Problem+Based+Learning

**What is Problem Based Learning?**
//“ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.”// //- H.S. Barrows, 1982// PBL was originally developed at McMaster University in the 1970s as a way to engage medical students in real-world problem solving. But its roots are much deeper yet. It is similar to Discovery Education of the 1960s, and to Dewey's thoughts on "engagement". (National Teaching and Learning Forum)

**How Does it Fit with Saskatchewan Curriculum?**
Renewed Saskatchewan curriculum in all subject areas and at all Grade levels supports the integration of inquiry learning in the classroom. PBL offers one way to introduce students to the inquiry process, by creating ill-defined problems that mimic reali-life situations. It's the role of the teacher as facilitator, guide, support, that distinguishes this type of inquiry. While structured in form, PBL encourages students to become actively involved in their own learning.

Students' Reactions
- From a Sun West student: // "I really like it because I learn better this way and I suck at memorizing. I am more into the class when we are in groups working on a project. I am the leader in my Physics and Bio 20 Problem Based Learning activities." //

PBL Supports in Sun West
On October 20 and 21, 2011, the University of Saskatchewan's Community Liason Coordinator, Jon Treloar, hosted a PBL workshop at the Agriculture Building on campus. A number of Sun West employees attended the workshop to learn more about incorporating a PBL into the classroom.

The PBL units have been created for the following courses. Contact your Learning Coach for more information:
 * Science 9 (supports for all outcomes are available)
 * Science 10 (currently in development)
 * Bio 20 (support for all objectives are available)
 * Bio 30 (Genetics Unit)

To learn more about how you may use the PBL model in your own classroom, please contact one of the following supports:


 * Scott Stephens (Sun West Learning Coach)
 * Jon Treloar (Community Liason at the University of Saskatchewan) jon.treloar@usask.ca (306) 966-6646
 * Doug Drover (Sun West Reseach and Development)
 * Adina Coles (Sun West teacher at KCS)
 * Brent Larwood (Sun West teacher at Outlook High)
 * Robert LeBlanc (Sun West teacher at Westcliff)
 * Carol Rychlo (Sun West teacher at Dinsmore)
 * Shannon Stephenson (Sun West teacher at Outlook High)
 * Alicia Campbell (Sun West intern at Outlook High)
 * Brenna Siroski (Sun West teacher at Loreburn School)

=**PBL Templates**=

Click ** HERE ** to get access to a variety of planning, managing and assessment tools for your PBL!


 * Brenna Siroski** has taken the PBL model and applied it to her Grade 3, 4, 5 class. Her body systems case study embraces the intent of PBL and encourages students to seek answers to their questions in a real-life context. Email her for more information.

" Here's a pbl case I reworked from the Bio 30 stuff we got at the workshop. It's meant for science 10. I used it for the: "CR1 Observe common chemical reactions in your world" outcome. Anyway, feel free to redistribute and make it better. There are great field trip opportunities as well. PotashCorp is open to giving tours of there mines and processing facilities." - //Robert//
 * Robert LeBlanc** shared a PB he created for Science 10: CR 1: [[file:PBL Science 10 CR1 Chemical Reactions.docx]]

**PBL Cases**

 * Click the LINK to get a variety of PBL cases**

Global Climate Change PBL cases from grade 5-12.
Using climate science models and NASA satellite images and data sets, students apply problem-solving methods and scientific inquiry skills to address 6 climate-related scenarios. =

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**PBL Supports from the University of Saskatchewan - Jon Treloar**
//Linking science to real-world issues is one method of engaging the science learner and educator. In creating this curriculum resource package, those links between science curriculum and real world issues were at the forefront of case creation. Students learn fundamental principles of science, while exploring real world issues that are loosely linked to the science of Agriculture and Bioresources. Each case has a set of objectives that link it to the provincial curriculum as it currently stands. As provincial curriculum is updated, so too will be the cases. Have fun with the PBL cases; explore them, dissect them, make them work for your classroom and your students. Strive to include experiential learning opportunities at every possible turn. Let these cases help you bring science to life both for your students and for yourself. Enjoy!// **Case: Safety Dance 10** **Physical Science:** Chemical Reactions CR1 - Observe common chemical reactions in your world **Case: Sustainability of Ecosystems** ** Life Science ** : Sustainability of Ecosystems SE1 Explore cultural perspectives on sustainability SE2 Examine biodiversity within local ecosystems SE3 Analyze population dynamics within an ecosystem SE4 Identify cycles, change, and stability in ecosystems SE5 Investigate human impact on ecosystems **Case: Acid-Base Neutralization** **Physical Science:** Chemical Reactions CR1: Observe common chemical reactions in your world CR2: Represent chemical reactions symbolically using models, word equations, and balanced chemical equations CR4: Identify factors that affect the rates of chemical reactions CR5: Investigate chemical reactions involving acids and bases <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Case: Gas Panic** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Physical Science**: Chemical Reactions <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">CR1 Observe common chemical reactions in your world <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">CR2 Represent chemical reactions symbolically using models, word equations, and balanced chemical equations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">CR3 Identify characteristics of chemical reactions involving organic compounds <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Case: Seeding Speeding** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Physical Science**: Motion in our world <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">MW1: Explore motion related technologies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">MW2: Observe and describe the motion of everyday objects <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">MW3: Investigate the relationship among distance, time, and speed for objects that undergo uniform motion <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">MW4: Investigate the relationship among speed, time, and acceleration for objects that undergo uniformly accelerated motion <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">MW5: Analyze graphically and mathematically the relationship among distance, speed, time, and acceleration for objects that undergo simple linear motion or uniformly accelerated motion
 * Science 10 : A Problem Based Learning Curriculum Guide.**

Online Supports for PBL
Thanks to Brenna Siroski for sharing the following link for more PBL ideas and cases! Cases Online This is an in-depth guide to developing PBLs for your science classroom: Incorporating Problem Based Learning Using the Scientific Method

**PBL Workshop at Landis**
In November, Jon Treloar presented a PBL workshop at Landis School. In attendance were teachers, coaches, consultants as well as Superintendant of Curriculum, Shari Martin. Participants were introduced to the PBL model by taking part in a problem-based learning scenario. Landis teacher, Dani Vavra, has embraced this format with her Science 10 class. To learn more about her experiences, check out the Sun West Spotlight.