Problem-Based Learning Presented by Julio Lugo

Problem-Based Learning (PBL)

What is Problem- Based Learning?

Problem-based learning (PBL) is an approach that challenges students to learn through engagement in real problems.  It is a format that develops both problem-solving strategies and disciplinary knowledge bases by placing the students in the active role of problem-solvers.

Problem-based learning is student-centered.  PBL makes a fundamental shift--from a focus on teaching to a focus on learning.  The process is aimed at using the power of real life problem-solving techniques to engage students and enhance their learning and motivation.  Aspects that help define PBL:

• Learning takes place within the contexts of real tasks, issues, and problems - that are aligned with real-world concerns.
• In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continuously refine the curriculum.
• The PBL approach is grounded in solid academic research on learning and on the best practices that promote it.  Encourages the students to take responsibility for their own learning, since there are fewer lectures and no structured sequence of assigned readings.
• PBL fosters collaboration among students.  It stresses the development of problem-solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning.

The basic premise of PBL is that learning begins with a problem (Woods, 1985) presented in the same context as it would be encountered in real life.  From the presented problem, all other learning is associated with and centered around.  Expertise is developed by engaging in the problem solving.  Students independently and collectively assume the majority of their own learning and instruction.  Most of the learning occurs in small groups rather than in lectures.  The teacher's role becomes more of a facilitator and coach to the students learning.  The teacher acts as a resource person rather than as knowledge-holder while the students are actively involved as a problem-solver, decision-maker, rather than being a passive listener and note-taker.

 

Origination of Problem Based Learning

Problem-based Learning (PBL) was introduced by Howard Burrows, an American physician, and medical educator, in the late ’60s within the framework of the medical program at McMaster University in Canada.  PBL can be considered a combination of the Cognitive and Constructivism Learning Theories.

Howard Barrows defines the PBL model as  student-centered learning, learning done in small collaborative groups, teachers are facilitators or guides rather than teaching through direct modeling, the problem helps stimulates the cognitive process through the development of problem-solving skills, and new knowledge is learned through Self-Directed Learning (SDL). 

Since its inception, PBL has spread to over 50 medical schools, and has been incorporated into many other professional fields including law, economics, architecture, mechanical and civil engineering, as well as in K-12 curricula.

Problem-Based Learning is a combination of the Cognitive and Constructivism teaching theories. 

Cognitive Constructivism (Piaget)

• The MIND is in the head; focus on cognitive reorganization
• RAW MATERIALS; uses primary data, manipulative, or other interactive materials
• STUDENT AUTONOMY; thinking and learning responsibility in students' hands to foster ownership
• MEANINGFULNESS AND PERSONAL MOTIVATION; learning related to personal ideas and experiences
• CONCEPTUAL ORGANIZATION/ COGNITIVE FRAMING; information organized around concepts, problems, questions, themes, interrelationships; activities framed within thinking-related terminology
• PRIOR KNOWLEDGE AND MISCONCEPTIONS builds on prior knowledge and addresses misconceptions
• QUESTIONING; promotes individual inquiry with open-ended questions; encourages question-asking behavior

 Social Constructivism (Vygotsky)         

• The MIND is in social transactions and emerges from acculturation into a community of practice
• AUTHENTIC PROBLEMS; learning environments reflect real-world complexities
• TEAM CHOICE AND COMMON INTERESTS; builds on common interests and experiences within a learning group, and gives some choice to that group; learning activities are "relevant, meaningful, and both product and process oriented"
• SOCIAL DIALOGUE AND ELABORATION; uses activities with multiple solutions, uncertainty, novelty, etc, demanding dialogue, idea sharing, etc.; encourages student elaboration/justification for their responses through discussion, questioning, group presentations
• GROUP PROCESSING AND REFLECTION; encourages group processing of experiences
• TEACHER EXPLANATIONS, SUPPORT, & DEMONSTRATIONS: demonstrates problem's steps and provides hints, prompts, cues, and clarifications where requested
• MULTIPLE VIEWPOINTS; fosters multiple ways of understanding A problem; builds in audiences beyond the instructor

The Benefits Of Problem-Based Learning

Problem-based learning comprises a method with a wide range of benefits.  Some of them are:

• Learners have the opportunity to fully examine a problem and use their own personal experiences to find the solution.
• Problem-based learning encourages teamwork, thus improving the communication skills of the learners.
• Learners learn how to develop their people skills, but also to effectively defend their position.

Learners can discover on their own what they need to know, something that improves their self-directed learning skills.

Practical Examples of Problem Based Learning

1. What Problem-Based Learning looks like in Math (6 Examples)
2. Problem-Based Learning Ideas, Lesson Plans, Examples, Templates
3. Problem-Based Learning Videos

Summary

Project-Based Learning (PBL) is a fun and exciting way of flipping the traditional roles of teachers and students.  Student's become the drivers of their education with the assistant of a facilitator/coach.  This form of learning can greatly contribute to a student's learning and comprehension of the classroom material.  Thinking outside of the box challenges students encourages participation and fostered a healthy collaborative learning environment.

References

Barrows, H. S., & Tamblyn R.M. (1980).  Problem-Based Learning.  An Approach to Medical Education.  Springer Series on Medical Education.  Springer Publishing Company. 

Edutopia. (2016).  Project-Based Learning Videos.  Retrieved on August 13, 2016, from http://www.edutopia.org 

Harasim, L. M. (2012). Learning theory and online technologies. New York, NY: Routledge. 

Instructional Design Models and Theories: Problem-Based Learning.  Retrieved on August 13, 2016, from, https://elearningindustry.com/problem-based-learning 

Learning Reviews. (2013).  Project Based Learning Ideas, Lesson Plans, Examples, Templates.  Retrieved on August 13, 2016, from http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html 

Maastricht University (2014, October, 15).  Problem-Based Learning [Video file].  Retrieved from https://youtu.be/cMtLXXf9Sko 

Problem-Based Learning.  Retrieved on August 13, 2016, from http://online.sfsu.edu/rpurser/revised/pages/problem.htm 

Teach Thought. (2016). What Project Based Learning Looks Like in Math.  Retrieved on August 13, 2016, from http://teachthought.com/learning/project-based-learning/project-based-learning-in-math-6-examples/