Moving from Project

to Problem Based
Learning

Get Started: Analyze the projects

found around the room.
Discussion Questions:
-What is the highest level of the Blooms taxonomy that
this project pushes students to achieve?
-What 21st century skills (if any) are students using in the
execution and presentation of this project?
-What cross curricular elements are found within this
project (if any)?

Three Levels of Project Based

Learning
Expected Outcome

Control

Setting

1st Level: Demonstrate

Academic understanding of
Model
academic content
only

Teacher-led

Primarily a
Single
Classroom/Curri
culum

2nd Level:
Mixed
Model

Create a produce or
solve a problem
within constraints of
academic
requirements

Teacher-student Single or
collaboration
multiple
classes/curricul
um

3rd Level:
Open
Model

Create a produce or
solve a problem of
students choosing

Student-led

School and
Community

Source: World Class Learners by

Elements of Problem Based Learning

Source: pbl.uci.edu

nd

Level Problem Based

Learning Experience

Step 1: Identify a real world

problem that needs to be
solved.
Key factors to keep in mind
Is it relevant to interests of students at your particular age
level?
Is it a real world problem that needs to be solved?
Is it a problem that will require understanding objectives you
are responsible for teaching?
Will it require students to analyze and create, not just
regurgitate information?

Prepare for Human Exploration

NASA held competition that
challenged participants to develop
architectural concepts that take
advantage of the unique capabilities
3-D printing offers to imagine what
habitats on Mars might look like
using this technology and in-situ
resources. Teams were judged on
many factors, including architectural
concept, design approach,
habitability, innovation, functionality,
and Mars site selection.
These teams were not only
imaginative and artistic with their
entries, but they also really took into
account the life-dependent
functionality our future space
explorers will need in an off-Earth
habitat. -Centennial Challenges
Program Manager Monsi Roman

2nd Level Problem Based

Learning
Experience
Step 2: Read a background
on the problem.

2nd Level Problem Based

Learning Experience
Step 3: Break the task
down into achievable steps.
1. Identify a location on Mars
to build.
2. Design the structure of the
habitat.
3. Identify the type of 3D
printing that you will use.

2nd Level Problem

Based Learning
Experience

Step 4: Ask What do

we already know about
the problem?

What information do
we already know
about the
habitability of Mars
geography and
climate?

2nd Level Problem

Based Learning
Experience

Step 5: Ask What do

we NEED to know about
the problem?

What information do
we need to know
about that
habitability of Mars
geography and
climate?

Step 6: Learn the necessary information to

solve the problem.
Methods
Direct, teacher led instruction.
Guided research
Free research

Best when dealing

with the content that
is directly aligned to
your standards.
Usually most
effective with the first
cycle of asking what
do we already and
need to know.

Already Know About Mars

There are frozen and gaseous forms of water on Mars
The atmosphere is mostly CO2.
There is a small ozone layer.
There are small amounts of methane in both solid and gaseous forms.
There is no evidence of a significant magnetic field.
There are many important known metals and minerals present within
the crust.

2nd Level Problem

Based Learning
Experience

Step 7: Have the

students synthesize
and conclude.

Where would be the

best spot for living
on Mars and WHY?

2nd Level Problem

Based Learning
Experience

Step 4: Ask What do

we already know about
the problem?

What information do
we already know
about designing the
structure for
astronauts to live
in?

2nd Level Problem

Based Learning
Experience

Step 5: Ask What do

we NEED to know about
the problem?

What information do
we NEED know
about designing the
structure for
astronauts to live
in?

Step 6: Learn the necessary information to

solve the problem.
Methods
Direct, teacher led instruction.
Guided research
Free research

Best used during

the later cycles if
problem based
learning units.

http://www.marsicehouse.com/

2nd Level Problem

Based Learning
Experience

Step 7: Have the

students synthesize
and conclude.
Create a

blueprint
to scale of
your
design.

2nd Level Problem

Based Learning
Experience

Step 4: Ask What do

we already know about
the problem?

What information do
we already know
about making a 3D
printed model?

2nd Level Problem

Based Learning
Experience

Step 5: Ask What do

we NEED to know about
the problem?

What information do
we already know
about making a 3D
printed model?

Step 6: Learn the necessary information to

solve the problem.
Methods
Direct, teacher led instruction.
Guided research
Free research

Best used during

the last cycles if
problem based
learning units.

http://3dpchallenge.tumblr.com/

2nd Level Problem

Based Learning
Experience

Step 7: Have the

students synthesize Make a
and conclude. cardboard

model.
Decide on
the 3D
printing
material of
choice.

How Could You Grade

This?

How to Design a 2 Level Problem

Based Learning Experience
nd

Design a Rubric: Grading Problem Based Learning

Experiences:
Grade should be heavily weighted on the students
demonstrating a depth of understanding on the state standard
content they needed to master
Grade should reflect the integration of cross curricular
materials
Grade should reflect the mastery of 21st century skills or tech
skills
Grade should value multiple trials and learning from mistakes
over achieving perfection.

Explore: Look at the other NASA Solve

Problems identify ones you could use/modify
for your classroom and the concepts you could
cover during that Problem Based Unit
https://www.nasa.gov/solve/current-prizesand-challenges
https://www.nasa.gov/content/closedchallenges