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This guide discusses essential characteristics of effective Problem-Based Learning (PBL) problems. It focuses on how these problems should relate to real-world scenarios and motivate students while fostering decision-making and collaborative skills. Key attributes include the necessity for multi-stage and multi-page formats, posing open-ended questions for discussion, and aligning with course content to promote higher-order thinking skills. The guide also provides a rubric for evaluating PBL problems to ensure they meet educational objectives and engage students meaningfully.
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What Is a Good PBL Problem? Institute for TransformingUndergraduate Education University of Delaware
Deflating Grady Take a few minutes in your group to discuss the problem you have just experienced: what are the strengths and weaknesses of this problem?
Good PBL Problems… • relate to real world, motivate students • require decision-making or judgments • are multi-page, multi-stage • are designed for group-solving • pose open-ended initial questions that encourage discussion • incorporate course content objectives, higher order thinking, other skills
Bloom’s Cognitive Levels Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to anew situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions
Deflating Grady Take a few minutes in your group to apply the rubric to this problem.
