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Problem-Based Learning

Problem-Based Learning. Wiley Middle School Joseph Cutts and Phyllis Harvey.

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Problem-Based Learning

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  1. Problem-Based Learning Wiley Middle School Joseph Cutts and Phyllis Harvey

  2. Problem Based Learning (PBL) is a learning/teaching methodology based on the principle of using problems as a starting point for the acquisition of new knowledge and a learning/teaching methodology designed to create learning through experience and the reinforcement of existing knowledge. “The Teacher’s part, then, in the process of instruction is that of a guide, director or superintendent of the operations by which the pupil teaches himself.” - Joseph Payne, 1883 from Lectures on the Science and Art of Education Source: http://www.wakehealth.edu/Research/CERTL/Problem-Based-Learning.htm

  3. PBL Characteristics: • Problems are “real world” in nature for the learners: they can see the need to know the information in their future. • Problems activate prior knowledge: learners are able to “hook” new content on some existing experience or information. • Problems mimic ways in which new information will be applied later: either in assessment or practice. Source: http://www.wakehealth.edu/Research/CERTL/Problem-Based-Learning.htm

  4. Philosophy of PBL: • Learners prefer to participate in decision-making about their learning. • Learners bring lots of information to new learning (no blank slates here). • PBL reinforces existing knowledge and creates a starting point for acquiring new content. • PBL problems enhance the integration of new information. Source: http://www.wakehealth.edu/Research/CERTL/Problem-Based-Learning.htm

  5. PBL Aims to Create Learners Who... • Know what they know with confidence. • Know what they do not know with confidence. • Can effectively and efficiently access new information and integrate it with existing knowledge. • Apply the new information to problem resolution. Source: http://www.wakehealth.edu/Research/CERTL/Problem-Based-Learning.htm

  6. Why PBL? • The learning is relevant. • The learning is more retrievable. • The learner can apply the learning in similar situations. • The learning is long-term and embedded rather than dependent on rote recall. • The learning is more exciting and more fun.The learning emphasizes meaning rather than fact accumulation. • Higher retention of learning. • Deeper understanding of learning. • Development of interpersonal, collaboration, and negotiation skills. • Development of life-long learning skills. Source: http://www.wakehealth.edu/Research/CERTL/Problem-Based-Learning.htm

  7. What Are the Steps? • Identify the problem • Facts: What do I know? • What do I need to know? • Collaborate for a solution • Define and defend your solution

  8. Group Roles • Reader/ Group Leader • Recorder • Reporter • Materials Manager

  9. Identify the Problem Explore the issues:-The teacher presents the problem.-Students discuss the problem statement and list its significant parts. -You may feel that you don't know enough to solve the problem but that is the challenge! -You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process. http://www.studygs.net/pbl.htm

  10. Facts: What Do I Know? List "What do we know?"-What do you know to solve the problem?-This includes both what you actually know and what strengths and capabilities each team member has.-Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! http://www.studygs.net/pbl.htm

  11. What Do I Need To Know? List "What do we need to know?"-Research the knowledge and data that will support your solution.-What information will you need to fill in missing gaps. -Discuss possible resources such as technology books, web sites, etc. -Groups develop a plan for solving the problem. http://www.studygs.net/pbl.htm

  12. Collaborate For a Solution -Everyone does their part. -Find out each others strengths. -Consider everyone’s ideas. -Students must understand this is “Real World”. Sometimes we must agree to disagree. http://www.studygs.net/pbl.htm

  13. Define and Defend Your Solution • State clearly both the problem and your conclusion • Summarize the process you used, options considered, and difficulties encountered • Convince, not overpowerBring others to your side, or to consider without prejudice your supporting documentation and reason • Help others learn, as you have learned • If challenged and you have an answer, present it clearly and if you don't have an answer, acknowledge it and refer it for more consideration http://www.studygs.net/pbl.htm

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