A Different Lens: Problem-Based Learning as a Universal Screening in High-Poverty Middle Schools

• In Event: Designing and Implementing Culturally Responsive Programming for Advanced Learners in K–12 Schools

Abstract

This study used an experimental design to explore the use of Problem Based Learning (PBL) to identify gifted potential in seventh-grade English Language Arts (ELA) classes, and as an instructional intervention in eighth-grade ELA classes. PBL provides teachers a new perspective for identifying high-ability low income students. Although focused on high poverty schools, this study also examined potential in other groups that are historically underserved by gifted programs.
Theoretical Framework: When PBL is properly designed and implemented, students acquire as much or more content and skills as students who receive more traditional instruction (Feng, Van Tassel-Baska, Quek, Bai, & O'Neill, 2005). Students in PBL classes report on non-cognitive outcomes such as higher motivation, confidence, enthusiasm, persistence, engagement, self- efficacy, and willingness to problem-solve and share knowledge in PBL settings (Belland, Glazewski, and Ertmer, 2009; Tarhan, Ayar-Kayali, Urek, & Acar, 2008).
Methods: This session focuses on results from the first three years of a Jacob K. Javits funded research project. This project used PBL as a universal screening, thus all seventh-grade students at each school participated in PBL instruction, regardless of ability. In the first three years of the project, 3329 seventh grade students and 53 ELA teachers at ten middle schools in three districts across two states participated. All teachers received 3 days of professional development prior to teaching the units. Lessons were observed for fidelity of implementation. After completing the units, teachers were asked to select students who they thought demonstrated academic potential that was not evident before the PBL experience. Students identified for gifted services were randomly assigned to treatment (PBL in a gifted classroom) and control (a traditional gifted classroom) groups for eighth-grade English.
Data Sources: Quantitative and qualitative measures were gathered to (a) evaluate teachers' judgments (b) dig deeper into methods used by teachers in the identification process and (c) compare and contrast the achievement and engagement of students identified by the implementation of the PBL. Quantitative sources included the Gates-MacGinitie Reading Comprehension test, PBL-content measures, and validated scales to measure student motivation and engagement. Demographic data was used to examine the data in the context of specific sub-groups.
Results: Quantitative data and interviews indicate that PBL increases learning opportunities for underserved groups and helps identify potentially gifted students. When compared with traditionally identified students, PBL-identified students were significantly more diverse, with the rate of identification via PBL meeting or exceeding Ford’s (2014) equity index.
Significance: A persistent problem in education is the under-identification of gifted attributes in culturally and linguistically diverse and low-income students. Early identification and intervention is one solution to this problem, but is only a partial solution. Multiple entry points allow students who were missed during early childhood identification to be identified and served later on. Problem-based learning is an instructional method that engages and motivates students in the classroom, while also providing teachers an opportunity to view students with a new lens.

Authors

• Nancy Holincheck, George Mason University

• Anne Horak, George Mason University

• Beverly D Shaklee, George Mason University