What is PBL? PBL Defined and Described: + an instructional method designed to put the student in the role of a professional problem solver. + instruction that begins with an ill-structured problem, and asks the learner to discover what they know, whey they need to know, and how they will solve the particular problem. + instructors act as models, meta-cognitive coaches, and tutors instead of experts that have an answer to every question. + describes curriculum which is problem-based, concept-centered, utilizing discovery approaches (student centered), and can develop interconnections between various curricular/content areas (interdisciplinary). Active Learning Methods. PBL fits into the larger methods category of Active Learning, meaning that PBL describes a set of strategies that engage learners directly with the material they are studying. Active Learning methods might include case studies, role plays, service-learning, simulations, games, Socratic discussion, field work, collaborative learning, and others. What is Problem-Based Learning? Problem-based learning (PBL), at its most fundamental level, is an instructional method characterized by the use of "real world" problems as a context for students to learn critical thinking and problem solving skills, and acquire knowledge of the essential concepts of the course. Using PBL, students acquire life long learning skills which include the ability to find and use appropriate learning resources. Source: UD PBL -- ABOUT TEACHING -- #47, A Newsletter of the Center for Teaching Effectiveness. January 1995
Four characteristics of an ill-structured problem 1. More information that is initially available will be needed to (a) understand what is occuring, and (b) decide what actions are needed to resolve the problem. 2. Since every problem and problem-solution is unique, there is no one right way or fixed formula for conducting an investigation. 3. As more and more information is obtained, the problem may change. 4. You can never be 100% sure you've made the right decision because important information may be lacking, data may be in conflict, yet decisions still must be made. Why use PBL? 1. Students are engaged directly with course content. 2. Students are engaged directly with the learning process. 3. Learners are challenged to grow in their critical thinking skills. 4. Multiple modes of learning activated, providing students with a realistic experience of problem-solving. 5. The practice of problem solving skills is highly relevant to learner's future professions and vocations.
How PBL is utilized in these courses: Following is a list of assignments that are designed with PBL methods, and most are utilized in the courses that I teach here at MPC: 1. "Executive Decision" leadership simulation (designed by Dan Fox, Ph.D., and Al Weitz, 1996). 2. "Stranded in the Desert" simulation (author unknown). 3. "World War III" simulation (author unknown). 4. "Egg Launch" project (developed by Dan Fox, Ph.D., 2002). 5. Group Text Chapter presentation. 6. Group Service-Learning project. 7. "Thailand Tiger Rescue" project (developed by Dan Fox, Ph.D., 2002). 8. "Tonga Archeology Recovery" project (developed by Dan Fox, Ph.D., 2002). 9. "Amazon Medical Rescue" project (developed by Dan Fox, Ph.D., 1999). 10. "Antarctica Ship Recovery" project (developed by Dan Fox, Ph.D., 2001). 11. "Congo Bridge Construction" project (developed by Dan Fox, Ph.D., 1999). 12. "Java Volcano Evacuation" project (developed by Dan Fox, Ph.D., 1999). 13. "Commercial Creation" project (developed by Dan Fox, Ph.D., 2003) 14. "New Product" project (developed by Dan Fox, Ph.D., 2000) 15. "Board Game" project (developed by Dan Fox, Ph.D., 1999). 16.  "Moment-In-Time-Analysis" (aka, MITA) project. (developed by Daniel S. Fox, Ph.D., 2004). I follow the general approach suggested by my PBL professor, Mr. Bob Benoit, who used PBL in the material he taught me, and now promotes/teaches PBL in his role at the Butte County Office of Education. Step 1: Develop a problem so that students will be going home asking more questions. a. Choose a topic. b. Build a content map to determine what they need to know. c. Identify a problem that is based upon student experiences. d. Create a "scenario." e. Develop research teams/collaborative teams. f. Develop authentic "interactive" materials relevant to their problem. Step 2: The Instructional Process. a. Involve learners in the process of determining WHAT THEY KNOW based upon information in the scenario. b. Involve learners in the process of determining WHAT THEY NEED TO KNOW. c. Involve learners in the process of determining WHAT WE ARE GOING TO DO. Step 3: Develop forms of evaluative criteria. a. Develop authentic assessment strategies (along the way, if nec.). b. Final projects may utilzed, as well as mid-project assessments. (This design also come through my former curriculum & instruction professor, Chuck Johnson, Ph.D., CSU Chico, 1994. Mr. Bob Benoit was my former high school social studies instructor, and all-time best high school teacher.) Here is another PBL process suggested by R. Ricchetti (6/29/95) on the internet: Step 1: Presentation of new data. Step 2: Analysis of the data. Step 3: Formulation of hypotheses. Step 4: Testing of hypothesis. Step 5: Adjusting the hypothesis.
What some have said about PBL Definition Problem-based learning (PBL) is a total approach to education. As defined by Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine, PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. Role Changes In problem-based learning, the traditional teacher and student roles change. The students assume increasing responsibility for their learning, giving them more motivation and more feelings of accomplishment, setting the pattern for them to become successful life-long learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. History Problem-based learning began at McMaster University Medical School over 25 years ago. It has since been implemented in various undergraduate and graduate programs around the world. Additionally, elementary and secondary schools have adopted PBL. The PBL approach is now being used in a few community colleges as well. Results Students involved in problem-based learning acquire knowledge and become proficient in problem solving, self-directed learning, and team participation. Studies show that PBL prepares students as well as traditional methods. PBL students do as well as their counterparts from traditional classrooms on national exams, but are in fact better practitioners of their professions. Source: http://www.mcli.dist.maricopa.edu/pbl/info.html
PBL Background: Characteristics Problem-Based Learning (PBL) is an instructional strategy that promotes active learning. PBL can be used as a framework for modules, courses, programs, or curricula. + Learning is student centered. + Learning occurs in small student groups. + Teachers are facilitators or guides. + Problems form the organizing focus and stimulus for learning. + Problems are a vehicle for the development of clinical problem-solving skills. + New information is acquired through self-directed learning. Source: Barrows, Howard S. (1996). Problem-based learning in medicine and beyond: a brief overview. In Wilkerson, L. and W. H. Gijselaers. (Eds). Bringing Problem- Based Higher Education: Theory and Practice: New Directions for Teaching and Learning No. 8 (pp.5-6). San Fransisco: Jossey-Bass. Source: http://www.samford.edu/pbl/characteristics.html
Problem-based learning have effects on student learning, such as: 1. activation of prior knowledge: the intitial analysis of a problem stimulates the retrieval of knowledge acquired earlier; 2. elaboration on prior knowledge through small-group discussion, both before and after new knowledge has been acquired, as well as active processing of new information; 3. restructuring of knowledge in order to fit the problem presented. Construction of an appropriate semantic network; 4. learning in context. The problem serves as a vehicle for cues that may support retrieval of relevant knowledge when needed for similar problems; 5. since the students will tend to see the problems presented as relevant and since they engage in an open-ended discussion, epistemic curiosity, or intrinsic interest, can be expected to emerge. This in turn urges new learning.1 References 1 H.G. Schmidt, Foundations of problem-based learning: some explanatory notes, in Medical Education 1993, 27, 422-432. Source: Problem-Based Learning in LIS Education, by Birgitta Olander.