PROBLEM-BASED LEARNING

: THE PEDAGOGICAL
ADVENTURE
The PROBLEM-BASED LEARNING (PBL) TEACHING STRATEGIES
 Introduction:

“The whole art of teaching is only the art of

awakening the natural curiosity of young
minds for the purpose of satisfying it
afterwards”
(France in Barell, 2003).
“The child is an agent in his/her own learning”

“A child learn best when he/she is active”

“Learning takes place through a continuous process of

interaction between the learner and his/ her environment”
(Rahman, 2004)
PROBLEM-BASED LEARNING :
THE PEDAGOGICAL ADVENTURE
 Zulueta (2009)

With some changes of emphasis on educational goals and

objectives, the focus on the child and the concept of
teaching method has been diversified and broadened and
new approaches/ strategies came about.

“There is no single correct way to teach a particular set of

pupils/students in a class”
 Problem-Based learning (PBL)

 Is both a teaching method approach to the curriculum.

 challenge students
 self-directed learning strategies,
 team participation skills, and
 disciplinary knowledge
 It is always active and usually (but not necessarily) a collaborative
process.
To teachers..

Teachers become more effective at posing

challenging and authentic problems to their
students when they experience a problem-
based approach in teacher education.
 Problem-based Learning (PBL)

Described as..
*A comprehensive approach to classroom teaching and learning that
incorporates most of these principles for capitalizing on students’ intrinsic
motivation.

The approach prepares the class for projects..

*Relatively long-term problem focused
*Meaningful units
 PBL
 Pursue solutions to authentic problems by asking and refining questions
 Debating ideas
 Making predictions
 Designing plans/experiments
 Collecting and analyzing data
 Drawing conclusions
 Communicating their ideas and findings to others
 Asking new questions
 Creating products
There are two essential components to projects:

1. A question or problem organizes and drives the activities,

and
2. A series of products that culminates in a final product
(e.g. a model, report, videotape, or computer program)
 Motivational elements:

1. tasks are varied and involve a novel elements,

2. problems are authentic and challenging,
3. the work leads to closure in the form of the finished product,
4. students exercise choice in deciding what to do and how to
do it, and
5. they collaborate with peers in carrying out the work.
STUDENTS,… TEACHERS,…
 PBL involves..

Collaborative effort of both teachers

and students.
 3 Steps in PBL

Step 1
Both teachers and students Step 2
Step 3
select a topic of study based The Teacher finds out the
Students come together and
on the perceived student students’ background
share the results of their
interests, curriculum information on the topic
work.
standards, and local chosen.
resources.
 WRITING PBL PROBLEMS

 1. Select the objectives we want our students to accomplish.

 2. Create a story line that will appeal to our learners and
quickly interest them in accomplishing the learning
objectives.
 3. Provide story lines that will prompt their curiosity about
objectives.
 4. Read the story aloud or preview it before introducing it to
the class.
 USING PORTFOLIO AND CASE STORIES
-Are designed to stimulate thinking and to encourage professionals in
education to:
1. Employ higher order thinking skills;
2. Generalize learning in the classroom, school, and wider community;
3. Question assumptions underlying the theories presented;
4. Draw on self-analysis skills;
5. Realize the judgemental and complex nature of teaching; and
6. Apply knowledge of issues in today’s society.
 2 different types of case stories.
 1. Exemplar case:
are those that show best practices
2. Contemplation case:
are those that provide opportunity to practice
analysis and assimilate different perspectives.

WHAT MAKES A GOOD CASE?

 CHARACTERISTICS OF A GOOD CASE

 1. Tells a story
 2. Focuses on an interesting issue
 3. Appears realistic
 4. Creates empathy with the central character
 5. Includes quotations
 6. Is relevant
 7. Possesses pedagogic utility
 8. Is conflict-provoking
 9. Is short but appealing
 THANK YOU
FOR LISTENING