Type of bind: Paperback
Dewey Decimal Number: 375.001
EAN num: 9780871205742
ISBN number: 0871205742
Label: Association for Supervision & Curriculum Deve
Manufacturer: Association for Supervision & Curriculum Deve
Quantity: 1
Page Count: 129
Printing Date: 2002-01
Publishing house: Association for Supervision & Curriculum Deve
Sale Popularity Level: 552573
Studio: Association for Supervision & Curriculum Deve
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Editor's Notes and Comments:
Brief Book Summary:
We're all learners on life's journey, and often the messy problems we encounter present us with the best education. Researchers are finding that the same concept holds true for students in our classrooms.
Problem-based learning (PBL) is an authentic, experiential form of learning centered around the collaborative investigation and resolution of real-world problems. In PBL, students address a problematic situation from the perspective of a stakeholder in the situation. As both a curriculum organizer and instructional strategy, PBL fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines school learning with real life.
In this second edition of their book, Torp and Sage offer opportunities to learn about PBL from a variety of perspectives. New to this edition is an in-depth look at assessing education in and through problem-based learning--how to use assessment not only to see what students have learned during the PBL experience, but also how to use assessment to enhance PBL itself. New examples--from elementary, secondary, and university levels--new charts, and expanded graphics enhance every chapter of this new edition.
User popularity level:
Rated by buyers -
The idea that this book is based upon is a great one - this gives the theoretical idea. Unfortunately it gives almost no assistance on implementation. It is not very useful.
It would be more useful if it had more examples with information on: how much time should be expected to accomplish/solve the "problem".
In my opinion (as a science teacher for 11 years) this is often done in a very inappropriate manner - as described and encouraged in the book.
With no background are we really going to have middle school students design their school? Why not their curriculum too? This is a great ego boost, but gives a false sense of worth - and devalues the time, dedication, hard work and learning that professionals go through to become architects, doctors, engineers, etc.
Second graders design a space station?
Middle schoolers decide on wolf relocation/reestablishment (always with a bogus scenario).
Students realize this is NOT reality, regardless of what the author's state.
They do not have their money, careers, community on the line as people do in "real problems".
I do use this concept in my classes - where it is age appropriate and the appropriate amount of background knowledge has been acquired. With out the necessary background information the students "learn" incorrect information - which is very hard to correct in later years.
The book makes a good idea grandiose and universal and gives no tools to implement the "problems".
If you are in a school district where there is "content mapping" or a concern about testing: don't even consider this book. This concept cannot be used where there is a fever over test scores or if you must be on the same page as the other teachers.
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