In this video from Making Learning Real, students describe their experiences with Problem-Based Case Learning (PBCL). They explain how these projects model a real-world, work-like environment that actively engages them in the learning process. Students comment on the hands-on, practical nature of the projects, as well as the challenges of working in a group. They note how doing their coursework is similar to working in the real work world, and they value this realistic experience.
Problem-Based Case Learning is a teaching and learning methodology that directly applies students’ subject knowledge to real professional challenges. Students take on an actual problem faced by a business. Integrating subject knowledge, 21st century skills, and project-based learning, the approach appeals to students who want real-world experience. Projects are not just in-class learning experiences—because students are solving real problems, they can add these experiences to their résumés.
The project begins with an instructor and a business partner jointly designing a problem for which there is no one clear solution. Students then work in teams. Using and building their knowledge of relevant subjects, they develop a solution. The instructor and business partner facilitate the process and make a final assessment of the students’ performances.
The PBCL approach can be useful with almost any subject. The problem comes from the real world and, as such, is often unique. An architecture class at one community college partnered with the college’s building committee to design a wellness center. Web design classes created Web sites for a non-profit organization and a retail business.
While PBCL originated in two-year colleges’ technical education programs, secondary schools have applied the methodology with success to a wide range of STEM content.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.