Problem based learning

Problem Based Learning
by
Ijaz Ahmad
PhD Student
Reg#:136-FSS/ Ph.D. Edu/F17
To
Prof. Dr. Samina Malik
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD

Plan of talk
•History of PBL
•What is PBL?
•Basic steps in PBL
•Generic Skills and Attitudes
•Teacher Role in PBL
•Advantages and disadvantages of PBL
•Assessment of PBL
•PBL and Teacher Education

History of PBL
Started in medical school
◦1913, Sir William Ossler (concerning the education of
medical students) “ too great a reliance on lectures and on
students’ capability of memorising a growing number of items
of knowledge.”
◦1960’s PBL introduced in Canadian medical school
(McMaster University Faculty of Health Sciences in Canada)
◦1970’s many USA and worldwide medical schools adopted
PBL
◦1990’s introduced into medical schools in UK by Manchester,
Glasgow and Liverpool universities

Problem Based Learning?
An instructional student-centered approach which uses
carefully constructed clinical problems as a context for
students to:
Apply knowledge and skills to develop a solution to a
defined problem (Howard, 2002).

Cont.
In Problem Based Learning (PBL), small groups of students are
presented with contextual situations and asked to define the problem,
decide what skills and resources are necessary to investigate the
problem and then pose possible solutions (Duch, Groh & Allen, 2001).
 PBL courses start with the problems rather than with exposition of
disciplinary knowledge.

Objectives of the PBL Process
Knowledge
◦ Theoretical
◦ Clinical
Skills
◦ Scientific reasoning
◦ Critical appraisal,
◦ Information literacy
◦ Self directed, lifelong learning
Attitudes
◦ value of teamwork
◦ interpersonal skills
◦ the importance of psycho-social issues

Basic Steps in PBL
Students divided into groups < 8
Real problem is presented and discussed
Students identify
◦ What is known in relation to the problem
◦ What information is needed
◦ What strategies or next steps to take in order to “learn” the
information/knowledge/skills needed
Individuals research different issues, gather resources

Cont.
Resources evaluated in group and new
information/knowledge/skills are shared/taught to rest of the group
Cycle repeats until students feel that problem has been framed
adequately and all issues have been addressed
Possible actions, recommendations, solutions or hypotheses are
generated
Tutor/groups conduct peer/self assessments

The Seven Step Model (Wood, 2003)
 Step 1: Identify and clarify unfamiliar terms presented in the scenario,
(allocate a scribe and a chairperson, define rules)
Step 2: Define the problem or problems to be discussed;
 Step 3: Ideas storming session to discuss the problem(s),
 Step 4: Review steps 2 and 3 and arrange explanations into tentative solutions;
 Step 5: Formulate learning objectives;
 Step 6: Private study (all students gather information related to each learning
objective)
 Step 7: Reconvene (meet again)- Group shares results of private study

Generic Skills and Attitudes
Teamwork
Chairing a group
Listening
Recording
Cooperation
Respect for colleagues’ views
Critical evaluation of literature
Self directed learning and use of resources
Presentation skills

(Wood, 2003)

Good PBL Student
Prompt and present for all sessions
A knowledge of the PBL process
Commitment to self/student directed learning
Active participation in discussion and critical thinking
whilst contributing to a friendly non-threatening
environment
Willingness to make constructive evaluation of self, group
and teacher

The Teacher as Facilitator
The facilitator’s role is to prompt, guide and question, when
necessary, to ensure that predetermined learning issues are identified,
researched and discussed.
Open-ended questions should be used to foster student
metacognitive growth.
A wait-time is essential to allow the student to process the
information and formulate their ideas – they should not be rushed.
Never identify issues or state an opinion while students are framing
the problems

Good PBL Facilitator
A knowledge of the PBL process
Commitment to student directed learning
Ability to generate a non-threatening environment whilst still acting
to promote discussion and critical thinking
An ability to facilitate and not teach.
Willingness to make constructive evaluation of student and group
performance

Greater retention and recall of knowledge
Development of life-long learning skills
◦ How to research
◦ How to communicate in groups
◦ How to handle problems
Learning environment that enhances critical thinking and
problem solving skills
Advantages of PBL

Advantages Cont.
Greatest strength of PBL is:
◦ Increased motivation
◦ Increased student satisfaction
◦ Increased Student-student interaction
◦ Increased Student-instructor interaction

Advantages Cont.
Learning environment that is
◦ Active
◦ Cooperative
◦ Self & peer assessed
◦ Student centered
Learning environment that provides
◦ Prompt feedback
◦ Opportunities to allow for a variety of levels of learning

Disdvantages of PBL
Tutors who can’t “teach”
Information overload
Time-consuming
Requires significant pre-planning and development of
◦ Authentic problems, cases, situations
◦ Resources available for students
◦ Literature
◦ Resource people
◦ Professionals in the field

Assessment of PBL
Knowledge
Interrelationships among facts,
concepts
(Rational understanding)
Unit products
Written/oral responses
Traditional tests
Rubrics
SOLO taxonomy
Scoring guides
Skills
Critical thinking
Creative thinking
Effective collaboration
Versatile communication
Unit products and/or
performances
Written/oral responses
Observation
Self-ratings
Peer ratings
SOLO taxonomy
Rubrics
Self-reports
Likert scales
Dispositions (Characteristics)
Intentional learning
Problem logs (record)
Observation
Content analysis
Rubrics
To Assess Product Method
By using multiple means to measure acquisition of knowledge, skills, and dispositions

PBL and Teacher Education
To model PBL as an approach that can be used in teacher Education
MODEL > COACH > FADE
Collins, Brown, & Newman, (1989) provides the theoretical basis for
PBL approach to be used in classes.
“First, we model the use of PBL by using it.
Next, we coach students (teachers trainees) as they develop their own
PBL units to use with their students.
Last, with each unit students develop we lend less direct assistance, i.e.,
we fade instruction”

Conclusion
◦Although PBL is a time consuming approach
and required prior planning and hard to
implement still it is different and wonderful in
the sense that it helps the students to improve
their knowledge (theoretical and clinical) and
skills. Further its self directed mode keep the
students more engaged and motivated, which
help them in lifelong learning.

Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer.
Journal of Technology and Teacher Education, 10(3), 343-364
Duch,B., Gron,S., Allen,D. (2001) The Power of Problem Based Learning. Stylus Publishing
Collins, A., Brown, J. S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and
mathematics. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp.453-494).
Hillsdale, NJ: Erlbaum
Wood, D.F. (2003) ‘ABC of learning and teaching in medicine: Problem based learning’ British Medical Journal 326: 328-330

Thank you
&
?
Ijaz Ahmad PhD student
Education department
IIUI Oct, 2017

Problem based learning

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