A Case for Problem-Based Learning

Suppose you are a high school social studies teacher who works in a culturally diverse school somewhere in Texas. At the teachers’ team meeting, you had a discussion with the other teachers in your grade level about the upcoming unit on the “purpose and function of the U.S. Constitution.” One of the teachers indicated that she planned to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam over the material in the packets. 

You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about social studies as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project. She is apprehensive because it sounds like a lot of work, but you assure her that you have the entire experience planned well.

In this assignment, you will apply principles of problem-based learning to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below. 

Content Expectations