(2002) first principles of instruction is problem-centered learning. In fact, problem-centered learning is positioned as the environment that all of the rest of Merrill’s principles are applied within. The importance placed on the positioning of problem-centered design at the heart of the first principles of instruction is paramount in creating an effective learning environment. This principle creates the opportunity for a learner to involve themselves in real, practical work, and is supported by the work in cognitive psychology that suggests that learning is encouraged when students work on problem-solving in their learning.
In my practice this principle has been very useful. I have had issues when I haven’t been able to find what I considered an appropriate problem. I taught technical math, and found it problematic to come up with an effective problem. Of course, the textbooks are full of money based or quantity based problems, but I found most of them were frankly, boring. They did not capture my students’ attention. Have you come up with any math based problems that you’ve used within problem-centered learning that actually excited your students? Let me know in the comments!
Merrill, M.D. ETR&D (2002) 50: 43. https://doi-org.ezproxy.royalroads.ca/10.1007/BF02505024
November 16, 2019 at 5:07 pm
Hi Earl,
I had an opportunity to support learners in grade 10-12 Trades Math and am wondering if that might be a parallel to the math that you were teaching. In our instance, we connected with the student and the shop instructor to find out what students were doing in shop (most of them were in both classes) and looked for ways to connect what we were doing in class (trigonometry) with what they were doing in shop (welding). One example that jumps to mind was that we supported the student to figure out how long the pieces of angle iron had to be cut to for him to create the triangular end of the trailer hitch he was building. Not only did he have to calculate the size and shape of the triangle and the lengths of each of the members, but also the angle to cut the end of each piece so that it would meet the way he wanted it to for the purposes of welding. The ongoing conversation between the Math and Shop class allowed for differentiation and real-world, relevant problem-based learning.
November 17, 2019 at 10:52 am
Hi Lisa,
Yes, that’s a great example of bringing real-world based problems into a math class. The cooperation between the two Instructors is vital to making this work. The buy-in from the other Instructor could easily make or break this coorperative approach to creating real-world problem-based learning into the classroom. This illustrates the importance of creating a strong community of Instructors, and how cross disciplinary working together and sharing of ideas and approaches can benefit the student.
November 17, 2019 at 11:21 pm
Hi Earl,
I have no experience in teaching Math, so I can’t help you with advice, but I came across this website while reading “Taking making into the classroom” https://www.mathalicious.com/ check it out, I believe it can be helpful!
November 18, 2019 at 9:24 am
Hi Tala,
Thank you for the comment. I like this link, it opens up ideas of how to build interest for problem-based work in math classes.