can you give me some detailed directions?
I always need the professional help on PBL learning. For example:
1. How can we modify the rubrics related to the special project
(similar figure ),
2. How can we monitor the students’ PBL model?
3. How can we access
and evaluate the students’ PBL model?
·
From gym teacher Mr. F.
PBL? Are we still doing that? It is a waste of
time.
·
From Math department chair Mr.
M.
1.
Do teachers in your department use
Problem Based Learning (PBL) model in their teaching? Can you give me some
example(s)?
We have not done that specifically. Some classes are doing
it, such as 9th grade computer application classes all did a PBL on
career selection using multimedia tools. In addition, some teachers have
WebQuest projects.
2. Are efficient and effective use of
information and ideas important in your teachers PBL teaching? What has been
done in this respect?
When students do their researches, gathering information,
they need help. Also when they create power point presentation, using excel
compare careers and apply other software they need help.
3. Do you need my help to your
teachers? If yes, can you give me some detailed directions?
Math department teachers are not trained on PBL. I am new in
this school (first year), I will need you to help me to train my teachers.
Form
above feed backs we have got a clear view on what is going on in this school
now.
There
Is a Need
Just as Dr. Twomey said in her
lesson: PBL is “such a natural ‘fit’ with technology, authentic activities,
authentic assessment, and professional development.”, “Project-based learning and technology are a
natural tie-in and can be used with many different types of
technology—integrated software packages, multimedia, Internet-based—depending
upon what resources are available in your school. (on line course EDTC 631,
lesson 12)” there are many things for technology facilitators and media
specialists to do on PBL teaching.
As we can see from the survey, students need help
on internet search, software and multimedia tools help; teachers need training,
information scaffolding and need ideas to be communicated from outside and within the school; and the “waste of time” attitude need to be
changed, etc.
The Position of the School Media Program
My Learning Believes on PBL
I believe that to meet the challenges
of the 21st century, our students must be critical thinkers, problem
solvers, computer literate, and committed to school and community. It is my
obligation to suport this important educational goal as an educator of the new
centry.
It is my belief that the introduction of Problem Based Learning (PBL) across the
curriculum will encourage students to use their creativity and reasoning skills
to address issues pertinent issues in their community and the world. This
is true authentic learning, a learning experience will benefit our students in
their life time.
My Position
Have been worked in SPHS for one year, I did
some work on PBL teaching. I promised the whole school openly, by sending an
e-mail to everyone, that I will teach all classes of this school, every
grade level and every content area. This is what I said and is what I did. As
of professional development, I did not do enough. I gave a database workshop, but
nothing on PBL. Since I am taking this course, I am planning to develop a
teacher’s workshop on the topic of PBL as my Assignment No. 4.
At the end of the school
year, it becomes clear in my mind that in PBL teaching area, my position can by
summarized as three different roles:
- Classroom
Teaching Collaborator
One of the most important responsibilities of the library media
specialist is to collaborate with classroom teachers, help students to nurture
authentic student learning, which is the PBL goal as posted by our school
mission statement.
- Professional
Development Workshop Giver
The technology facilitator standard TF-V,
VII & VIII says: Candidates are to “Use technology resources to engage in
ongoing professional development and lifelong learning.” And to “Identify resources and participate
in professional development activities and professional technology
organizations to support ongoing professional growth related to technology.”
- Researcher
PBL is at front edge of the educational world. It is a challenge of
every one in this field. A media specialist, as well as a technology
facilitator, need keep abreast of the newest developments and tirelessly
searching for better approaches and higher achievements – for one good reason:
the future of our children.
Conclusion
Science Park High School has a long term mission on implementing the Problem-Based Learning. Over years, the teaching environments are changing as the technology moves forward. A survey conducted in this school revealed that the teachers as well students have been working hard on applying this powerful learning strategy.
However, there are rooms to make further improvements. The school technology facilitators and the school library media specialists are on the position of supporting this mission. There are three main areas for them to contribute: collaborative classroom teaching, professional development workshop for teachers and academic researches.
The Facilitation Standards I Meet By Doing This Assignment:
TF-I.A.1, TF-I.B.1, TF-II.A.1, TF-II.B.1, TF-II.C.2, TF-II.D.1, TF-II.F.1, TF-III.A.1, TF-III.A.2, , TF-III.A.6, TF-III.A.7, TF-III.E.2, TF-IV.A.2, TF-IV.B.1, TF-IV.C.1, TF-V.A.1, TF-V.A.2, TF-V.B.1, TF-V.C.2, TF-V.C.4, TF-V.C.5, TF-V.D.1, TF-V.C.4, TF-VII.A.4, TF-VII.A.8, TF-VIII.A.1
__________________________
References:
Spence, L. D. (Director, Undergraduate Learning Initiatives, Penn state
Univ.
lspence@ist.psu.edu) Problem Based Learning: Lead to Learn, Learn
to Lead. Retrieved 6/24/2008.
Torp, L. & Sage S. (2002, 2nd edition) Problems as Possibilities, Problem-Based
Learning for K-16 Education Alexandria, Virginia:
ASCD (Association for Supervision and Curriculum Development) publications
Simkins, M., Cole, K., Tavalin, F & Means, B. (2002) Increase
Student Learning Through Multimedia Projects Alexandria, Virginia: ASCD
(Association for Supervision and Curriculum Development) publications
Moursund, Dave, web page
http://www.uoregon.edu/~moursund/PBL/
retrieved 6/26/2008
Thomas, J., (2000) A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING,
http://www.autodesk.com/foundation,
retrieved 6/26/2008
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