Problem-Based Lesson Reflection

Ultimately this experience with my co-teacher, Marty Behm, and my students was rewarding. I believe that the students created wonderful models and walked away with a worthwhile knowledge.

The process of creating the lesson plan was frustrating. I read the required reading, which I did find somewhat helpful – especially Barrell but having so many websites and extra material to sift though was daunting. I found discussing the process with my peers and colleagues was much more productive. I also found that sending my unit plan to Craig and his responses led me in the right direction. In the end, it was trial and error to get to a final product.

The lesson itself was exciting and rewarding. The students found the topic interesting and liked the freedom of choice motivating. I noticed many of the students who usually are “bored” were engaged during this assignment.

When introducing concept mapping and the program, Inspiration, I found it helpful to give student examples. Most important was letting the students know that the way I would create my concept map, model, might (and probably should) be very different from the way they would create their model. Also, that to look at their neighbor’s, may sway the way they create their concept map, model, which does not necessary help them. We all think differently and these models are supposed to help us clarify the concepts. There was a sigh of relief from the students that there was no “right” way to create their model. Not having the pressure of “doing it the teacher’s way” I found them more open to the problem solving process.

I found Barrell’s
• Know
• What/Need
• How
• Learn
• Apply
• Question
to be very helpful when thinking out my unit. It broke down the process for me and gave me a structure to work from, which is important especially the first time trying to create a lesson.

I was pleasantly surprised after the students finished their models on their own but the students really amazed me when they were put into their groups and started to pick their “problem for today”. In the second part of my unit, students were to use their model with the models from the others in their group to solve (or begin to solve) a problem the students are facing today. Many groups came up with interesting problems and create ways for their hero to move towards solving them. The groups then shared their group models with the class by creating a Wiki. This gives the students the opportunity to look at each other’s models and to comment. Unfortunately, this lesson was introduced close to ISATs and the students have not yet had the chance to do their comments.

In conclusion, with all the frustration I experienced, I have to say that the final unit was worthwhile and I plan to do it again. Now that I have created a problem-solving lesson plan, I believe I will continue to try and create more units using this method. I found that my students were very engaged during this process and believe it will enhance my teaching and my student’s learning.