NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

VOLUME 26, NUMBER 1, 2008-2009

PROBLEM BASED LEARNING

AS THE FINAL EXAM:
INSIGHTS FOR PRACTICING SCHOOL
ADMINISTRATORS

J. M. Blackbourn
University of Mississippi

Jennifer G. Fillingim
University of Mississippi

Susan McClelland
University of Mississippi

G. Franklin Elrod
Mississippi State University

Robert L. Marshall
Western Illinois University

ABSTRACT

This article examines the use of the Problem Based Learning (PBL) approach as the final
examination in a teacher education course. The use of such a technique provides a
means by which instructors can address upper level cognitive skills in teacher
candidates. The PBL approach allows teacher candidates to demonstrate those critical
skills necessary for success as clinical practitioners in the field of education. The article
provides insight for practicing school administrators.

26
27 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

P BL is a pedagogical approach that encourages students to use

critical thinking, problem-solving skills, and content knowledge
to real-world problems (Levin, 2001). Based on a constructivist
foundation, PBL promotes active, integrated and cumulative learning.
Relevant, complex problems serve as the bases to motivate learners to
identify and research the concepts and principles needed to solve those
problems (Duch, et al., 2001). Regarding teacher training, PBL is an
excellent means through which students develop analytical skills
involved in clinical appraisal and planning for individualized
instruction (Elrod, et al., 2005).

Students who have learned concepts in the context in which

they will be used are more likely to retain that knowledge and apply it
appropriately in the field (Albanese & Mitchell, 1993). They will also
realize that learning and knowledge transcends traditional subject
discipline boundaries since, through PBL, interconnections between
disciplines and the integration of concepts are highlighted (Duch, et
al., 2001).

Such an instructional method was used in a university special

education teacher training course. The class was a combination of
traditional lecture/discussion on topics related to special education law
and administration, with a corresponding eight-scenario PBL case.
The PBL case was derived from the instructor’s actual public school
teaching experience. Its theme focused on an eighth grade adolescent
with learning problems, not yet classified under IDEA guidelines, in
an 8th grade social studies class.

Thus, through a weekly, eight scenario progressive disclosure,

the students were taken through a referral-to-placement process, as
would be apropos for general education teachers at the secondary level
(i.e. attempting various instructional interventions in the classroom,
monitoring the student’s progress, etc.).
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 28

The eight PBL scenarios were analyzed in two collaborative

groups of five students each. Each group was multidisciplinary in
nature reflecting the different disciplines of the students (e.g.
mathematics, social studies, science, etc.). The groups were instructed
in the use of a six panel PBL template as the format of group activity
(Elrod, et al, 2005). The panels included:

1. Facts (Data): Under this category, members of the student

groups were to identify the key, relevant facts that are revealed in
the scenario.
2. Questions: The group members use this category to ask
questions pertinent to uncovering the additional information
(from what was presented in the scenario) they perceive is
necessary to work toward eventual case solution. The questions
are asked in more of a “why” or “how” form rather than those
that can be answered with a “yes” or “no.”
3. Hypotheses: For each question, one hypothesis or more
(competing hypotheses) are formed as speculated answers.
Forming correct hypotheses is not as important as developing
relevant ones based on existing information that, as more
information is revealed, can be judged as valid or invalid.
4. Plans: Under this category, the group members were list the
actions they would take to test the hypotheses formed under the
previous category.
5. Learning Issues: As the scenario is read and discussed by each
team, terms or concepts that are unclear to any member of a team
are listed under this category. These terms or concepts then
become “homework” for the students to define or find
applications of prior to the next class meeting.
29 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

6. Resources: This category required that the group members

identify sources that they could use to better understand their
learning issues. These sources can include texts, internet sites,
or individuals such as faculty members where answers might be
found. The students are also required to evaluate each source
from the perspective of how useful it was in helping them to
understand a particular learning issue.

