Problem-based Learning in Secondary Schools

As student-centric study modules grow popular, so do problem-based learning techniques in academic institutions. Problem-based learning module being a subset of Project-Based Learning, can help expand the thinking capabilities of students, especially their critical thinking skills while also helping them pick up useful skills and knowledge in the process. Students do not just stop at what they are being taught in a lecture format, but also question and analyze it, which can help broaden the learning capabilities beyond the confines of what a textbook has to offer. They naturally hone their analytic skills in the process, which can prove to be a valuable asset even in non-academic settings down the line. It does not come as a surprise that problem-based learning is referred to as a 'learn to learn' methodology, as students do not learn by rote or learn by doing, but learn so they can solve problems. This makes the learning experience both fruitful and interesting. Since they work in groups to solve the problem, it also promotes a collaborative and interactive learning experience. Let's take a look at when and how PBL can be implemented.

How to implement PBL models

The first thing that you need to know about implementing a PBL model is that there's more than one way to do it. For starters, you want to frame a problem that gets close to defining the type of problems that real-world professionals in the field solve on a daily basis, even if it may not be of the same level of complexity. Framing the problem is one of the most important aspects of the process, and educators can afford to get creative with the process, provided the problem is within the boundaries of question and reason. Of course the problem should be such that it has multiple answers and there are multiple ways to get to the answers. For instance, an educator teaching the concept of economics can frame a question such as- How will the upcoming budget and market situation affect your purchase? The commodity that is being purchased can be anything from real-estate assets to automobiles.

The answer itself is not as important as the thought-process, questioning and learning that occur during the process, and this is the basic premise of a problem-based learning module. Once, the problem is presented, the students can be divided into multiple groups so they can discuss the problem statement and brainstorm possible solutions. This is also when students research on the subject and exchange information with their fellow-team members, and where the actual learning occurs.

Pain points while implementing PBL techniques

No doubt, PBL techniques sound like an effective way to teach but implementing it needs quite some work on the educator's part, as you may have already guessed. The educator needs to understand that many variables come into the picture in a PBL environment. One challenge that educators face is to ensure that the problem statement touches all the learning points that the students are expected to learn as a part of the curriculum. Also, given the time constraints and the vast curriculum, educators may find it difficult to implement a PBL technique in each and every concept that is being taught. Educators may also have difficulties framing a PBL module for certain subjects like English. Educators should evaluate if a PBL technique has more value to offer over tradition teaching style, and if it is a good fit before they decide when and where it can be implemented. The next step is to assist students while they brainstorm solutions. Educators should primarily act as mediators while implementing a PBL assignment, but they should also be able to gauge when students need a small forward nudge when they are stuck in a tricky spot. Classroom management is another pain point that PBL may present, depending on the size of the class.  Many of these pain points can be addressed in secondary school programs such as those that incorporate innovation lab models.

Students get to participate in an exclusive program that goes beyond the traditional curriculum, wherein they meet professionals from the field. They work with a team to gain hands-on experience on the subject, whether it is by designing or utilizing tools to find a solution. Since the Design Studio focuses on STEM areas of learning, students have a holistic learning experience by understanding how they are interlinked with each other. This when combined with the core curriculum, can allow students to get a better grasp of the subject with real-world experience.

Strengthening the Socio-Emotional Development of Boys of Color

Providing an educational environment that will work extremely well for Boys of Color can be a great challenge especially when they enter the transition to high school/college and career. Research indicates that the ideal educational setup is a combination of important factors which include high standards of education, commitment of the entire school community, and setting higher level of expectations. The learning environment should be sensitive to address the social and emotional factors that affect the development of Boys of Color which can be done by helping them to have a sense of belonging and leading them to relate their identities to their rich cultural and historical heritage. The students should also be taught to become responsible members of the society through delegation of tasks that will allow them to serve their communities.

Encouraging Literacy Proficiency in Males of Color

How often do we hear academics and scholars use the phrase "One size does not fit all", when discussing a number of educational or socio-economic issues facing America? Well, one very pressing challenge that fits that description is related to the task of building literacy proficiency in males of color. 

