Explaining concepts. Self-directed learning. Applying course content to real-world examples. Researching and information literacy. Problem solving across disciplines. Considerations for Using Problem-Based Learning Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first.
Students generally must: Examine and define the problem. Explore what they already know about underlying issues related to it. Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem. Evaluate possible ways to solve the problem.
There are many models in the academic world that summarises the PBL process. Some can be in six steps, others in four. But all in all, they are generically the same as long as the essence of PBL is captured. A few drawings depicting the PBL process can be found below. After looking through the drawings, you will realise that they are generally talking about the same thing but presented in different ways.
Personally, I think that the PBL process can be summarised according to three broad and reiterative phases. Establishing an open climate is essential for problem-based learning. Every student should feel free to say whatever comes to mind, any ideas or comments, no matter how unsophisticated or inappropriate they might seem, without being put down or criticised.
Most students have learned in their prior educational experiences not to speak up or volunteer their thoughts unless they are absolutely sure of the answer. Any show of ignorance was held against them. Learning can never occur unless you can bring out their ideas and thoughts, and openly admit to confusion, lack of understanding, or ignorance. The same is true for myself as the instructor. The instructor doesn't have all the answers or know everything; no one person can be an authority in everything, and no one should be expected to have all the answers.
In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion.
PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem. Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields Duch, Groh, and Allen, :.
Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning Duch et al, are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:.
The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs.
Regardless of which technique is used, the heart of the method remains the same: the real-world problem. Main Links. With so much of the learning happening outside of class, many students can really drive the principles home with self study.
This is a bit of a cop-out positive, but in reality, if students are self-teaching, that means much less lecture preparation. A double-edged sword! This can be a great thing if the student regularly uses high quality sources and double and triple checks their work, but it leaves a lot that is either missed or possibly learned incorrectly. You can learn in the group sessions but what really drives the knowledge home is self study.
Just not possible nor realistic. This is a major con. Some students really like getting exactly the information they need to be able to pass the exams and do well on the PANCE. PBL does not work well for these students.
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