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ERIC Number: ED392144
Record Type: RIE
Publication Date: 1996-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Problem Is Only Part of the Problem.
Hoover, S. P.; Achilles, C. M.
Problem-based learning (PBL) uses adult-learning theory to structure the instructional process around presentation of a problem. Learning events emulate real-life situations as closely as possible. This paper describes how two middle schools and one high school implemented a structured staff-development approach aimed at teaching teachers how to use PBL in their classrooms. Feedback from three groups of teachers indicated that students lacked the adequate social skills needed to process group work efficiently and effectively. Middle and high school teachers expressed amazement that students distrusted each other, would not share or willingly cooperate, and often displayed a "me or them" survival attitude. The teaching of people skills often took priority over problem-solving activities. PBL was, however, an effective vehicle for addressing varied learning styles. All teachers felt bound by the constraints of the school-day schedule, not having enough time for the extensive planning that PBL requires. One table is included. The appendix contains a form that elicited teacher feedback on PBL. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: South Carolina
Note: Paper presented at the Annual Meeting of the American Association of School Administrators (San Diego, CA, March 1996).