PROBLEM-BASED LEARN

Presented by:
Melivhim D. Gutierrez-Guerrero

What is
Problem-Based
PBL?

01a

WINTER

Learning (PBL) is
an instructional method of hands-on,
Template
active learning
centered on the
investigation and resolution of messy,
real-world problems.
-PBL emphasizes the use of taskbased problems to engage students in
active and multidisciplinary learning.
It is a pedagogical approach and
curriculum design methodology often
used in higher education and K-12
settings

What is
Through
problem-based
PBL?

01b

WINTER

learning,
students learn how to solve problems
Templateopen-ended or
that are ill-structured,
ambiguous.
Problem-based
learning
engages students in intriguing, real and
relevant intellectual inquiry and allows
them to learn from these life situations
One must reconsider
what students
(Barell, 2007)
really
need
to
learn
and
the
environment in which they learn. Much
of the enthusiasm for the problem-based
approach to learning comes from
instructors who feel revitalized by the
creative energy it releases.
Hal White

What is
PBL?

01c

WINTER

Features of Problem-Based
Learning
While the content and structure of PBL
courses may differ, the general goals
Template
and learning objectives tend to be
similar. PBL begins with the assumption
that learning is an active, integrated,
and constructive process influenced by
social
andcharacterized
contextual factors.
PBL is
by a student-

Barrows, 1996;Gijselaers,
centered
approach,
teachers 1996
as
facilitators rather than disseminators,
and open-ended problems (in PBL, these
are called ill-structured) that serve
as the initial stimulus and framework
for learning.
Wilkerson and Gijselaers (1996)

What is
PBL?
Characteristics
of Problem-

Based Learning

01d

WINTER

Learning is driven by challenging, open-ended

problems with no one right answer
Template
Problems/cases are
context specific
Students
work
as
self-directed,
active
investigators and problem-solvers in small
collaborative groups (typically of about five
students)
A key problem is identified and a solution is
agreed upon and implemented
Teachers adopt the role as facilitators of
learning, guiding the learning process and
promoting an environment of inquiry

What is
PBL?
Characteristics
of Problem-

Based Learning

01e

WINTER

Rather than having a teacher provide facts and

then testing studentsTemplate
ability to recall these facts via
memorization, PBL attempts to get students to
apply knowledge to new situations. Students are
faced with contextualized, ill-structured problems
and are asked to investigate and discover
meaningful solutions.

Brief History of
PBL
Nearly 100 years ago,

02a

John Dewey
declared, School should be less of a
preparation for life and more like life
itself. To make medical instruction
more like life itself, instructors at
McMaster
Universitys
Faculty
of
Medicine (Canada) developed ProblemBased
Learning
in 1969. three
Shortly
thereafter,
other
Albanese schools
and Mitchell,
1993;
Vernon
and Blake, 1993
medical
the
University
of
Limburg
at
Maastricht
(the
Netherlands),
the
University
of
Newcastle
(Australia),
and
the
University of New Mexico (United
States) took on the McMaster model of

Brief History of 02b

PBL
Various adaptations were made and
the model soon found its way to
various other disciplines business,
dentistry,
health
sciences,
law,
engineering, education, and so on.

The 5 Key Techniques

Of Problem-Based Learning

03a

1. Problems serve as a guide that

motivates learners
and grabs their full attention.
2. Problems take the form of a test,
giving
the
opportunity
to
the
instructor to determine if the learners
fully understand the concept.
3. Problems are just examples that
illustrate the
concepts that are
being taught.
4. Problems are used by instructors to
examine the process, which means
that
the
problem- based
process
becomes the lesson itself.
5. Problems serve are a stimulus for

The 4 Key Principles

Of Problem-Based Learning

03b

1. Through active learning

Learners can control their own learning, as
well as
submit and answer their own
questions.
2. Through integrated learning
Knowledge, understanding and skills go
hand
in
hand,
while
classroom/book
knowledge is linked to
the real world, and
the problem is the focus.
3. Through cumulative learning
Knowledge is acquired gradually, and topics
are
revisited in progressively greater depth.
Over time,
problems become more difficult,
and the nature of the
challenge more complex.
4. Through learning for understanding
The process is the lesson itself and is more
important
than the facts delivered. Personal

Roles in Problem-Based Learning

The Teachers Role

04a

In the classroom, teachers should act as

metacognitive coaches, serving as models,
thinking aloud with students and practicing
behavior they want their students to use.
Teachers coax and prompt students to use
questions such as "What is going on here?
What do we need to know more about? What
did we do during the problem that was
effective?" and take on responsibility for the
problem. Over a period of time, students
become self-directed learners, teachers then
fade
(Stepien and Gallagher, 1993)

