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Problem-Based Learning

This presentation by Steve Gregor explores the intricacies of Problem-Based Learning (PBL) as a dynamic educational approach. By fostering environments that challenge students with authentic, complex, and open-ended tasks, PBL encourages higher-order thinking and self-directed learning. Participants will understand the essence of problems, the role of collaboration, and how real-world relevance shapes student engagement. The session emphasizes the importance of an integrated and flexible knowledge base, facilitating peer assessment, and the transformational role of teachers as facilitators in the learning process.

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Problem-Based Learning

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  1. Problem-Based Learning A quest to build contextual learning environments that offer students authentic, open-ended, complex, higher-order tasks Presented by Steve Gregor

  2. Two Truths and a Lie • I have scaled Machu Picchu • I went bungee jumping recently • I was born without a lung Presented by Steve Gregor

  3. Presented by Steve Gregor

  4. Polling Instructions Presented by Steve Gregor

  5. Live Audience Poll 1 Presented by Steve Gregor

  6. Constructivism: The Foundation of PBL Presented by Steve Gregor

  7. What is a problem? Presented by Steve Gregor

  8. What is a problem? • A problem is not something that is wrong or not working properly • A problem is not something that needs to be fixed, such as an economic problem or a broken down car Presented by Steve Gregor

  9. What is a problem? • Understanding a puzzling phenomenon • Finding a better way to do something • Designing or building something • Predicting a new outcome Presented by Steve Gregor

  10. Presented by Steve Gregor

  11. What is a problem? A problem can best be thought of as a goal where the correct path to its solution is not known. Presented by Steve Gregor

  12. PBL Essentials • Students must have the responsibility for their own learning • The problem simulations must be ill-structured and allow for free inquiry • Learning should be integrated from a wide range of disciplines Presented by Steve Gregor

  13. Live Audience Poll 2 Presented by Steve Gregor

  14. PBL Essentials • Collaboration is essential • What students learn during their self-directed learning must be applied back to the problem with reanalysis and resolution • A closing analysis of what has been learned from work with the problem and a discussion of what concepts and principles have been learned is essential • Self and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit Presented by Steve Gregor

  15. PBL Essentials • The activities carried out in problem-based learning must be those valued in the real world • Student assessments must measure student progress towards the goals of problem-based learning • Problem-based learning must be the pedagogical base in the curriculum and not part of a didactic curriculum Presented by Steve Gregor

  16. PBL Essentials Presented by Steve Gregor

  17. Role of the Teacher • Facilitator or educational coach Presented by Steve Gregor

  18. PBL motivates… • Students are involved in active learning • Working with real problems that are relevant to their own lives. Presented by Steve Gregor

  19. PBL Explained Presented by Steve Gregor

  20. PBL Objectives: Students will… • Engage the problems they face in life and career with initiative and enthusiasm • Problem-solve effectively using an integrated, flexible and usable knowledge base • Employ effective self-directed learning skills to continue learning as a lifetime habit • Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed learning skills • Collaborate effectively as a member of a group Presented by Steve Gregor

  21. Live Audience Poll 3 Presented by Steve Gregor

  22. PBL and WebQuests WHAT THEY AREN'T • “Write a report on ..” in which information is copied • Only knowledge and comprehension levels of thinking are addressed Presented by Steve Gregor

  23. Similarities • Foster higher level thinking - analysis, creative thinking, critical thinking. • An introduction is given that sets the stage including some background information. The introduction may be presented using documents or a web page. • Students are put into a situation in which they confront adult type problems (fuzzy - not cookbook type). • Students are actively engaged with learning and are empowered to determine the outcome. Presented by Steve Gregor

  24. Similarities • Students at beginning have insufficient information. • There is no one "right" or "correct" answer to the problem. • The solution to the problem is not done using a step-by-step approach, but rather in a method that often changes the solution as new information is added. Presented by Steve Gregor

  25. Similarities • Students need best solution possible by a given date. • Learning could involve a single academic discipline or integrated disciplines. • Performance is authentically assessed using the same rubrics for all. • Teachers assume an active role of instructing and coaching. Presented by Steve Gregor

  26. Dissimilarities • Structure • PBL generally is more ill-structured than WebQuest • Student Role • PBL • Students generally define the problems and conditions for resolution. • Students decide how to access, evaluate and utilize information. • Students usually determine their own strategies for defining the problem, seeking information, analyzing and testing the data and making a product. • Students usually determine their own roles. Presented by Steve Gregor

  27. Dissimilarities • WebQuest • Students are supplied the conditions for resolution of the problem. • Students are supplied with key questions to answer and concepts to investigate. • Students are usually assigned clearly defined roles. Presented by Steve Gregor

  28. Dissimilarities • Information • PBL • Students are expected to take a more active role in determining the best information sources. • WebQuest • Pointers to information are suggested or provided. Presented by Steve Gregor

  29. Dissimilarities • Process • PBL • The process students take to reach their goals is ill defined at the beginning and are determined by the students, perhaps with appropriate coaching. • WebQuest • The process is mapped out in clearly defined steps. • Guidance is given on how to organize information. Presented by Steve Gregor

  30. Dissimilarities • Product • PBL • Student products (way of presenting solution) may vary more than WebQuests. • WebQuest • Student products are usually asked to be of the same type. Presented by Steve Gregor

  31. PBL Resources Presented by Steve Gregor

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