Problem Based Learning Integrating

21st
Century Skills

PREPARED BY :ALAMELU MANGGAI PONNUSAMY

SANTHA KUMARI KRISHNAN

DESCRIBE HOW YOU

WOULD USE THE PBL
APPROACH FOR EFFECTIVE
INSTRUCTION WITH YOUR
STUDENTS ?

WHAT IS
IT ?

The learning which results from the

process of working towards the
understanding of, or resolution of, a
problem.
(Barrow & Tamblyn 1980)

The most powerful learning

occurs when the student is
dealing with uncertainty.
John Dewey

DEFINITION OF PBL
An instructional student-centered approach which
uses carefully constructed clinical problems as
a context for students to:
a. define their learning needs.
b. conduct self-directed enquiry.
c. integrate theory and practice.
d. apply knowledge and skills to develop a
solution to a defined problem.

The flow of problem-based learning:

Problem
Engagement

Inquiry and
Investigation
problem
definition

Problem
Resolution

Problem
Debriefing

Stepien & Gallagher

Why Use Problem-Based Learning?

Makes learning relevant to the real

world.
Moves learning from a passive
activity to an active activity - learning
becomes the act of discovery.
Increases motivation - students are
more engaged, interested, and
energetic learners as they make a
personal investment in the outcome
of their inquiry.

 Promotes an interdisciplinary
approach to learning.
Promotes collaborative learning.
Requires advanced cognitive skills,
higher order thinking.
Requires research from multiple
sources.
Ideal for heterogeneous classrooms.
Reverses teacher and student roles.

The Teachers Role

Serve as facilitator.
Model thinking and problem-solving
strategies effectively.
Structure meaningful tasks.
Work with students to frame worthwhile
questions .
Manage the structure of multiple day-today activities to produce high quality
outcomes.
Teach students to set goals.

The Students Role

Set goals.
Explore and ask questions.
Work well with peers.
Stay accountable to self,
peers, and teacher for project
outcomes.

How to use PBL effectively in

classroom instruction ?
1. Develop a Problem that
Is developmentally
appropriate
Is grounded in student
experience
Is curriculum based
Accommodates
various learning and
teaching strategies
Is ill-structured
Does not result in one
correct solution

2. Present the Problem

Figure out how
students will meet
the problem
Hook the students
through the
problem format
Give students a
role in the problem
Allow students to
define the real
problem for
themselves

3. Set up the structure

Once students have defined the problem,
they can begin to break it down
Ideas: Any initial ideas students have about
possible solutions to the problem
Facts: Facts students know about the problem
(from problem statement, experience, or
discussion)/what students know
Learning issues: Questions students still have
that will require research/what students need
to know
Action plan: Sources students will use/people,
places, agencies, etc. students will consult for
research

4. Gather and Share

Information
Teacher should check availability of
resources in advance.
Students typically work in
collaborative groups of 3-5.
Student groups can assign research
tasks to individual group members.
Information shared through charts,
abstracts, discussion groups, jig
sawing, etc.
Students and class as a whole
continually revisit the problem.

5. Generate Solutions
Learners begin to
recommend solutions
based on the
information they have
gathered
Students goal is to
develop best solution
according to problem
conditions
Responsible thinkers
are able to justify
solution(s) with
supportive evidence

6. Performance
Assessment

Goal is for teacher to assess LEARNING.

Ongoing assessments throughout process
are ideal -good for assessing both
individual and group accountability.
Teachers embed instruction to help
students explore important information
related to the problem.
Teacher typically assesses culminating
performance via a rubric -- on content,
presentation skills, teamwork, and fit of
solution.

7. Debriefing the
problem
Even after final product is complete,
more opportunities for learning exist.
Consider the following questions as a
way of providing closure:
Were the strategies you used to solve the
problem effective? What would you do
differently?
What is the foundational or big issue at
stake?
What did you learn academically?
What can you do now that you didnt
think you could do before?