A Case for Problem-Based Learning
Suppose you are a high school social studies teacher who
works in a culturally diverse school somewhere in Texas. At the
teachers’ team meeting, you had a discussion with the other
teachers in your grade level about the upcoming unit on the
“purpose and function of the U.S. Constitution.” One of the
teachers indicated that she planned to distribute the same packets
she used last year and schedule five days of independent seat work
for her students to complete the packets by locating answers in the
course textbook. This would be followed by a written exam over the
material in the packets.
You have been aware for some time that the students in this
teacher’s class are frustrated, bored, and worst of all, not really
learning anything important about social studies as shown through
the student data. This could be your opportunity to get her to try
something new and more valuable to students. You explain to this
teacher that you plan to implement a week-long problem-based
learning experience for your students, involving group projects,
computer time, and class presentations; you would like to share
this plan with her and to partner together on the project. She is
apprehensive because it sounds like a lot of work, but you assure
her that you have the entire experience planned well.
In this assignment, you will apply principles of
problem-based learning to the design of a specific learning
experience within a culturally relevant and collaborative learning
experience that facilitates the 21st century skills of creativity
and innovation. Review the Week Five Instructor Guidance for
detailed assistance on preparing for and completing this
assignment, including access to resources that will help you
identify the characteristics of problem-based learning
environments. Next, create your assignment to meet the content and
written communication expectations below.
Content Expectations
- Plan (5 points): Create a general plan for this problem-based learning experience that includes the following six components:
- Overview of the general problem you will establish related to the topic “The purpose and function of the U.S. Constitution”
- Description of the project that will need to be developed by the group and presented to the class
- Description of how you plan to use the computer time (refer to the information in the Instructor Guidance for examples of how you might make this decision)
- Overview of how student groups will be assigned and monitored
- Description of how the creativity and innovation 21st century skills are learned and/or specifically applied within the project
- Brief summary of how the learning experience incorporates cultural relevance strategies
Written Communication Expectations
- Page Requirement (.5 point): Submit three to five pages, not including the title and reference pages.
- APA Formatting (.5 points): Format your paper according to APA style as outlined in the Ashford Writing Center.
- Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
- Source Requirement (.5 points): Reference at least two scholarly sources. All sources on the references page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.
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