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instructional (and curricular) learner-
centered approach
empowers learners to conduct research,
integrate theory and practice, and apply
k
knowledge
l d and d skills
kill
(In order to) develop a viable solution to a
defined problem
PBL evolved from health sciences curricula
introduced in McMaster University in Canada
over 30 years ago.
Students must have the responsibility for A closing analysis of what has been learned from
their own learning work with the problem and a discussion of what
concepts and principles have been learned are
The problem simulations used in PBL must be essential.
ill-structured and allow for free inquiry Self and peer assessment should be carried out
Learning should be integrated from a wide at the
h completion
l i off eachh problem
bl andd at the
h
range of disciplines or subjects end of every curricular unit
The activities carried out in PBL must be those
Collaboration is essential valued in the real world
What students learn during their self- Student examinations must measure student
directed learning must be applied back to progress towards the goals of PBL
the problem with reanalysis and resolution. PBL must be the pedagogical base in the
curriculum and not part of a didactic curriculum.
the role of the tutor as a facilitator of learners new to PBL require significant
learning instructional scaffolding to support the
the responsibilities of the learners to be development of problem-solving skills, self-
self-directed and self-regulated in their directed learning skills, and
learning
l i teamwork/collaboration skills to a level of
the essential elements in the design of ill-
self-sufficiency where the scaffolds can be
structured instructional problems as the removed.
driving force for inquiry
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ZPD is the difference between what a Levels and types of scoffolding
learner can do without help and what he or
she can do with help. Soft
A concept developed by the Soviet Hard
psychologist
h l i t and d social
i l constructivist
t ti i t L Lev
Vygotsky (1896 – 1934). Reciprocal
Technical
See Handout
To produce learners who will: To produce learners who will:
1. Engage the problems they face in life and 4. Continuously monitor and assess the
career with initiative and enthusiasm adequacy of their knowledge, problem-
2. Problem-solve
Problem solve effectively using an solving
g and self-directed learning
g skills
integrated, flexible and usable knowledge 5. Collaborate effectively as a member of a
base group
3. Employ effective self-directed learning
skills to continue learning as a lifetime
habit
Think of 2 problems you face in our teaching See Handout
Define the problems
Write down the representation of the
problem:
1. A description of the initial state of the
problem
2. A description of the goal state
3. A set of allowable operators
4. A set of constraints
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FACTS IDEAS LEARNING ISSUES ACTION PLAN BIG: Beyond the Information Given
What are What are some of What are some of the How do you
the facts the ideas that learning issues that you intend to obtain
Direct instruction is followed by thought-oriented
stated in the you can propose would like to find out in the information activities
problem? based on the order to manage this to manage this Challenge students to apply, generalise and
identified facts? problem? problem?
refine their understanding.
understanding
List them Generate as many Identify what you do Identify the WIG: Without the Information Given
out. of them as you not know and need to possible sources Goes beyond direct instruction
can. learn to manage the of information.
problem. Be specific Formulate an Students are encouraged by questioning and
and present your information- support to find they own way out.
learning issues in a seeking plan.
question format. E.g. PBL
Prioritise your learning
issues.
This is fuzzy problem; how can I reformulate Individual experience
it in a way that relates to first principles, Prior experience of learner
and leads to good solutions? Created experience in the classroom (TLAs)
What do I know that might be relevant? What Critical reflection
problems
bl lik
like thi
this h
have I mett b
before?
f ? WhWhatt question deeply held assumptions and beliefs
did I do then? based on prior experience
How can I find out further information? From Prompted by conflicting thoughts, feelings, and
where? How do I test it? actions.
Let’s try this solution. Does it work? How Dialogue (with self and others)
could I improve it? Relational and trustful communication
Usually highly personal and self-disclosing
Holistic orientation
Engaging with the affective and relational
Learners are rarely change through analyse-
think-change but rather see-feel-change
Awareness
A off context
t t
Immediate surroundings
Personal/professional situation of the learners
Background societal context
Authentic relationship/practice
Establish meaningful, genuine relationships
among team members/between teacher-student