The issue is not just about getting boys of color to complete the "must-read" curriculum.  It goes much beyond that. The real challenge lies in encouraging these young men to embrace reading and writing so that they might develop "in total" - socio-emotionally - and not simply in terms of passing an exam or moving to the next grade.

Addressing the root cause

At the heart of the problem lie many non-literary challenges that sometimes get overlooked in our eagerness to build a ready-made solution.  The tools we use to build those solutions, such as policy decisions, teaching methodologies and curriculum content, take a "one size fits all" view of the classroom. And often, as we develop and implement what we perceive to be the "ideal solution", we lose sight of the fact that we are tailoring solutions for a disparate group of students.

The Broad Prize for Urban Education[i] endows a $1 million benefit to urban school districts that can prove they have contributed significantly in the academic performance of, and reducing improvement gaps between, poor and minority students. As recently as March 2012, educational experts gathered in Washington to nominate deserving school districts for the award noticed exactly the disparity that I am talking about here. Although in this case the spotlight was on the differences between Hispanic-American and African-American students, the lessons learned are equally valid to any two (or more) groups of students. As noted by USA Today[ii]: 

"The real lesson is that we need to stop lumping blacks.....in terms of how we measure progress and in terms of policy — as "students of color." The groups have different education needs".

The report very aptly identified the root cause of the challenge that educators face when trying to encourage literacy proficiency amongst males of color in the following words:   

"Lumping the two groups together only shifts attention away from differing strategies that can work for each group."

Different strokes

Promoting literacy proficiency amongst men of color must consider the environment beyond the classroom, in order to be successful.  Afro-American students have a unique set of socio-economic and socio-emotional circumstances that make them open to a different teaching/learning style than that used for other ethnic communities. And unless educators and policy makers realize that, no policy tool or teaching method will meet with success.

Recognizing the fundamental differences between various groups of students is therefore the first step to encouraging learning within members of those groups. Once some of the social barriers to learning have been removed, men of color will respond more positively to any stimulus that aims to foster literacy proficiency amongst their ranks.

As a result of such reorganization should also come the realization that curricula currently used in traditional schools therefore deserve a second look. Teachers and educators need to understand that what a Hispanic-American student will relate to in the classroom is different from that to which an Afro-American student will respond to, which is totally divergent from that which stimulates white American students. 

The fact is that each student learns differently. And a student's ethnicity helps shape his/her learning styles. These differences in learning styles are well articulated in the text "Moore, Carol. (1992): Learning Styles - Classroom Adaptation"[iii], where the case for "Different strokes make different folks" can be made. The underlying message here is that while students may find it extremely hard to change their unique learning styles, educators should adapt their teaching methods to meet differing learning styles.

Best practices to bridge these differences

So what can we do to bridge these differences? A lot, actually! Over the years of being involved in the learning and development of youth of color, I have seen first-hand the results that certain practices can bring to bear in fostering literacy proficiency in males of color. I'd like to propose some of my "best practices" for educators to consider:

• Cultural responsiveness: Bringing cultural sensitivity into the classroom means that teachers are aware of the learning style of their pupils, and adapt their teaching methods accordingly

• Recognizing ability: Given the right literary environment, boys of color will shine too. Teachers should recognize their student's innate abilities to learn, and must do away with oversimplification of lessons 

• Collaborative classrooms: Rather than promoting "individualism" in learning, help foster a collaborative literary environment

•  Enabling text: Choose text books and other learning material for the curriculum, to which men of color can relate. Using "standard" text will make them "tune out"

• Unapologetic learning: Choose literacy plans that don't force boys of color to be apologetic about their place in the community when learning or writing their assignments

• Readers write & Writers read: Have students read as authors and write as readers. Fostering both these perspectives is a key element of fostering literacy proficiency  amongst males of color

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[i] http://www.broadprize.org/

[ii] http://usatoday30.usatoday.com/news/opinion/forum/story/2012-05-01/education-achievement-gap-blacks-hispanics/54668664/1

[iii] http://www.ndt-ed.org/TeachingResources/ClassroomTips/Learning_Styles.htm