Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt

Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to effectively address these challenges. In this exploratory study we examined the perceptions and practices of five successful middle school PBL teachers regarding the specific challenges posed by PBL and the strategies they used to address them. Results suggest that while successful PBL teachers faced multiple challenges when implementing PBL, they created and adapted effective strategies to successfully mitigate the challenges. Planning approaches included adapting previous units, using a backwardsplanning process, and starting small. Implementation strategies included using a variety of grouping strategies and providing greater structure through mini-lessons, daily checks, and access to a list of relevant web resources. Assessment methods included using rubrics to outline project requirements and monitoring daily journals to assess progress. Teachers articulated that the use of these techniques enabled them to engage their students in interdisciplinary content and learning processes that met or exceeded required academic standards.

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