USING PROBLEM-BASED LEARNING IN THE CLASSROOM This weeks reading describes different approaches and strategies that can

facilitate the process of learning. These strategies such as problem-based learning, simulations and roleplaying, active discussions, and graphics have been identified by Dale Schunk and some other experts in the Psychology field as educational practices substantiated by brain research. For the last four years, I have been teaching remedial and foreign language classes at the community college level. Serving as a resource for students can be a challenging task, as one deals with a diverse student population whose learning and social functioning levels cover a wide spectrum. However, it can also be a rewarding experience as one can use different tools in the classroom setting to facilitate the achievement of academic success. Throughout my years of teaching experience, I have observed that some students fail to complete their college education due to poor time management skills and lack of motivation. It is our responsibility, as classroom facilitators, to provide students with a sense of direction while they navigate the world of post-secondary education. This sense of direction should rely on helping students set goals and establish priorities, as well as helping them stay motivated. Although each individual is a unique entity with a particular set of values, staying motivated constitutes the starting point for academic success. The purpose of this assignment is to help students take control of their college career by setting goals, establishing priorities, and using time efficiently. To accomplish this goal, each student will be working in a group of three people. The classroom facilitator will help each group understand the meaning of the word GOAL by explaining: Students rights and responsibilities at the college level How students can take charge of their college career by using college resources effectively

During the conversation with each group, the classroom facilitator will explain to students the importance of having an action plan when establishing goals and determining priorities. For this assignment, the action plan will be based on a S.M.A.R.T approach. In all aspects of life, individuals need to be S.M.A.R.T when defining goals. Goals need to be Specific, Measurable, Attainable, Realistic, and Timely. Based on this approach individuals will have to set three academic goals: A short-term goal A long-term goal A group goal that will have to be accomplished before the end of a regular semester

As students define their goals, the classroom facilitator will ensure that students: Identify only one area of need when writing each statement. For example, I plan to pass my Math mid-term exam instead of I plan to pass all my mid-term exams. Most of the time, students do not accomplish their goals because they work on too many tasks at the same time. Find a way to measure their progress as they work towards the achievement of the goals. Have all the resources that they need to achieve the goal. Express an awareness of their real needs. Establish a deadline for each goal; 6 months for the short-term goal, 1 year for the longterm goal, and 16 weeks for the group goal.

Goal Statements: Group ___ Short-term Goal: _______________________________________________________________________ Long-term Goal: _______________________________________________________________________ Group Goal: _______________________________________________________________________ What needs to be done to reach these goals? 1. _______________________________________________________________________ 2. ______________________________________________________________________ 3. _______________________________________________________________________ Where am I/are we now? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Obstacles: Solutions:

After identifying these three goals, individuals will have to design a simple action plan. The

action plan consists of at least two objectives that can be easily identified by answering the following question: What do I need to do to reach this goal? While designing this action plan, students will have an opportunity to self-assess their current situation, the obstacles that may prevent them from achieving the goal, and the possible solutions they have to overcome their barriers. Objectives include the amount of time students spend working on each objective. For example, if the goal is to pass a Math midterm-exam, one of the objectives should be: Meet with Math tutor for 30 minutes every Wednesday. Every week, the classroom facilitator will meet with students for 10 minutes to ensure that they are following their action plan. The classroom facilitator will provide each group with advice and feedback (both oral and written) depending on the results reported by each member of the group. This strategy will ensure that students build mutually supportive relationships that assist them in pursuing their goals and dreams. Once students achieve their goals, they will be required to set new goals. At the end of the semester, students will present their results to the rest of their classmates. The classroom facilitator will reward each student that successfully achieved the three goals. This action will serve as a motivation and will help students believe in themselves. When students feel capable and unconditionally worthy as human beings, they are more likely to remain in college. To support this claim, Bull and Kimball (1999) assert that team members should provide most, if not all of the scaffolding and ideas. For this reason teams will go faster, farther, and deeper into problem solving than individuals could hope to go in the same amount of time (p. 305). In making a connection between this weeks reading and the practical application explained above, it is important to note that: The problem presented in the application is student-centered. The lack of time management skills and the struggle that students face when setting goals have a negative impact on students academic performance. As a classroom facilitator, it is my responsibility to present students with resources that will assist them in transforming their weaknesses into strengths. Provision of resources and modeling of effective strategies suffices the precept that, in problem based learning, the process used is active and adult oriented. Allowing students to work collaboratively with peers and the classroom facilitator fosters a diverse environment, and gives students the opportunity to analyze and tackle the problem from different points of view. Clearly defining the obstacles that obstruct academic success helps students develop their critical thinking skills as they find solutions to a particular problem. On the other hand, group discussions invite students to construct their own set of theories by reflecting on their own discourse history and interpreting what others have said in their own context (Bull & Kimball, 1999, 304). Meeting with the students weekly to assess their progress towards the achievement of goals is a great opportunity to reinforce self-learning. Throughout these meetings the

classroom facilitator coaches the students with feedback as a means of providing support and guidance to those who learn better in different ways for example, learning by hearing.
Reference: K. S. Bull and S. L. Kimball (1999). Case and Problem Based Learning Processes. Stillwater, OK: Oklahoma State University. Miguel Llovera Da Corte