Our morning session did not make a ton of sense to me. We were being immersed into a PBL situation as students. Our task was to make an audio walking tour of historic sites in Washington DC based on Dan Brown's The Lost Symbol. We were required to tie the historic sites to the beliefs of the Founding Fathers. We went through the PBL process of an entry document describing the task and found out what we know and what we needed to know. During this the question came up as to whether or not we needed to actually read the book. This question was discussed but never answered. This was the pattern of this daily session: lots of questions answered with questions and little direction.
We were often confused and frustrated. Now this was not the whole time. We completed a great group contract with our Australian partners in our group. We talked about the task and had divided it up. I attended an excellent "workshop" on how to find the ties in the symbolism between monuments and primary source documents.
On the last day our trainer laid out the scope and sequence for us of how the whole project would work in a real classroom. It was not until then that I understood the whole process and the whole week. I was confused and frustrated by design. They wanted us to feel the stress of a student "doing" PBL for the first time.
I thought the trainers were a bit unorganized and should have explained the directions better. A typical teacher (read me) would explain the whole project in detail at the beginning including how to find and interpret the appropriate resources and what tools to use. This approach tends to kill interest and motivation. But there was another reason to allow some confusion and frustration. It is what they call "just in time" instruction. How many of you all know that students tune you out when you explain something and you must re-explain it over and over again to them individually?
One of the important principles of PBL is to allow some confusion/frustration to create a need for students to seek out more information. Then you have their attention when you explain or share resources. Now you don't want students to be frustrated too long so that they want to give up. If they are new to PBL it probably will only take 5 minutes of confusion before they are ready for more instructions.
As Dan Meyer says "Be less helpful." I need to work on more questions and less answers from me to students. I need to put the responsibility and focus of learning back on the students. How about you? How do you use confusion/frustration to teach students?