PBL- Problem Based Learning by Mike Siekkinen

Many teachers may have heard the term Problem Based Learning (PBL) but have not attempted this somewhat-new educational strategy. Our school has been making the shift to PBL over the last three years, with the last teachers receiving formal training this past school year.

In a nutshell, PBL is taking real world problems and presenting them to students to research and attempt to solve. It involves all curriculum areas and can be done using a regular class schedule or as a part of a school day specifically set aside to do the PBL.

Ideally, a societal problem is addressed and then each curriculum area (math, science, social studies, and language arts) would determine, based on state standards, what part of the problem solving could be accomplished within their areas. Ideally all are involved, but sometimes this is not the case.

For instance, perhaps a science unit was covering water and teachers wanted to do a PBL on this topic. LA decides they will have students conduct research on water pollution and write a point paper on the subject using curriculum standards in the form of an informational essay. Science will do principles of fluid flow and have students use computer animations and hands-on displays of how water moves. Social studies could do water travel in the historical period they are studying and compare and contrast how things have changed. Perhaps math is not doing anything they can relate, so does not take part in this particular PBL unit.

The guidelines for PBL state that this is fine and curriculum areas need not “force fit” activities if they do not fit with standards taught. We found students enjoy choosing the direction they take based on interests. Guidelines with the PBL are such that standards relate to the unit but allow for some freedom of choice for students. If you have not tried this educational approach in the past, give it a shot. Our school is on board with this and it also works well with STEM activities.

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

Technology and Critical Thinking by Jim Triplett

Like many others today, I rely on technology for many tasks I once reserved for my brain and a trip to the library, including problem-solving.  Many websites exist that offer to solve problems, including determining the root cause.  Many times the root cause of a problem may be lost in the noise of an issue leaving some to be less-informed than they think.  This bias can diminish the effectiveness of the steps used to refine the solution to a problem. Chabris and Simons (2009) addressed a number of cognitive illusions that lead people to misunderstand the world around them, one of which is the illusion of knowledge, one where a person thinks he or she knows more than he or she does as well as the illusion of cause.  These are also quite common and, thus, lead people to make decisions that are less-than-ideal.

Consider this TED talk from Dr. Simons on illusions.

Now, consider these additional videos from Chabris and Simons, with particular attention to the selective attention test, the movie perception test, and the door study, reminders that when it comes to thinking, we suffer from illusions that interfere with decision-making:

Many thoughts are present at any given time, some more prevalent and others that are subconscious. Research has shown that one's mental framework is a function of their education, experiences, religion, etc and these are also forms of bias as they are the filters by which we analyze and process information (Frew, 1981).  These biases are efficient in that they allow one to process large amounts of information quickly and they typically are pretty good at doing so most of the time (Gilovich, Griffin, & Kahneman, 2002).  The challenge is when these do not work well for us, especially when trying to identify the cause of a problem.  Being aware is a key to managing biases in critical thinking as it allows one to recognize when a problem may be created and one can then focus on the generation of alternatives with which one may solve the problem.

I’ve been studying biases and heuristics for nearly 15 years now and even with this increased awareness, I’m aware that biases may still be present when I conduct research.  When I’m aware of the presence of bias, I’m also keen to ensure it’s noted in my communications.  As you reflect on this, consider how active listening, as part of an active mind, helps with critical thinking.

Chabris, C. & Simons, D.  (2009).  The invisible gorilla.  New York, NY:  Broadway Paperbacks.

Frew, D. R.  (1981, November).  Diagnosing and dealing with task complexity.  Personnel Administrator, 87-92.

Gilovich, T., Griffin, D., & Kahneman, D.  (2002).  Heuristics and biases:  The psychology of intuitive judgment.  New York:  Cambridge University Press.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

What is Critical Thinking? by Jim Triplett

A frequent question I receive from my students is  "what is critical thinking?"

Critical thinking requires that a person reflect upon his or her experiences and then participate in a systematic examination of other views and facts related to the topic (Brown & Keeley, 2012). A key component within this process is one's willingness to ask questions. This process of asking questions enhances and deepens one's understanding of an issue or a problem. As part of the deeper examination of an issue or problem, one should explore the strengths and weaknesses of his or her views. In addition to understanding the strengths and weaknesses of our views, one should strive to objectively understand the strengths and weaknesses of others' views.   

Students engaged in critical and creative thinking are expected to understand a body and foundation of knowledge, rather than striving to develop specific answers to questions or a fixed set of facts. As technology and culture change, so will the questions being asked and their answers. The key is that one knows how to solve complex problems and create solutions to tough problems and situations using an objective process of evaluation. If people only have answers to specific questions, society is limited in its ability to apply problem solving skills. By developing the tools needed to create relevant and effective solutions, one is armed with the knowledge and skills needed to face the challenges in any industry. 

The video I posted below is very helpful in exploring how the process of critical thinking helps one solve problems. Developing these skills takes time and effort. Brown and Keeley (2012) noted one must also be willing and able to ask and answer questions “at appropriate times” something mentioned in the video as well (p. 3).   With this in mind, consider some of the ways you’ve developed your critical thinking skills since you started school.

This video examines critical thinking and how these traits assist one in developing solutions to problems. 

Browne, M. & Keeley, S. (2012). Asking the right questions: A guide to critical thinking (10th ed.). Upper Saddle River, NJ: Pearson Education.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Buddy Benches – Good Intentions, Wrong Lesson? by Susan Gable

I don’t know if you’ve heard about “buddy benches” but apparently this is a new thing at elementary schools. It’s a well-intentioned idea, as many ideas are, but I fear it’s not giving kids the actual skills they need to be socially adept in the future.

The basic idea is there’s a bench on the side of the playground, and a child who feels lonely or who has no one to play with can sit on the “Buddy Bench” – and the other children will spot them, and eventually someone will invite them to play.

Warm fuzzies all around.

Like I said, good intentions. The best of intentions! But let’s talk about what this method actually teaches children – to sit passively and wait for someone else to come and solve their problem instead of solving it themselves.

There are no buddy benches in the real world, folks. If you are feeling lonely or left out, or you would like to join some group, then you have to approach someone and ask to take part.

That’s being an active problem solver, and that’s how it works in reality. Kids need these social skills.

And what about teaching compassion in the other kids? Again, that’s a good intention. But we need to teach those kids to be proactive, too, and help them learn to recognize the social cues of someone feeling left out without the glaringly obvious buddy bench. 

“See that boy over there, staring longingly at you kids playing tag? That’s a sign that he’d like to play with you, too. It would be a great thing if you go over there and invite him to join you. Or hey, just wave him over. He’ll understand the invitation.”

Good intentions are one thing. Good lessons are better. Let’s give kids the tools they really need to be successful in life.

What do you think? Am I way off-base here and buddy benches are the new best thing ever? Or is there some merit to my thought that kids sitting around, waiting to have their problems solved by someone else probably isn’t the best lesson we want them to learn? Can’t we teach kids how to include their peers another way?

Susan Gable is the Executive Director at izzit.org. She holds a BA in Psychology from Douglas College/Rutgers University and is a certified elementary teacher in 3 states with 10 years of classroom experience. She’s also a multi-published award-winning author, and has presented numerous public speaking events & workshops for writers, readers, teachers and parents.