PBL: Toxic Wastes at Former US Military Bases in the Philippines

The Problem

Action Items

Solve It!

Project Proposal

CLE/PBL Paper

  • Constructivism
  • PBL as an Example of CLE
  • Prototype as a PBL
  • References

PBL Evaluation
Criteria

PBL Prototype

 

Evaluation Criteria

The table below is a table that maps identified PBL characteristics to the its presence in the prototype.

PBL Characteristic
Presence in the prototype
1. anchor all learning activities in a larger task or problem All learning activities tie directly to the problem, in this case, what should be done with the toxic wastes and who should clean it up.
2. support the learner in developing ownership of the overall problem or task, The facilitator helps challenge the learner in taking ownership of the problem, by probing the students knowledge to a very deep level and them to think about what they are thinking about and their process in problem-solving.
3. design of an authentic task, design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of the learning, This is an authentic task, that deals with real people that are encountering a problem that is affecting communities and taking the lives of people. Whatever they come up with will be presented in a real life setting to real people that are concerned about the problem that they are working on.
4. give the learner ownership of the process used to develop a solution, Students work collaborative ly as a group and work through the process together. They work through their creative abrasion (via debates, argumentation, discussion boards, email) to come to a solution that is agreed on by all members.
5. design the learning environment to support and challenge the learners' thinking, The facilitator assigned to each group is there not to give out answers
6. encourage testing ideas against alternative views and alternative contexts, This can occur in the discussion board and email sections of the prototype. Students can battle it out online with their differing opinions and come to a resolution.
7. and provide the opportunity for and support reflection on both the content learned and the learning process. Students can write and post reflections in a secure folder on the web. The group will also after the project reflect on what was learned as a result of the project.