5 Problem-based learning examples to promote critical thinking

Knowledge is no longer power. “Knowledge remains vital – but it is no longer power. The world has an abundance of knowledge…If you are a plumber, a teacher, a dentist, an engineer, an accountant, your knowledge base is essential, and your talent in bringing to bear all that knowledge sets you apart from others who have the same knowledge but not the same overall talent” (Komlos, 2019).

In an era where information is abundant and easily accessible, the traditional education model is evolving, or should be evolving to foster critical thinking, innovation, and problem-solving skills. This is why Problem-Based-Learning (PrBL) and Project-Based-Learning (PBL) have increased in popularity today. 

What is problem-based learning?

The acronym PBL can be used for Project-Based-Learning and Problem-Based-Learning. But, what are the differences? Although in the book Project Based Learning the authors state, “we should note that often the distinction between problem based learning and project based learning is academic and possibly arbitrary,” (Larmer et al., 2015, p30), Larmer describes both PBL and PrBL “Focus on open-ended questions or tasks, provide authentic application of content skills, build 21st century skills, emphasize student independence and inquiry, and are longer and more multifaceted than traditional lessons or assignments (Larmer, 2014).” 

For this blog, we will be using John Larmer’s chart to define PrBL, focusing on shorter projects that can produce a tangible or proposed solution to a real or fictitious scenario. No matter the acronym PBL or PrBL, both are engaging, powerful, and an amazing way to teach students.

Examples of problem-based learning in the classroom

The following are examples of Problem-Based-Learning (PrBL) projects from my own experiences. These are short one to two week projects that can sometimes be expanded into longer projects or even turned into a Project-Based-Learning (PBL) project.

1) Social media influencer

In a 6th grade Technology class on Digital Leadership students learn about the power of a digital footprint and posting on social media. During this PrBL lesson, students are tasked as social media influencers who are asked how they can bring attention and awareness to a cause they are passionate about based on the United Nations Sustainable Development Goals (SDGs). ClickView has amazing videos for introducing the SDGs to both younger and older students.

Students used websites like Canva, AdobeExpress, and WeVideo to create graphics, videos, or animated GIFs to bring awareness to their cause. Students must do a deepdive into their cause learning about it, causes, solutions, etc. Then students must then evaluate the best way to share this with their audience. In my class I then share their work either on my YouTube channel, X (Twitter), or Instagram. The idea of sharing the student’s work with an authentic audience is key in my opinion. 

2) Create a food truck

In a math class learning about ‘area’, students could design a kitchen for a food truck. Collaborating with classmates, students would research and decide on a type of food truck, learn about the kitchen needs and equipment for their particular truck, learn about scale drawing, and then begin to design the interior to scale. 

I like this project for two specific reasons. One, it can involve the community, connect with your school cafeteria, connect with local restaurants or local food trucks. I did this and we had an ice cream sandwich truck come and visit, even providing samples for the students and staff. Talk about engagement! Two, you can easily expand this to a Project-Based-Learning (PBL) project by getting into art, graphic design (logos and menus)  health (healthy eating, calories, food analysis), technology 3D print the scaled interior (I’ve done this), and even discussing ethnic cuisine, equality, and representation. 

3) Design a Mars wrench

In technology and math class students were given the scenario of being on Mars and having to unscrew a bolt but the wrench was lost. Students had to design and 3D print a new wrench with the printer taken on the Mars Mission. Students had to learn and understand precise measurements, learn about 3D printing and design, and ergonomics. 

This project was also a great learning experience in iteration. Often students’ first design does not work as expected or doesn’t print as expected resulting in the need to go back and iterate. This is a tough task for some who are used to a one and done turn in an assignment and they are finished.

4) Be a game designer

Students in 4th grade were tasked with designing a video game using Microsoft Makecode Arcade. They were given the challenge of being video game designers hired by a polar bear research and conservation non-profit to design and code video games that would bring awareness to the problems polar bears are facing. 

Students needed to research and learn about polar bears, learn about climate and climate change, students needed to expand their knowledge of coding, we even used an AI chatbot to mimic a polar bear researcher who students could ask questions to and then follow-up confirming with online research. The depth and breath of student questions to the chatbot was phenomenal.

I love the versatility of this project, because you can make it about any animal or passion your students may have. You could individualize for students, you could allow collaboration, you could share projects on social media or around your school and have people provide feedback to your students and then allow them to iterate their game from the “Beta” version. 

5) All terrain wheelchair challenge

My final example is more of a Project-Based-Learning (PBL) example. I thought it would be good to show an example of the difference in depth between the two. 

In this 7th grade project students are tasked with collaborating in a team as part of “Warrior Sports” a fictitious outdoor mobility solutions company. They choose from 4 stakeholders and design all terrain wheelchair prototypes with them. Students must interview the stakeholder, an AI chatbot, research about the injury of their stakeholder, research about wheelchair design and comfort, then they must create sketches of designs, build and test their prototype, evaluate how the prototype worked, iterate, and present their solution.

During this PBL assignment, students have spoken to wheelchair designers using Google Meet, met and talked with current wheelchair users, and even tried a typical wheelchair in the classroom and hallways. During the design process I work to provide feedback, ask questions, and share some insights. However, students are working through the steps.

This project from beginning to end can run roughly 3-4 weeks. Students are using multiple subjects during the project from ELA for research, math for measurement, health for understanding the mobility issues, science with the physics of movement and simple machines, and technology for technical sketches, building, and 3D design and printing. 

Considerations for using problem-based-learning

In a world where knowledge is abundant and readily accessible, the shift from traditional education to fostering critical thinking, innovation, and problem-solving skills becomes imperative. Problem-Based-Learning (PrBL) or Project-Based-Learning emerges as a perfect educational strategy, offering a dynamic approach to teaching that goes beyond rote memorization. As we explore PrBL, bridging the distinctions between Project-Based-Learning (PBL) and Problem-Based-Learning (PrBL), it’s clear that both share a common goal – to engage, empower, and inspire students.

The examples provided showcase the versatility and impact of PrBL. From cultivating digital leadership through social media advocacy aligned with the United Nations Sustainable Development Goals to designing all-terrain wheelchairs in a collaborative and immersive Project-Based-Learning experience, these projects reflect the essence of educating students for the future.

As educators, embracing PrBL opens avenues for students to delve into real-world scenarios, fostering independence, inquiry, and application of 21st-century skills. Whether it’s designing a food truck, crafting a Mars wrench, or becoming game designers advocating for polar bear conservation, PrBL transcends traditional classroom boundaries.

In an education where best practice recommends teaching beyond textbooks, give the transformative potential of Problem-Based Learning a try. It’s not merely about acquiring knowledge; it’s about instilling the ability to think critically, innovate, and solve problems – skills that resonate far beyond the classroom, preparing students for the challenges and opportunities of the future.

References

1. Komlos, D. (2019, May 15). Why Knowledge No Longer Equals Power. Forbes. Retrieved February 21, 2024, from https://www.forbes.com/sites/quora/2019/05/05/why-knowledge-no-longer-equals-power/?sh=56027c987626
2. Larmer, J. (2014, January 6). Project-Based Learning vs. Problem-Based Learning vs. X-BL. Edutopia. Retrieved February 25, 2024, from https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
3. Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. ASCD.
4. Project-Based vs. Problem-Based Learning: Which is Right for Your Classroom? (n.d.). New Tech Network. Retrieved February 22, 2024, from https://newtechnetwork.org/resources/project-based-vs-problem-based-learning-which-is-right-for-your-classroom/