Problem+Based+Learning

=Problem-Based Learning Steps =

**I) MAKE IT REAL** | “A problem well put is half solved.”- John Dewey //The world is full of unsolved problems. This phase is about identifying a real problem within your local community, then conducting further investigation to define the problem. //


 * **BRAINSTORM** | Brainstorming what is known (and what is unknown) about the problem. What do you know about it at the local level? Is this problem globally relevant, and how? What questions do you have?


 * **INVESTIGATE & DEFINE** | While it’s easy to find a problem, it’s much harder to understand it. Investigate how the problem impacts different people and places. Explore the problem including its causes and impacts.
 * __Possible Activit__y: Point/ Counterpoint (Needs to be developed- exercise done in teacher workshops that challenges them to collect a diversity of opinions, then back them up with other research methods in order to find the “truth.”)
 * __Possible Activity__: Write a hypothesis

**II) MAKE IT RELEVANT** | Problems are everywhere, but it can often be difficult to convince people that a specific problem really matters. The word relevant is from the Latin root meaning “to raise” or “to lift up.” This phase is about elevating the problem so people in the community and beyond will take interest and become invested in its resolution. This phase is about making important connections in order to begin a plan towards the problem’s solution.


 * **FIELD STUDIES** | This phase challenges students to conduct the kind of research experts in the field would. While online and library research may be a starting point, it’s important that research methods include original student work. This includes methods such as surveys, interviews, documentation, collection of evidence (such as science related activities), and working with a variety of experts and viewpoints.
 * __Possible Activity__: Interview for the Story- Responding to responses
 * __Making Connections__: Identifying and Working with experts


 * **PLAN** | After analyzing their research data, students develop a plan—taking into consideration how to best meet the needs of all stakeholders—including a diverse community of people, businesses, and the natural world.
 * Activity related to analysis as basis for planning (qualitative data, mathematical graphing)

**II) MAKE AN IMPACT** | This phase is about creative implementation based on the best research-supported ideas. It’s not always about solving a problem. Sometimes it’s about addressing it, making representations to stakeholders, presenting a possible solution for implementation. At the most rigorous level, students would implement something with lasting impact.
 * **CREATE & DO IT **
 * **ADVOCATE OR IMPLEMENT **