xmcamail.9905: Re: Problem Based Learning

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"I'm also not sure how you can compare PBL to Activity Theory or =
constructivism. PBL is just an alternative framework for organizing =
learning activities, it does not aspire to being any kind of grander =
theory than that. People take this theory and appropriate it in many =
different ways---sometimes the results are breathtaking and sometimes =
they aren't. My colleague, Paul Feltovich, once said, "PBL is nothing =
new, it's just the way that good students have always learned".=20

PBL probally shouldn't and maybe I interpreted it too much of just one =
of those many programs being put out on both sides of the spectrum as =
being the one best practtice. It may have just resonated in me how =
similar programs or ideas are often seen in the grander sense as in =
schools becoming "PBL" schools. =20

My reference to a grander theory is partly how many programs like PBL =
come and ago rather often. They become "fads" for lack of a better =
word. It was in this sense that I tried to incorporate it into Activity =
Theory or a grander theory. What questions does PBL answer and which =
ones it doesn't. I didn't see it so much as comparing per se but =
appropriating into a grander theory. =20

Cognitive Guided Instruction is an example in our state with =
elementary education in which it became the sole challenge to =20
a direct teaching approach at math. Many teachers in the classrooms =
were doing a variety of methods that challenged the traditional approach =
to math, but CGI was taught as it was the only challenge. In this sense =
CGI became someone's pet project for awhile rather than connecting it in =
a broader theoretical framework that challenged the top-down way of =
teaching. Most schools do not use it much anymore which I see partly =
because it was a particular that was not embedded in the larger =
theoretical framework. =20

For me, in the long run its important to incorporate projects like =
PBL, CGI, project work etc. into some unified theory. Without doing so =
they risk just becoming the next fad to become abandoned in the =
classroom.

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"I'm also not sure how you can compare PBL to Activity Theory or=20 constructivism. PBL is just an alternative framework for organizing = learning=20 activities, it does not aspire to being any kind of grander theory = than that.=20 People take this theory and appropriate it in many different = ways---sometimes=20 the results are breathtaking and sometimes they aren't. My colleague, = Paul=20 Feltovich, once said, "PBL is nothing new, it's just the way that good = students have always learned".

PBL probally shouldn't and maybe I = interpreted it=20 too much of just one of those many programs being put out on both = sides=20 of the spectrum as being the one best practtice. It may have = just=20 resonated in me how similar programs or ideas are often seen in the = grander=20 sense as in schools becoming "PBL" schools.

My reference to a grander theory is = partly how=20 many programs like PBL come and ago rather often. They become = "fads" for=20 lack of a better word. It was in this sense that I tried to = incorporate=20 it into Activity Theory or a grander theory. What = questions=20 does PBL answer and which ones it doesn't. I didn't see it = so much=20 as comparing per se but appropriating into a grander=20 theory.

Cognitive Guided Instruction is an = example in our=20 state with elementary education in which it became the sole=20 challenge to

a direct teaching approach at = math. Many=20 teachers in the classrooms were doing a variety of methods that=20 challenged the traditional approach to math, but CGI was taught as it = was the=20 only challenge. In this sense CGI became someone's pet project = for=20 awhile rather than connecting it in a broader theoretical framework = that=20 challenged the top-down way of teaching. Most schools do not use = it much=20 anymore which I see partly because it was a particular that was not = embedded=20 in the larger theoretical framework.

For me, in the long run its important = to=20 incorporate projects like PBL, CGI, project work etc. into some = unified=20 theory. Without doing so they risk just becoming the next = fad to=20 become abandoned in the classroom.