Methodology

A detailed PBL scenario, independent and different from the 8

scenario PBL Case used as an instructional tool, was developed to
serve as the course’s final examination. The exam was designed to
address objectives of the course and to also emphasize special
education service issues at the secondary level. This theme was used
to focus consideration on the specific instructional level each student
would teach as the course was composed of Masters of Arts in
Teaching (MAT) candidates working on licensure in various secondary
(7 – 12) content areas.

Matching Course Objectives

The objectives for the PBL final examination reflected the
objectives for the course. These included:

• adapting/modifying classroom environments and teaching

techniques;
• use of consultation skills;
• preparing general education teachers to work cooperatively
in the instruction of students with disabilities;
• promoting skills in general education teachers to screen
students with learning problems; and
• applying collaboration to address the educational needs of
students with disabilities enrolled in general education
classes.
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 30

Thus, while the course, itself, was designed to teach to these

objectives and the PBL Process through the 8 scenario PBL Case, the
PBL final examination was developed to assess acquisition of specific
skills and knowledge related to these objectives. The collaborative
and consultation objectives were addressed through the cooperative
team approach in responding to the final exam question.

Problem Based Analysis of Final Exam Case

The first task accomplished by the student groups was to

conduct a PBL analysis of the case used for the final examination.
This was completed through the application of the six panel format:

Facts, Questions, Hypotheses, Plans, Learning Issues, and Resources

The problem presented to the class for the final exam, like the
multiple scenario problem covered in class, was purposefully ill-
structured. That is, it had many possible alternative solutions and had
many paths that could be explored so that arriving at justifiable
decision was the most important outcome (Wee, 2004). The problem
on the exam presented a scenario similar to one the students might
encounter in professional practice.

The case used for the final examination depicted a high school
history teacher who had one class period that was challenging to teach.
This teacher, Mr. P. Diddy, approaches the building’s teacher support
team for help.
31 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

Figure 1

Case used for PBL final examination

Mr. P. Diddy

Mr. P. Diddy is a history teacher at Uwannaget High. For the

most part, the school year for this ten-year teaching veteran has been
going well. That is, all except for his 5th Period class. Mr. Diddy
affectionately calls this class his “rugrats,” but in private he is quite
worried about his ability to control these kids and actually teach them.
It’s getting to the point that the behavior and lack of motivation of this
one class period has Mr. Diddy thinking about changing careers.

Mr. Diddy’s 5th Period U. S. History class is composed of 10th

and 11th graders who exhibit various learning problems. Of the 22
students enrolled in the class, 9 are on IEP’s. Four of these students
have considerable behavior problems, and Mr. Diddy’s attempts to
correct the situation are often met with, “You can’t do nothin’ to me.
I’m in special ed. and can’t flunk!” All 9 are performing academically
between four to six years below grade level.

The other 13 students are largely made up of unmotivated teens

who would rather be at the mall than in the library (or in class, for that
matter), all of whom are performing at about the same levels as the
IEP students, but exhibiting passive rather than aggressive resistance
to Mr. Diddy’s instructional attempts. There are 2 of these 13 students
who come from Spanish speaking homes and really want to learn, but
due to the typical chaos in the classroom, cannot benefit from Mr.
Diddy’s instruction.
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 32

Drawing on his teaching experience, Mr. Diddy has tried to

shape his instruction to be more motivating to the students by showing
more films on U.S. history (e.g. he videotaped Into the West from
TNT) and eschewing use of the textbook. He has tried to curb the
inappropriate behavior by “writing up” those who are disruptive to the
class. However, Mr. Diddy doesn’t feel that the school administrators
do anything when these students are sent to the office. A particular
concern of Mr. Diddy is how he will show that his students are making
adequate yearly progress (AYP) in accordance with No Child Left
Behind and how his students will be able to pass the state-mandated
exit exam in history (all of the students are on a diploma track).

You are the teacher support team (TST) for Uwannaget High.
Mr. Diddy comes to you with his concerns about his 5th Period class.
Representing the TST, you must analyze the situation as presented by
Mr. Diddy and make appropriate recommendations to assist him in
improving the learning environment for 5th Period. In your
suggestions, you must attend to the special classes of students that are
enrolled therein. You cannot recommend anything to Mr. Diddy that
would be out of compliance with legislative entitlements or court
decisions regarding the same.

