PBL

PBL

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  Session 4 Problem-Based Learning: AnOverview What is PBL? Why PBL? How to do PBL? BEd (Secondary) ES001: EDUCATIONAL PSYCHOLOGY: LEARNERS AND LEARNING
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  What is Problem-BasedLearning (PBL)? “An education process that requires the learner to go through the same activities during learning that are valued in the real world… The intent is to challenge the learner with problems found in practice both as a stimulus for learning and as a focus for organizing what has been learned for later recall and application to future work.” (Professor Howard Barrows as quoted in Boud & Feletti, 2001) 01/29/15 2
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  What is Problem-BasedLearning (PBL)? The essence of problem-based instruction involves the presentation of authentic and meaningful situations that serve as starting points for student investigation and inquiry. 01/29/15 3
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  01/29/15 4 Theoretical Basesof PBL
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  01/29/15 5 Characteristics ofPBL • The problem is the starting point of learning • Subject matter is organized around the problems rather than the discipline • Forces the students to work and learn the basic principles of the subject in the context of solving a problem • Real world problem – appeared unstructured • Problems call for several sources of knowledge • Self-directed learning is primary • Students assume major responsibility for information/knowledge acquisition.
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  Characteristics of PBL •Learning is collaborative, communicative and co-operative • Peer learning, peer teaching & group presentation are essential • Role of teacher: facilitates & coaches through questioning and cognitive coaching. • Development of inquiry & problem solving skills is as important as content knowledge acquisition • Production of artifacts + exhibits • The learning environment of PBL is characterised by openness, active student involvement, + an atmosphere of intellectual freedom 01/29/15 6
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  JUST-IN-CASEJUST-IN-CASE VSVS JUST-IN-TIMEJUST-IN-TIME LEARNINGLEARNING JUST-IN-CASEJUST-IN-CASE VSVS JUST-IN-TIMEJUST-IN-TIME LEARNINGLEARNING 01/29/15 7 ©2003 Tan,Oon Seng
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  01/29/15 8 A Modelof Curriculum Shift Conventional Approach PBL Approach Content Teacher Students Problem Solvers ©2000 Tan, Oon Seng
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  01/29/15 9 PBL At-A-Glance Aneducational methodology that involves:  Real world challenges  Higher order thinking skills  Interdisciplinary learning  Independent learning  Information mining skills  Teamwork  Communication skills
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  Why PBL? Some LearnerOutcomes PBL was not designed to help teachers convey huge quantities of information to students. Inquiry, Critical Thinking + Problem- Solving Skills Integration of curricula knowledge into the solution of authentic problems Teamwork, Presentation, Communication Skills Skills for Independent Learning, Intrinsic Motivation
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  01/29/15 11 PBL LearnerOutcomes • Increased knowledge retention • Integrated and relevant knowledge • Enhancement of intrinsic interest • Reasoning skills • SDL skills • Collaborative learning • Becoming motivated and lifelong learners
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  PBL Objectives For learnersto go through the same activities during learning that are valued in the real world
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  The PBL Process Self-Directed Learning Self-Directed Learning Self-Directed Learning Self-Directed Learning Tan, O.S.(2003)
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  01/29/15 14 The Problem-SolvingCycle: An Example 1. Define the main problem 2. Identify subsidiary issues and research questions 3. Generate possible explanations, hypotheses 4. Make links to relevant theories and research 5. Generate alternative solutions 6. Choose appropriate solutions 7. Test out the chosen solutions 8. Evaluate results/outcomes DYNAMIC AND ITERATIVE
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  Meeting the Problem Problem scenario acts as a stimulus to scaffold and extend a realistic context students may encounter in the future • Developing collegiality • Individual reading, reflection and inquiry • Commitment to team roles and the group • Brainstorming and articulation of probable issues • Reaching consensus on the problem statement • Commitment to deliberate on the problem scenario and problem analysis 01/29/15 15
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  Problem Analysis andLearning Issues  Students’ prior knowledge is activated  Ideas are generated that call for further learning  Students are required to work independently on their own, searching for information through various resources (e.g., books, journals, Internet resources) • Brainstorming & analysis of problem (e.g., generation of possible explanations and hypotheses) • Identification of learning issues and formulation of learning objectives • Assignment of self-directed learning and peer teaching tasks  PBL facilitator prompts to ensure key areas are not overlooked 01/29/15 16
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  01/29/15 17 Discovery andReporting  Students report their discovery of learning to their own groups • Peer teaching • Students gather to share the new information they have individually discovered • Group collaboration and communication skills through questioning and seeking of further information from each other
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  Solution Presentation andReflection • Present solution to problem scenario • Reflect on and evaluate their knowledge, understanding and approach • Contextualize and apply knowledge to the situation • Demonstrate their new knowledge • Sometimes, more questions may be asked 01/29/15 18
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  Overview, Integration andEvaluation • Closure to the problem based learning • PBL facilitator summarizes and integrates what has been learned and highlights gaps in knowledge • Students critique their learning resources (e.g., value, reliability and usefulness for future learning) • Reflect on the new knowledge they have learned as a result of the problem • Members of groups also evaluate their performance as learners in terms of being problem-solvers, self-directed learners, and as members of the team 01/29/15 19