RUNNING HEAD: EDID6509: DESIGNING LEARNING AND PERFORMANCE 0

SOLUTIONS

EDID6509: DESIGNING
LEARNING AND
PERFORMANCE
SOLUTIONS
Problem Based Learning

Course Code: EDID6509

Course Name: Designing Learning and Performance Solutions
Course Coordinator: Dr. Camille Dickson-Deanne
Group Name: CONNECT Tech
Group Members: Shenice Best-Williams 320007249
Candice Brown 04008579
Dwayne Lubin 320012199
Rebecca Haskins 320003271

University of the West Indies Open Campus

RUNNING HEAD: EDID6509: DESIGNING LEARNING AND PERFORMANCE 1
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Problem:

Teaching English Language Learners amongst native English Language users in Grade 8

Social Studies using Problem Based Learning techniques

English Language Learners can learn in classes where lessons are taught in the English Language.

Wolpert-Gawron (2018) discussed problem-based learning for English language students. She

explained that teachers must empower students with relevant information and visuals. It is also

important that learners are empowered with the opportunity to conduct investigations through project

development while working in groups (Schuetz 2018).

Lesson:
The Water Cycle - States of Water

Problem Scenario
It is September and a tropical storm has ravaged the island of Antigua. There is no clean water supply

as the main water supply has been contaminated with mud. You are a first aid worker who is in need

of clean water in a flooded area of the island, but all the water sources contain muddy water. To help

persons in your care, you need to clean the contaminated water using everyday household items.
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Iteration 1:

Video Presentation Activity

1. Students will watch a video demonstrating the water cycle and on the different states/forms of

water.

Fig 1: Sample video on Forms of Water

Group Discussion and Brainstorming Activity

2. Students are encouraged to work in groups of 4 to brainstorm a solution to the scenario

Reflection and Storyboard Activity:

3. Students will produce drawings/illustrations in the form of a storyboard of how they intend to

separate the mud from clean water and present this to other groups at the end of the session.
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Fig 2: Sample Storyboard

Justification of Iteration I
The video includes moving images, audio and text. This is beneficial to English Language learners

and learners with visual and auditory learning styles. (Wolpert-Gawron 2018)

V (2017) defines brainstorming as a group creativity technique by which efforts are made to find a

conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its

members. Students will use technology, other material resources and support from the instructor to

develop a solution to the problem identified.

Storyboarding is another way of working in problem solving environments. Mulder (2018) outlines

several advantages when using storyboarding for problem solving including; stimulating cooperation

and innovation and enabling students to work in a goal-oriented way. This method gives the student

the ability to create a plan for the strategy identified and empowers the English Language Learners to

participate using images and symbols common to all students.

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Iteration 2:

Video Presentation Activity

1. Students will watch a video demonstrating how water can change states as it passes through

the water cycle.

Experiment
2. Students will be equipped with a heat source, a pot, pot cover and ice cubes. Each group will

use these materials to observe water moving from one state to another.

Plan and Design

3. Students will be given the following household items: two metal containers (one large and

one small), a roll of plastic wrap, a rubber band, a heavy object (stone) and bucket of muddy

water. Using these materials, they are to develop and test hypothesis on cleaning muddy water

to solve the scenario problem, using their knowledge of the states that water can exist in.

Reflection
4. Students have successfully collected clean water using the materials given, they will create an

infographic for Red Cross personnel to use during natural disasters to purify water.

Fig 3: Image depicting possible prototype experiment

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Justification
In the PBL design above the students develop ways they think they can clean the water using the

materials they have. They are allowed time to test their hypothesis. Hmelo-Silver (2004) states that a

Problem-based learning environment should present a problem in the form of a scenario, which

provides students with information that helps them to identify the problem, develop hypotheses to

solve the problem, recognize deficiencies in their knowledge, address those deficiencies through self-

directed learning and then apply what they have learned to test their hypotheses and create and

solution.
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References

Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students Learn? Educational

Psychology Review, 16 (3), 235-266. Retrieved from

https://pdfs.semanticscholar.org/4567/74656becd599112e2db391c7827333cf6533.pdf

Mulder, P. (2018). Storyboarding. Retrieved [insert date] from ToolsHero:

https://www.toolshero.com/problem-solving/storyboarding/

Schuetz, R. (2018) Project-Based Learning: Benefits, Examples, and Resources. Retrieved from

https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources

V, M. A. (2017). Brainstorming: Thinking - Problem Solving Strategy. International Journal of

Engineering Research and Applications,07(03), 33-37. doi:10.9790/9622-0703033337.

Retrieved from https://www.ijera.com/papers/Vol7_issue3/Part-3/D0703033337.pdf

Wolpert-Gawron, H. (2018) PBL with English Language Learners: A Vital Need Retrieved from

https://www.pblworks.org/blog/pbl-english-language-learners-vital-need