Problem-Based Learning Project for Teachers

Headline

PBL for Teacher: K-12 Guide Published in NARST

“I’ve been teaching for 30 years, and PBL has invigorated my approach to teaching. I look forward to teaching, and my students look forward to science.” (Agnes Drzal, 6th grade teacher, Kinawa Middle School)

Professional development for science teachers is often designed to guide teachers in the use of specific teaching strategies, curriculum packages, science units, or school improvement initiatives. Too often, professional development offers a one-size-fits-all solution for teachers from all subjects or grade levels. When paired with the traditional one-shot workshops, it is little wonder that so many professional development programs fail to bring about changes in how teachers teach and students learn.

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Features

The PBL Project for Teachers: Using problem-based learning to guide K-12 science teachers’ professional development.»

Preparing Teachers Using a Problem-based framework»

AERA Roundtable Handouts (Problem-Based Learning Designed For Science and Mathematics Professional Development)»

Project Goals

This 5 year project aims to:»

Develop, implement and study the impact of a subject matter-focused, Problem-Based Learning (PBL) professional development model for inservice and preservice teachers. The in-service component of this project works with K-12 science teachers over a five-year period. The pre-service component works with faculty and students in the teacher preparation programs at Michigan State University and Lansing Community College.

This project investigates the applicability of using PBL to assist: (1) teachers in analyzing and changing their instructional practice; (2) faculty in incorporating PBL into pre-service and in-service courses; (3) professional developers in the design of effective professional development.