Roles in Problem-Based Learning

The Students Role

04b

The individual student in PBL has an active

role in learning. PBL requires that students
have responsibility for their own learning by
identifying their learning issues and needs.
According to Schmidt and Moust, the
student progresses through a series of steps,
"The Seven Jump", during the PBL process.
1. Clarify unknown terms and concepts in the
problem description.
2. Define the problem(s). List the phenomena or
events to be explained.
3. Analyze the problem(s). Step 1. Brainstorm. Try
to produce as many different explanations for
the phenomena as you think of. Use prior
knowledge
and
common
sense.
[student
outcomes
activation
of
prior
knowledge,
elaboration,
restructuring of information, organization of
information, intrinsic motivation]

Roles in Problem-Based Learning

The Students Role

04c

4. Analyze the problem(s). Step 2. Discuss. Criticize

the explanations proposed and try to produce a
coherent description of the processes that,
according to what you think, underlie the
phenomena or events.
5. Formulate learning issues for self-directed
learning.
6. Fill in gaps in your knowledge through self-study.
Share your findings with your group and try to
integrate the knowledge acquired into a
comprehensive explanation for the phenomena or
events.
7. Check whether you know enough now.
[student outcomes - restructuring, applying,
problem solving]

Benefits of PBL
For Students:
Its a student-centered
approach.
Typically students find it more
enjoyable and satisfying.
It encourages greater
understanding.
Students with PBL experience
rate their abilities higher.
PBL develops lifelong learning
skills.

05a
For Teachers:
Class attendance increases.
The method affords more intrinsic
reward.
It encourages students to spend
more time studying.
It promotes interdisciplinarity.

For Institutions:
It makes student learning a priority.
It may aid student retention.
It may be taken as evidence that
an institution values teaching.

Risks of PBL
For Students:
Prior learning experiences do
not prepare students well for
PBL.
PBL requires more time and
takes away study time from
other subjects.
It creates some anxiety
because learning is messier.
Sometimes group dynamics
issues compromise PBL
effectiveness.
Less content knowledge may
be learned.

05b
For Teachers:
Creating suitable problem
scenarios is difficult.
It requires more prep time.
Students have queries about the
process.
Group dynamics issues may
require faculty intervention.
It raises new questions about what
to assess and how.

For Institutions:
It requires a change in educational philosophy for faculty who mostly lecture.
Faculty will need staff development and support.
It generally takes more instructors.
It works best with flexible classroom space.
It engenders resistance from faculty who question its efficacy.

Criticisms

05c

One common criticism of PBL is that

students cannot really know what might be
important for them to learn, especially in
areas which they have no prior experience.
Therefore teachers, as facilitators, must be
careful to assess and account for the prior
knowledge
that students
bring adopting
to the
Another criticism
is that a teacher
aclassroom.
PBL approach may not be able to cover as
much material as a conventional lecture-based
course. PBL can be very challenging to
implement, as it requires a lot of planning and
hard work for the teacher. It can be difficult at
first for the teacher to relinquish control and
become a facilitator, encouraging the students
to ask the right questions rather than handing
them solutions.

page 01

page 02

page 03

page 04

page 05

Models for
Problem-Based Learning
in Small, Medium and Large Classes

Intro

page 01

page 02

page 03

page 04

Factors In Choosing A Model

Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Instructors preferences
Availability of peer facilitators

Intro

page 02

page 03

page 04

page 05

Medical School Model

Dedicated faculty tutor
Groups of 8-10
Very student-centered
Group discussion is primary class activity
A good choice for
Highly motivated, experienced learners
Small, upper-level seminar classes

page 01

page 02

page 03

page 04

page 05

Floating Facilitator Model

Instructor moves from group to group
Asks questions
Directs discussions
Checks understanding

Group size: 4 to 5
Highly motivated, experienced learners
More structured format: teacher input into learning
issues and resources

page 01

page 02

page 03

page 04

page 05

Peer-Facilitator Model
Advanced undergraduates serve as facilitators
Help monitor group progress and dynamics
Serve as role models for novice learners
Capstone experience for facilitator
A good choice for
Classes of all sizes

page 01

page 02

page 03

page 04

page
05b

Facilitator training important

Development of questioning skills
Group dynamics
Resource guide

Sub-Types of the Peer-Facilitator Model

Roving vs. dedicated
2-3 groups of 4 students each vs. single group of
up to 6 students
Experienced vs. new PBLer

page 01

page 02

page 03

page 04

page
05c

Activities of the Peer Group Facilitator

Weekly meetings with the course instructor
Tutorial Methods of Instruction
Work with one or more PBL groups in class
Optional: meet with group(s) outside of class
No involvement in grading

page 06

page 07

Some Characteristics of a Functional Tutor

Questions/probes the thinking and reasoning process

Provides information when appropriate
Promotes the use of appropriate resources
Guides/directs/intervenes to keep the group on track
Sets high standards
Involves all students in the process

page 06

page 07

Large Classes
Floating facilitator or peer facilitator models are
the most appropriate
Requires a more teacher-centered, structured
format: instructor directs group activities
Group size: 4
Numbers advantage in dealing with group vs.
individual papers, projects

Thank You
-MDG-G