STRATEGIES FOR

INCREASING
ACHIEVEMENT
Mandi Urgo

PROBLEM-BASED
LEARNING
In my current classroom, I can use
problem-based learning activities and
investigations to teach scientific concepts
and principles that have application to
students lives.

Why Problem-Based
Learning?
Trilling and Fadel (2012) states, Problem-based learning
methods far outshine traditional methods in developing 21st
century skills like flexible problem solving and applying
knowledge to real-world situations, as well as critical thinking
skills such as generating testable hypothesis and
communicating more coherent explanations.
The problems in PBL are typically in the form of cases,
narratives of complex, real-world challenges common to the
subject area being studied. Rather than there being a right or
wrong answer, there are reasonable solutions based on
application of knowledge and skills that are necessary to solve
the issue. The solution therefore is partly dependent on the
understanding of the content, but also based on the ability to
think critically. Therefore, a common type of data that is used
to measure the effectiveness of PBL is a rubric, which can be
designed by the teacher or the students.

AREA OF FOCUS
STATEMENT
If I implement Problem-Based Learning in the
curriculum area of science, comprehension
throughout science instruction will increase.

Applying PBL to
Science
Problem-based learning can be applied to any subject area.
For my Area of Focus Statement, I chose to investigate how
comprehension would increase through Problem-based learning
during science instruction.
I could apply the Problem-Based Learning Strategy (Trilling and
Fadel 2012) to any areas of study in science throughout the
year. Since planning is key in PBL, I would first have to know
what subject/unit we are studying. I would then survey the
class to see what areas are of interest within the unit. After
deciding on the area of study, I would have each student take
a pre-test to determine their knowledge of the subject area.
Then, I would present a problem to the class. The class would
then investigate the problem and develop individual solutions.
After the solutions are developed and presented to the class, I
would then give a post-test to determine if comprehension was
increased after implementing PBL.

Reference
Trilling, B. and Fadel, C. (2012). 21st
Century Skills: Learning for Life in Our
Times. San Francisco, CA: Jossey-Bass,
111-112