In your considerations and reflections you may seek

information from any source….the internet, the course text (or any
other text), faculty at this or any other institution, school teachers or
administrators. You will be expected to produce a through PBL
analysis (using the 6 panels), then produce a document detailing
suggestions for Mr. Diddy as they would be presented in your TST
meeting.

Figure 1 presents the case used for the PBL final examination.
The students were instructed to apply the PBL template and process to
the case and respond as a teacher support team to Mr. Diddy’s issues.
33 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

Figure 2
Example of PBL panels from final exam response

Facts Hypotheses Questions Plans Learning Issues Resources

 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 34

1. Veteran a. The Does he FBA IEP Previous

teacher students ever (Functional AYP teachers
respond commun Behavior School
to him -icate Assessment) Diploma Track
counselor
when he using to determine Special classes
uses appro- cause of Social
Legislative worker
slang to priate behavior entitlements
commu English? Mental
nicate (expose health
with students therapist
them. and Family
demon- Passive/ counselor
b. The strate
aggressive Physician
students how to
do not speak behavior Case
respond properly) Learning manager
to him . environment
when
he uses
appropr
iate
English Behavior
to problems
commu
n-icate
with
them. DSM IV
2. Use a. He’s not Did he BIP Day
slang being start out (Behavioral Motivation Treatment
with professi trying to Interview Specialist
students onal in be the Plan) to
“rug the role of a eliminate or
rats” classroo friend decrease
m. instead behavior
No child left
of the
b. He is Behind
teacher?
the Exit Exam Parents
teacher,
AYP Family
howeve
r the Motivation Students
students
cannot
relate to
him.

Facts Hypotheses Questions Plans Learning Issues Resources

3. a. The Does he Classroom
35 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

Class lacks students have any management

motivation are not rules in Rules,
and exhibit aware place? Consequen-
inappropriate of what Does he ces, Rewards
behavior is model a. ISS
expecte any
d of appropri- b. Saturday
them. ate school
behavior Detention
b. His for
classroo students?
m
manage
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skills
are not
effectiv
e
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to
control
this
class.
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 36

4. Various a. He has Has he Interview

learning not had ever Parents to
problem any taught a gather
s training class information
with with about child
inclusio inclusion and home
n students performance
students with be-
. havioral
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b. He had
an
assistan
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inclusio
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monitor
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students
.
5. 13 c. The What Observation
unmotivated students reward is in classroom
students are not given to to determine
performing rewarde students why
on same d for who behavior
level as IEP good behave occurs
students behavio appro-
r. priately
in class?
d. He was
given
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students
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Facts Hypotheses Questions Plans Learning Issues Resources

6. 9 students a. The only What Student/Teac IEP Sped
have IEPs conseque else is her interview Accommodation Teacher
nce for done to gain idea /modification
37 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

inappropri besides of student’s

ate sending perspective
behavior students
is being to the
sent to the office?
office.
b. The
students
were sent
to after
school
detention.
7. a. The What is Interview No child left Previous
Performance students done to other Behind teachers
4 to 6 years are not in make the teachers to Exit Exam
below grade a student gather
therapeuti want to information AYP
level
c learn or
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ent, he/she is
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promotes impor-
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b. The class?
students
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self-
discipline
d.

As shown in Figure 2, the completed PBL panels were not only

detailed with facts, questions, hypotheses, and plans, but the learning
issues and resources sections were thoroughly completed. It is of
interest to note that some of the learning issues that the students
selected (e.g. “ESL students”) went beyond the scope of the course but
were pertinent to resolution of the final exam case. Moreover,
resources such as the DSM-IV went beyond the course text and
lecture/discussion topics.

