Tapping Into Problem-Based Learning

Problem based learning (PBL) is a student-centred approach that gives students experience with solving open-ended problems. This approach to learning encourages teamwork, the use of trial and error and critical thinking, all of which are vital skills for students to acquire in high school.  

 

 

A great example of this teaching method was used recently in our Grade 8 science classes. As part of a unit on simple machines and the study of levers, students worked in teams to design and build a Trebuchet. A trebuchet is a medieval siege weapon designed to throw projectiles long distances. A key element of this design involves using a beam, hinged at a pivot point to launch a projectile.

 

 

 

Students began the task by making a prototype and used it to experiment with the ideal ratios of the beam, pivot and counterweight to develop their final design. Students used materials such as doweling, straws and plastic spoons to build their final prototype. They used their machine to calculate mechanical advantage and work. A written reflection on what they had learned through the process was also completed.

 

 

As a concluding activity, students competed against one another to determine which trebuchet could fling a mini-marshmallow the furthest distance. Knowing the inquiry ended with this type of competition really motivated students to build the most effective trebuchet.  

CSI Meets Newton's Law of Cooling

Creating scenarios that allow students to use skills and knowledge to solve real world problems is a great way to make learning stick. Our Advanced Functions (MHF4U) class did this recently through an activity where they played the role of detectives examining a crime scene.

Students worked in teams to solve the puzzles

Students were divided into three teams, assembled in one of our breakout rooms and given a puzzle to solve in three stages. In the first stage, students worked together to use prior knowledge to solve a series of exponential and logarithmic functions. Once they had these answers, they used them and Newton’s Law of Cooling to determine the time of death of the body found at the crime scene.

 

The timer counting down added excitement to the activity

With the correct time in hand, three members of the team escaped from the breakout room to find a website URL that had been hidden in the classroom. Once the site was located, the remainder of the team left the breakout room and together the team used graphing software to create a function that reflected the function related to the time of death.

Each team worked in a separate breakout room

Rich performance tasks like this one enable students to develop valuable critical thinking and problem solving skills, and learn how to work effectively in teams, all of which are vital skills for the future.

Developing Unique Solutions to Open-Ended Problems

The ability to develop solutions to open-ended problems is an important skill in a knowledge-based economy. Our Grade 9 Science students had an opportunity to gain practice with this skill through the culminating project in the Electricity unit.

 

Using knowledge developed in the unit, students had to design and build an electrical gadget. This gadget had to include an energy source (battery), conducting wires, and multiple loads (lights, motors, etc.) Students also had to use ammeters and voltmeters to measure their gadget’s current and voltage, and predict how much energy the gadget would use over a 24 hour-period.

 

Very few initial designs produced the desired result. Consequently, students were forced to continually re-think their initial assumptions and try another approach, which is a key element of effective problem solving. This process also enabled students to demonstrate perseverance and engage in meaningful teamwork, another essential element of problem solving.

 

 

Overall, this project enabled students to take risks in thinking and creating, which will be immensely helpful as they move forward with their learning at Greenwood and beyond.