Note: This is Part 4 of the Big6 and Problem-based Learning series.Read Part 1 online here.
An Example: On the Border
This article began with a presentation of a problem that exists on the border of the United States and Mexico. Here's how the author used this situation to develop a problem-based learning (PBL) lesson called "On the Border," which reinforces essential Big6 information problem-solving skills.Don't forget that preparing curriculum is an information exercise for the teacher, just as the lesson itself presents an information problem for the student.
Since lessons based on real-life problems are broad and information-rich, Task Definition is a particularly important step for the teacher.A particularly useful Task Definition exercise for lesson planning is the articulation of curriculum objectives and learning outcomes.
When developing the On the Border lesson, the author identified four curriculum objectives:
Students will:
- Examine how history, culture, and geography influence a person's perception toward a particular issue.
- Construct an understanding of the various stakeholder points of view by immersing themselves in the role of individuals who live there.
- Research, analyze, and synthesize how the historical, geographical and cultural implications have influenced the views of various groups of people found on the border between the U. S. and Mexico.
- Apply what they have learned concerning differing points of view, and technology, to create a multimedia presentation to the class.
Once the teacher has defined the desired learning outcomes for the lesson, the next step is to consider possible issues associated with the central problem. This will help the teacher to identify and anticipate ways that students may potentially approach the problem. In developing the On the Border lesson, the teacher used a brainstorming map (http://www.geocities.com/mguhlin/writings/ontheborder.jpg) to examine the issues connected with this particular ill-structured problem.
The brainstorming map identifies possible stakeholders, issues arising from the influx of undocumented workers, the deaths of border patrol agents, the culture clash between Mexico and the United States, the impact of free trade policies the federal government has enacted and much more. Of course, as any experienced teacher knows, there is no way to anticipate everything the class will come up with–expect to be dazzled by your students' insight and creativity!
While Task Definition deals with the problem at hand, it also asks you to define the type of information needed. For the teacher, this means considering what he or she expects for the final product of the lesson. The author determined that as students progress through the lesson, they would build a portfolio for assessment. Each assessment task pinpoints specific learning objectives.
An overview of the assessments for this lesson include:Student Product Objectives (I=Individual Product; G=Group Product):
- Fishbone map of the causes and effects. (I)
- Cluster map of stakeholder questions. (I)
- Comparison/Contrast chart on information sources. (I)
- Spider Map that identifies stakeholder question responses. (I)
- Problem/solution map that reflects all stakeholders' information. (G)
- Venn Diagram with different points of view. (G)
- Multimedia Presentation (G) assessed using the Multimedia Presentation rubric.
- Peer Evaluation (G) assessed using the Peer Evaluation rubric.
Engage Students in a Real-life Problem (Task Definition)
Once the teacher has gone through his or her own Big6 process to plan the PBL lesson, it is time to present the lesson to the students and prepare them to engage in their own information problem-solving process to complete the lesson successfully. First, it is important to help the class understand the importance of the problem. Role playing is one way for the students to become actively involved in the problem. The student must say, "My mother is an illegal alien. How do I feel about the U. S. Border Patrol in school?" or perhaps, "As the U.S. Border Patrol Agent in charge of setting up the outreach centers, how can I reassure these children that I am not here on official business in order to hunt their parents?"The teacher can use the Big6 and graphic organizers to help students identify with a particular group. Following is an excerpt from the lesson, where students use graphic organizers to help them begin to define the task of their particular stakeholder group.
Big6 #1: Task Definition
1.1 Define the information problem: The U.S. Border Patrol has created several outreach programs to provide teenagers the opportunity to explore career possibilities. With these programs, the Border Patrol hopes to improve its relationship with residents in El Paso and Southern New Mexico. One particular initiative in Santa Teresa, New Mexico seems to be doing just the opposite. As you listen to the National Public Radio (NPR) broadcast, do the following:
- Create a fishbone map of the situation.
- Identify the stakeholders involved with each cause and identify who is impacted in the result.
- Select a stakeholder that you would like to know more about.
1.2 Define the information needed to solve the problem: After selecting the stakeholder you would like to know more about, ask yourself as many questions as you can about the point of view you will represent. Use Inspiration software to create a cluster map of these questions. Develop specific questions about your point of view to which you do not yet know the answer.Big6 # 2, 3, 4: Focus Inquiry and Investigation (Task Definition to Information Seeking Strategy, Location & Access and Use of Information)
2.1 Brainstorm possible sources of information: After you have done a Web search on your topic, organize the possible sources in a chart, like the one below. Use the chart to compare and contrast sources of information and to gather information for the questions you've written. Be sure to use citation guidelines for any information you find.
2.2 Selecting the best sources: Look at your chart and decide which sources you will use to respond to your questions.Big6 #5 - Support Problem Resolution (Synthesis)
5.1 Organize information from multiple sources: Once again, a graphic organizer can help with this task. Create a spider map that deals with your stakeholder questions and summarizes the information you have found to answer your questions. This will ensure that you include all of the important information that you have collected, and will help to illustrate the relationships between ideas.
Next, develop a problem/solution map to show solutions from your point of view, what you think the results will be, and how these results will affect the overall situation. This is where the point of view of the stakeholder is particularly important÷keep in mind what your group will think is a good idea, and what solutions the members of the group would be opposed to.
Finally, share your information with your team (the other stakeholders) and then create a Venn diagram to show how the different points of view are similar and different. This will give you the information that you need to develop a problem/solution map that includes the ideas of all members of your group.
5.2 Present the information: Now that you have analyzed the results of your research, develop a multimedia presentation. Using eight slides, address the major points of your group's problem/solution map, such as:
- Title of your presentation and list of Group Members
- What's the problem?
- Why is this a problem?
- Who are the stakeholders?
- What are some of the attempted solutions and their results? (use a different slide for each solution and result).
- What do you see as the end result of these problems/solutions?
- List your references.
- Reflect on your success as a group.
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