Morning, classmates. It’s the first day of break for me, at least – so who wants to learn about some pedagogical structures!? Hint: not me, but I’m here anyways. You’re welcome, Rivas.
I read Forging Rhetorical Subjects: Problem-Based Learning in the Classroom by Paula Rosinski and Tim Peeples. Problem-based learning is a form of active engagement that involves setting up projects in complex situations that require both time and collaboration, often outside of the classroom. The problem presented to students is meant to be reflective of the real world – it’s messy, difficult, and ill-structured. They won’t have clear solutions; there is no formula to follow to find answers. Instead, students must engage, study, and analyze the subject, thereby gathering the skills to solve problems as they work rather than being supplied them at the beginning. The problem, rather than a teacher, is what initiates student learning.
Problem-based Learning can be utilized in various classes, but Rosinski/Peeples focused on its use in writing classes. PBL is used to form better writers through reflection and what Rosinski/Peeples calls ‘metacognition’, or the knowledge of how and when to use various problem-solving methods. It gives students a better understanding of the relationship between writing and context, the importance of collaboration in non-routine writing, and the uses of multiple forms of rhetorical ideas. Problem-based learning is also capable of weaving together traditional and technological mediums, giving students a chance to develop digital literacy in addition to problem-solving skills. Using such an open-ended form of pedagogy creates the need for variety and discussion, creating a need for student collaboration and a drive to solve problems as a team.
Problem-based learning, therefore, is unique in the fact that it creates an environment where students develop cognitive and rhetorical skills rather than simply being presented them. It allows for rhetorical praxis without basing it on abstract situations, giving writers a way of actively engaging in learning and writing. Problem-based learning, to be concise, allows for both the creation and solution of complex writing problems and the development of a writer’s cognitive and rhetorical skills.
I think the concept of PBL is interesting. It’s pretty obvious at this point that the lecture- and discussion-based setup doesn’t work for everyone, so it’s nice to see something that’s a bit of a different take on pedagogy. It’s a good way to set up a course to play to everyone’s strengths as visual, kinetic, etc. learners, and involving digital literacy in the classroom seems to be becoming less of an option and more of a necessity at this point. Problem solving is, in my opinion, one of the most (read: only) important things you get out of a lot of college classes, so I think that focusing specifically on metacognitive development is a pretty swell idea.
I like the idea of PBL in theory, but my concern, as we discussed with writing workshops, is the competence of my classmates. How does a teacher guarantee dedication? PBL feels essentially like taking group projects to the next level. I can’t speak for the rest of you, but I would rather chew my own arm off than make another powerpoint at 3 AM because the rest of my group is too goddamn lazy to help me with our project. If there were some way to compel people to actually work on problems (hint: I’m a poor college student, pay me), I think PBL could be a really useful classroom format, but I just don’t think it’s really feasible to expect all students to put in the necessary effort for maintaining such a complex classroom structure.
A question for all of you, then – would problem-based learning interest you, or does the idea of self-driven research and collaboration make your skin crawl? I personally have never been a fan of discussion-based or group-led classes (shocking, I know) and I know that some of you are in the same boast, but is PBL unique enough in structure that it doesn’t make your subconscious break out in hives? Do you like the idea of engaging in active problem solving rather than being lectured at? Discuss away!
Sources, yo.
Rosinski, Paula, and Tim Peeples. “Forging rhetorical subjects: problem-based learning in the writing classroom.” Composition Studies 40.2 (2012): 9+. Academic OneFile. Web. 22 Nov. 2013.