One group even conducted a thorough investigation of the

process used for conducting a functional behavioral assessment (FBA)
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 38

in dealing with some of the problems embedded in the case. Instances

such as this, wherein a technique or process is identified as a means of
addressing learning and/or behavioral problems from the case were
accompanied by either text citations or url links as references.

Summary

The goal of the Problem-Based Learning model is to facilitate

student transitions from the academic classroom to the professional
work environment by introducing them to realistic scenarios that
require the application of content material to achieve meaningful
solutions. This method allows students to acquire the theoretical
knowledge and intellectual comprehension of the subject matter that
they need as professionals in their field. However, PBL also requires
participating students to analyze novel and diverse conditions, to
synthesize previously acquired information, and to apply their
rationale to the situation presented to them in individual ways. In this
case, the final examination was structured as a PBL activity to elicit
the above listed higher level, critical thinking skills. The final exam,
as a summative assessment device, was essentially employed to
measure the degree to which each student in the class could
demonstrate these competencies.

By incorporating Problem-Based Learning as the primary

instructional method for the course in this study, the pedagogical
atmosphere became one of preparation for situations that teachers will
face as professionals in the educational environment. From the first
day of class, students participated in professional development
activities critical to their success in the field: methodology discussions,
peer counseling sessions, and strategy evaluations. The PBL
instructional method culminated in the course final in which students
are asked to develop and explain their own strategy for approaching a
problem.

A crucial point to this culmination was to ensure that the final

scenario was not one that the students have seen previously, thereby
39 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

eliminating the traditional default response of presenting a solution

which students already knew the answer. Rather than pre-conditioning
students to respond in a predictable and repetitive manner, PBL
methodology continually requires students to assimilate subject matter
knowledge, personal experiences, and anecdotal experiences of other
professionals and to apply it to the situation according to their best
judgment. This approach facilitates the development of responses that
are novel, creative, and innovative. There may not be a single “best”
solution, but there will be multiple “strong” and “thorough” solutions
which must be discovered by the students themselves. The students
must respond proactively to the scenario, not reactively– a
revolutionary approach in traditional higher education models.

In addition to benefiting the students, the PBL model allowed

the instructor to observe and document how individual students
incorporated course information into their personal experiences and to
consider how students would translate newly acquired knowledge into
their experiences. This also allowed the instructor to analyze how
applicable the course materials have been to the professional needs of
the students and how effective particular instructional techniques have
been so that they may be readjusted, as needed, as quickly as possible
for upcoming students. Modifications incorporated as the class
evolved, were necessarily reflected in the final examination to ensure
that they were assessed within a context similar to that of the
instructional setting.

Future applications of Problem-Based Learning to the higher

education environment are both necessary and forthcoming. Over the
next several years, many university faculty will elect to incorporate
PBL as an instructional technique in their classrooms. As additional
PBL higher education classrooms are initialized, techniques and
procedures designed to assess the validity and efficacy of Problem-
Based Learning will be developed and implemented. Problem Based
Learning as the basis of a courses’ final examination, is and can
continue to be a critical tool in the effective pedagogical and
professional development of university students.
 J. Blackbourn, J. Fillingim, S. McClelland, G. Elrod, & R. Marshall 40

REFERENCES

Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A

review of literature on its outcomes and implementation issues.
Academic Medicine, 68, 52-81.
Duch, B. J., Groh, S. E., & Allen, D. E. (2001). Why problem-based
learning? In B. J. Duch, S. E. Groh, & D. E. Allen (Eds.), The
power of problem-based learning (pp. 3-11). Sterling, VA:
Stylus Publishing.
Elrod, G. F., Coleman, A. M., Shumpert, K. D., & Medley, M. B.
(2005). The use of problem-based learning in rural special
education pre-service training programs. Rural Special
Education Quarterly, 24(2), 28-32
Levin, B. B. (2001). Introduction. In B. B. Levin (Ed.), Energizing
teacher education and professional development with
problem-based learning (1-7). Alexandria, VA: Association
for Supervision and Curriculum Development
Wee, L. (2004). Jump start authentic problem-based learning.
Singapore: Pearson/Prentice-Hall.