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In this article Greenwald discusses problem-based learning. She described three key features of 'problem.' First, the initial/present state from which to begin; second, the goal state to achieve; third, set of actions/operations needed to get from initial state to goal state. Problem-based learning involves a shift in roles for students and teacher. Problem-based learning gives studetns opportunitie to be self-directed while maintaining cohesion in the classroom. Greenwald then provides 10 steps to problem-based learning.

(access full PDF via Umass databases page to SAGE journals online) "In this article we delve into the potential learning capacity inherent in project-based organizations derived from conclusions drawn from action research as well as extensive field experience. We propose project-based learning as a means to deal with the challenge of sustainable growth of learning capacity, i.e. developing learning capabilities that enable reasoning beyond the short term; knowledge creation and sharing beyond the individual or team. Based on stories from the field, we explore the distinguishing features of project-based learning and ways in which project-based learning can be instrumental in building communities of reflective practitioners."

This is an interesting perspective on learning styles and options. I've experienced working in a Charter School with this philosophy, project based learning, which of course is appealing to some learners, but not all. It is an excellent option to pursue for particular students who may thrive in this learning environment, where they might otherwise flounder in a traditional setting. It would be nice to see this option incorporated more widely in regular public schools in addition to traditional tracks (business, college prep, vocational education). Mary Ann p.s. E.K. READ THIS ONE!

Greenwald presents 3 key features that must be present in a TRUE problem-based learning lesson: initiating learning with a problem, exclusively using ill-defined problems, and teachers acting as thinking coaches. She gives and example of an ill-defined problem scenario, and also 10 Steps to PBL approach. This article is a great read and gives applicable tools, which seem like they would be great for teachers or facilitators to probe students to dig deeper in their hand-on investigations. In regards to my own project, I am always interested in problem solving approaches in graphic design, and a lot of the 10 steps in this article could easily be translated to a design problem/problem and the research that is required for it.

In recent years, Action Learning has gained currency as an approach to developing people by using work-based or problem-based learning. This book introduces theory, research, and practice of the two authors and colleagues (O'Neil & Marsick) who have both researched and applied Action Learning.

This is a reference guide for Environment-Based Education for advanced learning skills and character education. EBL stresses developing lifelong learners; effective future workers and problem solvers; thoughtful community leaders and participants; and people who care about the people, creatures, and places around them. The article references the outdoors environment, specifically science and math learning, but I think that the 'environment' can take on a vast definition and the concepts are applicable to many learning objectives/situations.

As a research methodology, Participatory Action Research (PAR) is an ideal blend of CCT skills and tools. The author of the article, Couto quoted Freire (1970) in saying that "PAR is a community-based, problem-centered, active learning pedagogy, and it imparts several social problem-solving skills and lessons about participation in democratic societies". The article chronicles efforts by the author to engage students from the University of Richmond in a participatory action research project. The purpose of the research was to better understand needs and issues facing the Richmond Juvenile and Family court system. During the project, students worked with detained juveniles to better understand how the system was affecting each individual. The article provides a clear overview of participatory action research, offering numerous benefits of the process. The author suggests that PAR has the potential to be seen as the "scholarship of engagement" and is spreading in the same way that community service and service learning caught on in the 1970's and 1990's.

This method sounds like it could deliver much stronger learning experiences than typical service learning can because there the students usually remain formally outside what they study, though they learn and gain a lot through personal interactions and experiences. Here they directly engage in situations, working for change as partners, that through the service learning model they generally only try to alleviate and understand. The example is extreme and probably unsuited for most groups, but the methods are intriguing and exciting. The part about the community affected controlling the agenda would be key, as it can be a balance act, trying to have students really learn from experiences and not take condescending approaches.

This article was a good complement to the interview of Peter Senge and Margaret Wheatley (Changing How We Work Together) and Senge's work is also quoted in the article as well. Senge says that learning organizations should nurture new and expansive patterns of thinking, have higher standards for collective learning, and engage people in the team. It would be interesting to see what would happen if higher education institutions engaged in more participatory action research, wherein the students, faculty, and staff had more of a say in the actions of the institution. As it stands now, feedback from students and faculty is sought in some respects, such as in committee work, but many students are too busy to offer feedback to the institution. Instead, there is still a hierarchy of administration that makes the final decisions for actions that affect the students, faculty, and staff.

A video of three Canadian teacher's effort to incorporate project based learning into their curriculum.

This got me thinking again about inquiry and problem-based learning. Engagement and ownership while working through/with their own ideas allows students to grow.